1.  SUMMARY

  Tyne and Wear Museums welcomes this enquiry. In the following paragraphs, we:

—  Illustrate the role of a major regional museums service in providing both a science centre and wider science centre experiences.

—  Demonstrate the impact of science centres/museums in promoting understanding of science, and its importance to society.

—  Recognise the importance of collections of artefacts and documents as an essential element underpinning effective science communication.

—  Draw attention to the cost of collecting, and to the maintenance and use of such collections.

—  Review existing funding support for public, museum-based science centres.

—  Call for a commitment to promote experiential science learning to the widest possible audience.

—  Emphasise the importance of effective education and learning programmes in ensuring a high standard of delivery.

—  Demonstrate the power and potential of partnership working.

—  Make a series of recommendations for future action or consideration.

2.  WITNESS DETAILS: TYNE AND WEAR MUSEUMS

2.1  Tyne & Wear Museums

  2.1.1  Tyne and Wear Museums (TWM) is arguably the most successful regional museums service in England, attracting over 1.5 million visits annually to its 11 museums. Last year, this included some 732,211 visits by people under the age of 16, of which 143,624 are in organised parties, mainly schools.

  2.1.2  A further 1,245,155 virtual visits were made to TWM's website in 2006-07.

  2.1.3  TWM holds collections of national and international importance. Notably, in relation to this enquiry, TWM's Science and Industry collections have been Designated, under the Government's Museum Designation Scheme (administered by the Museums, Libraries and Archives Council) as of national significance.

  2.1.4  Tyne & Wear Museums is also the leader of the North East Regional Museums Hub under the Government's Renaissance in the Regions Programme.

2.2  Science Collections at TWM

  2.2.1  The Science and Industry collections include milestones in the development of applied science technologies, for instance, Charles Parsons' vessel, Turbinia—a test vessel for Parsons' steam turbine, still in use today, particularly in power generation and the reason for Parsons being credited as "The man who invented the 20th century". Charles Swan's light-bulb (invented and working before Edison's), William Armstrong's No. 1 Gun, and the fruits of the labours of George and Robert Stephenson are all present and celebrated.

  2.2.2  Contemporary collecting will focus on current science practice and innovation in our region.

2.3  Tyne and Wear Museums as Science Centre

  2.3.1  TWM has provided science centre experiences within its museums for over 20 years. Most celebrated of these is the Science Maze gallery in Discovery Museum, Newcastle. This gallery has been through several incarnations and names, but as it has developed, it has remained true to its function as a bona fide science centre which explores, demonstrates and engages its visitors in scientific principles. Importantly, Science Maze integrates this approach with real objects and collections; a technique that has rarely been utilised successfully elsewhere.

  2.3.2  A less explicit, but no less interactive approach to scientific investigation is employed at Sunderland Museum and Winter Gardens (especially life and earth sciences), the Hancock Museum (also life and earth sciences), the Stephenson Railway Museum and Monkwearmouth Railway Museum. Similarly, TWM's World Heritage Sites at Arbeia (South Shields) and Segedunum (Wallsend) explore the development (and longevity!) of Roman innovation and technology.

3.  INFORMATION FOR THE SELECT COMMITTEE

  The following paragraphs combine factual information which should underpin this enquiry, together with considered opinions about the effectiveness and funding for different approaches.

3.1  What is a Science Centre, and what can it do?

  3.1.1  It is significant that of the 67 UK members of Ecsite—the European Network of science centres and museums, some two thirds are listed as science centres and museums, and that these cover the whole range of scientific disciplines, but particularly the physical and life sciences, and technology and engineering.

  3.1.2  Of course, to become a bona fide museum, in the UK, the Museums, Libraries and Archives Council run an Accreditation scheme (formerly registration) and candidate museums must pass stringent tests in order to qualify. Several of the Ecsite institutions describing themselves as museums are certainly not accredited museums. This may sound like a semantic point, however, they will often not have the financial burden of caring for scientific collections, nor, substantively, will they qualify for public funding.

  3.1.3  There appears to be no equivalent scheme to Museum Accreditation for science centres, and the sheer diversity of such institutions suggests that creating such a scheme might be challenging.

  3.1.4  If, however, there is to be consideration of a formalised public funding regime for science centres, be it revenue support, capital challenge funding, or other, then some thought must be given to an acceptable definition.

  3.1.5  So what is the potential of science centres and science museums, ie what can they do? In short, they are capable of inspiring a wide range of people, including those who probably felt that they had no affinity with science. These participants, at worst, will begin to realise the role that science plays in their lives, but hopefully will be inspired to find out more and, at best, to fully engage with the science agenda.

