VISION

  The vision of GSK's science education strategy is:

—  to cultivate communities in which people understand the value that science brings to their lives and believe that learning about science is important.

MISSION

  GSK's science education programmes aim to develop:

—  motivated students that have a strong understanding of science and scientific processes;

—  a diverse pool of talented students to recruit into science careers;

—  a public that is equipped to make sound decisions and engage in dialogue about science issues; and

—  GSK's reputation as a leader in science and technology.

KEY STRATEGIC THEMES

  GSK's Science Education Strategy is delivered through two strategic themes:

  Giving Science Context, which focuses on:

—  Involvement of GSK Scientists: bringing together GSK scientists with students and teachers to develop students' understanding and interest in science and careers in science and the pharmaceutical industry.

—  Student participation programmes: supporting initiatives that develop students' understanding of science and its relevance in every day life.

—  Resources: supporting resources that enhance teaching and learning of areas of science relevant to GSK's business.

  Enhancing Science Teaching, which supports programmes that provide high quality professional development for teachers and that enhance teachers' understanding of:

—  science and science processes; and

—  techniques and good practices in science teaching.

OPERATING PRINCIPLES

  Science education programmes will be managed as a portfolio.

  All programmes and activities will:

—  meet the GSK Science Education Strategy Criteria for Programme Support (see below);

—  have identifiable benefits to education and GSK;

—  draw on effective practice, internally and externally;

—  add value to the portfolio; and

—  not duplicate existing provision.

  Programmes in the science education portfolio will be managed to provide maximum value to GSK by collaborating with other GSK efforts, such as health education programmes, contributions committees, and GSK diversity programmes.

  Opportunities to work in partnership with GSK will be available to teachers of science and to students of all abilities and educational needs in primary and secondary education.

  GSK will work in partnership with the most appropriate internal and external organisations locally and nationally in the development and delivery of educational activities to ensure their effectiveness.

CRITERIA FOR PROGRAMME SUPPORT

  These criteria apply to all GSK contributions to science education programmes and activities. Contributions may include leadership, proactive involvement, in-kind donations and funding.

  Contributions are provided to selected programmes that share GSK's vision of cultivating communities in which people understand the value that science brings to their lives and believe that learning about science is important. Programmes must fit the themes of GSK's science education strategy: Giving Science Context or Enhancing Science Teaching.

  Projects that GSK supports will normally:

—  fit GSK's science education strategy;

—  address an unmet educational issue or need;

—  offer GSK the opportunity to be a major contributor or partner;

—  bring together organisations in dynamic partnerships that significantly increase the scope or effectiveness of projects;

—  be managed by organisations with the capacity and expertise to deliver programmes successfully;

—  involve teachers, other education professionals, students and scientists in the development and piloting of the project, as appropriate;

—  draw on effective practice; and

—  offer opportunities to support communities in which GSK is based or involve GSK employees.

  In addition to the above, programmes should:

—  identify targets and possible barriers to success;

—  identify how progress will be measured and evaluated and how this information will be communicated to GSK;

—  measure favourably against GSK's cost/benefit analysis model;

—  include a plan for self-sufficiency; and

—  have the potential to be replicated.

  The following are not supported:

—  individuals;

—  major sponsorship of individual schools and colleges;

—  commercial sponsorships; and

—  programmes that are designed to make inappropriate profits.

Date (of Annex): February 2007