  3.1.6  Science centres and museums have the potential to be, and often are, some of the most effective advocates, not only for science and scientific endeavour per se, but for careers in science, a role, the importance of which, can hardly be exaggerated.

3.2  Science Centres in Museums

  3.2.1  The examples from TWM in 2, above, can be mirrored elsewhere in the UK, for instance, at the Science Museum, Glasgow Museums and Ironbridge. It is clear, therefore, that some Science Centres are institutions in their own right, whilst others are part of larger institutions.

  3.2.2  Where a science centre is part of a museum, the ability to use a collection of original material to demonstrate and support science experiences and learning provides a particular opportunity. It does, however, as is noted above, come at a cost, because the cost of caring for (curating, conserving, storing, interpreting etc.) and building a collection can be significant.

3.3  Government Revenue Funding for Science-centred museums

  3.3.1  DCMS spends £340 million (2007-08) on its directly sponsored museums. It allocates a further £45 million (2007-08) to regional hub museums through the "Renaissance in the Regions" programme, managed by the Museums, Libraries and Archives Council (MLA). Only a fraction of those musems funded would claim science centre, or similar status.

  3.3.2  In addition to museums such a the National Museum of Science and Industry and the Natural History Museum other DCMS-sponsored museums including, for example National Museums Liverpool, the Horniman Museum and Tyne and Wear Museums, have a significant science and technology-based element to their collections and offer a range of science-based learning activities.

  3.3.3  In this way, Government funding, provided through DCMS, is used by museums across England to promote physical, earth and life sciences, engineering, technology and science ethics to a wide range of users, both face to face and virtually.

  3.3.4  Within these disciplines, the context may be historical, current or future; the audience may be general public, specialists, lifelong learners, school students or others.

3.4  Additional public funding for Science Centres

  3.4.1  Like other Science Museums, TWM has successfully secured (through challenge) resources from the DCMS/Wolfson Museums and Galleries Improvement Fund, and through MLA's Designation Challenge Fund for science-based projects. Examples include the creation of The Fossil Zone at the Hancock Museum, the creation of the Regional Museum Store and Regional Resource Centre at Beamish, and Geofinder—an on-line searchable database of the significant earth science holdings of Tyne and Wear Museums (http://www.twmuseums.org.uk/geofinder/).

  3.4.2  There were a number of science centres set up with funding from the Millennium Commission. There was an expectation that these would be self-supporting within three years. In reality, this has not proved to be the case, and the only model that seems to work, other than where there is public revenue support, is where the centre in question is attached to an institution that can "back-subsidise" it through other activity.

  3.4.3  TWM, like other Science Centres, was successful in accessing RE:discover funding through the Millennium Commission to renew displays established at the time of the Millennium.

  3.4.4  In this case TWM used RE:discover funding for the development of new science-based interpretation and interactive exhibits to interpret the story of Turbinia, the world's first turbine powered vessel. The steam turbine not only revolutionised marine transport, but also provided the basis for power generation across the world which is still used today. RE:discover funding allowed this unique historical vessel to be interpreted in terms of both its historical and scientific context, providing practical as well as theoretical approach to learning about scientific principles.

3.5  Financial Issues for Science Centres

  3.5.1  There seem to be two key issues (amongst many) for science centres when it comes to financial sustainability: firstly, the cost of renewal of the public "offer", in terms of exhibitions, information technology, web presence etc.; secondly, the cost of providing quality educational activities which may not generate large sums of income. Such activity costs may include the cost of maintaining enablers or animateurs in the exhibitions.

  3.5.2  Science Museums providing science centres, or science centre-type activity, have, as has been noted, additional responsibilities and costs. These are associated with maintaining and developing collections of historic significance for current and future generations. This is a particular issue with science collections of the last 80 years where the use of modern materials can present significant conservation issues, or in the case of many technology and engineering collections, the problem can be the sheer size of the material in question.

  3.5.3  Our public museums, national and regional are sitting on treasure houses of significant scienfic collections, but the responsibility for that material can weigh heavy, particularly on the purse!

  3.5.4  The cost of collections (and collecting) should not be underestimated, nor should it be seen just as a burden. The best science museums, like TWM, have integrated the use of objects and the stories they tell about scientific principles, innovation and development into experiential science centres, providing the widest range of learning styles to cater for the diverse public who we wish to engage with science.

3.6  Learning and Outreach

  3.6.1  The twin keys to any successful Science Centre are the quality and vision of the content, and the strength of the learning programme and support. It is the skill and creativity of good learning staff that can release the potential of the institution. Furthermore, one suspects that an enjoyable and stimulating experience with an inspirational member of staff can contribute to the likelihood that a young person might consider a career in science.

  3.6.2  TWM has invested heavily in Learning and Outreach activity, and this is the reason that it has been so successful in attracting large numbers of learners (formal and informal), and has developed a national reputation for social inclusion, and for attracting non-traditional audiences—so important if an understanding of science, its relevance and potential is to be embedded. This investment has been rewarded, for instance, with over 50% of the adult visitors to Discovery Museum (including Science Maze) being under 16, and over 50% of the adult visits being from people from socio-economic classes C2, D and E.

  3.6.3  An essential element in the quest to engage non-traditional users is the ability to work outside the centre, or museum, through targeted outreach programmes. Inevitably, commercially driven centres that rely primarily upon admissions income and site-based retail and catering income, will find it difficult to justify such investment: if Science Centres and Museums are to truly make a difference, however, we consider that outreach activity is a vital part of their offer.

  3.6.4  A potent example of this was a project involving TWM, the Science Museum and the Blind Society for North Tyneside which created a user-led audio-interpretation facility at North Tyneside's Stephenson Railway Museum. The project, entitled Community Sounds and Voices was supported by NESTA and involved the creation of resources by blind people for blind people around a railway engineering and science theme.

3.7  The Power of Partnership

  3.7.1  It is not surprising that the most successful and dynamic Science Centres will have active partnerships with a number of organisations, not least partners with similar interests.

  3.7.2  Existing museums with strong visitor bases, relevant collections, and staff expertise in inclusion and engagement provide a significant opportunity for science engagement. This expertise can be utilised through partnership working to deliver benefits, not only to a range of delivery partners, but more importantly, to a wider range of users and participants.

  3.7.3  The DCMS and DfES—funded "Strategic Commissioning" scheme has promoted relationships between National and Regional Museums. Through this programme, for instance, TWM has worked with the Natural History Museum and other regional partners to develop new ways of teaching of secondary science in schools across England. The project, entitled Real World Science, and aimed at KS4 students, was a great success. One of the key outcomes has been the high proportion of participants that have indicated that they are more likely to consider a career in science as a result of participating in the programme.

  3.7.4  Another example of partnership has been that established between Newcastle's Life Centre and TWM leading to the creation of an annual science festival in NewcastleGateshead. This initiative has served to raise the profile of science with the general public and schools alike.

  3.7.5  A final example of a successful partnership involved the North East Regional Museums Hub working in partnership with Science Learning Centre North East (at the University of Durham) to devise a project combining science and poetry, involving five local secondary schools. The project involved a cosmologist, an earth scientist, an ecologist, two poets and 160 secondary school pupils, 5 school visits and one museum visit. Interaction with the scientists, the pupils, and the museum and its collections provided creative stimuli to engage pupils with science.

  The following comments are from pupils from secondary schools in Newcastle, Wallsend and Durham who participated in project:

—  This was a good experience. I give credit to all the poets, scientists and teachers who helped us with the activity. Age 14.

—  I thought it was a great experience and interesting. I have learnt a lot today and I have enjoyed the whole event. Age 15.

—  Great idea bringing English and Science together.

—  The poems were very interesting. The pictures of Saturn and the other planets were awe inspiring and were very interesting. I thoroughly enjoyed the project and thought the museum was fun. Age 14.

4.  RECOMMENDATIONS

  In line with the suggested format for submitting evidence, we would like to make the following recommendations:

  4.1  The Select Committee should formally recognise the role played by science centres and museums in advocating the case for science, scientific endeavour and careers in science.

  4.2  The Committee should recognise the significant contribution of museums, both regionally and nationally, to the study and promotion of science, either as bona fide science museums, or museums which hold scientific collections.

  4.3  The Committee should recognise the importance of scientific collections, their potential, and their role in supporting understanding of, and interest in science. In addition, there should be recognition of the cost of collecting, and of caring for collections, and of the role that Government initiatives such as the Renaissance in the Regions programme have played in developing capacity in this respect.

  4.4  The Committee should consider how it can engage in the guidance for the development of scientific collections in those science centres that are museum, or collection based. There has been an historic tendency for such centres to focus on heavy engineering, transport and exploration. It is important that future collections and associated activity are truly representative of all contemporary scientific endeavour and achievement.

  4.5  The Committee should acknowledge the issues of cost of replacement and renewal facing all Science Centres and museums interpreting science, and seek to recommend the development of a funding scheme, possibly by challenge, to support replacement and renewal. The Re:discover fund might be re-visited but with support from charitable and private sources through endowments, for instance.

  4.6  The Committee should recognise and encourage an inclusive approach to science experience and education, and should look at ways in which targeting of hard-to-teach groups might be incentivised.

  4.7  The Committee should promote greater partnership working between science centres/museums and other partners, including higher education institutions, industry, research companies and Small and Medium-sized Enterprises to cross promote activity, innovation and to encourage consideration of careers in science.

June 2007