BACKGROUND

  The RDAs and Devolved Administrations recognise the importance of skills needed to deliver the innovation agenda. RDAs have developed, in response to the Lambert review recommendations, knowledge transfer programmes to stimulate greater business engagement between businesses and the knowledge base, and have also worked with each other, and the DTI, to identify and develop best international practice for increasing innovation through providing a flexible, demand-led support service. However the 2.5% GVA target for R&D spend cannot be met without a strong enough skills base—estimates vary from 50,000 to 100,000 additional researchers and developers needed by 2014 and RDAs have a role to play in identifying and ameliorating the market failures inhibiting the achievement of the 10-year framework ambitions.

  The STEM mapping review has identified well over 400 initiatives to support STEM teaching, most of which are well-meaning but below critical mass. In spite of this, there are gaps in provision, including support for women and ethnic minorities, and there has been little evaluation of the effectiveness of provision. There are some widely-recognised weaknesses in support, including:

—  Lack of coherent provision or a recognised point of contact from a student and STEM schoolteacher view.

—  Inadequate careers advice.

  Several RDAs (including Yorkshire Forward, LDA and SEEDA) are already building on the recommendations of the late Sir Gareth Roberts to pilot Regional STEM Support Centres, with the aim of identifying and delivering with key partners, a small number of high impact initiatives. The centres will provide an integrated approach both for outreach for Schools and for professional development for STEM teachers. The important partnership between the Regional Science Learning Centres (RSLCs), STEMNET and NCETM should be at the core of the partnership, to form a clearly visible single point of reference to all schools and STEM teachers, providing a central hub delivering up-to-date information, support and advice to schools about STEM initiatives and projects in their area that focus on enhancing and enriching the curriculum.

  The support centres should be user-oriented, in this case users include schoolteachers and STEM-based businesses, and this should be reflected in the membership. The support centres should consult with a wide range of partners (sector skills councils, professional bodies etc), eg through a regional forum, and should report to the regional Science and Industry Council and/or the Regional Skills Partnerships and share good practice with DfES, DTI and other regions.

  Relevant challenges in full-time education include:

—  Enthusing younger students (eg 9-13) and improve awareness of careers in STEM,

—  Providing inspirational STEM learning experiences and increase enthusiasm for STEM, eg

—  Awareness and involvement of businesses in delivering the 14-19 curriculum (working with STEM-based sector skills councils).

SCIENCE AND DISCOVERY CENTRES

  Teaching and media are important routes through which to communicate science. Hands-on and interactive methods are seen as best, since they break down the barriers between scientists and the public, as well as establishing science communication as dialogue. Science and Discovery Centres (SDCs) attract and enthuse many students and teachers and can make a very effective contribution to addressing these challenges (alongside other initiatives eg Computer Clubs for Girls).

  SDCs clearly have a very important role to play in terms of public engagement and public understanding in science, and inspiring and motivating the next generation of scientists and engineers in the face of skills shortages and competition from other careers/degree subjects, and in demonstrating to a wider role in the community by presenting exhilarating, educational and fun science shows.

COMMENTS AND RECOMMENDATIONS

1.  Awareness and Coordination

  Building on existing good practice (eg INTECH), SDCs should be closely engaged and coordinated with the regional STEM support centres (which also involve STEMNET, NCETM, SSAT and the regional Science Learning Centres) to provide enhanced visibility and awareness of SDCs in Schools through a focused contact. Through this partnership, access to Science & Engineering Ambassadors (SEAs) can be increased. SEAs come from many different areas of STEM businesses and research organisations and volunteer to support schools with projects, clubs or in the school and they can add value to SDC visits. Feedback from the SDCs can provide useful information on regional needs, while regional engagement through the support centres and can raise the profile of the SDC with the RDA/DA.

  SDC's can also provide satellite facilities for regional partners. For example, the SDC in SEEDA hosts a SETPOINT (and the outreach STEM professional) and is also a supporting partner and venue for teacher CPD, as part of the Science Learning Centre.

2.  Accessibility

  It may be difficult for many students to access local SDCs in school visits (say one hour)—and we should consider the need to develop complementary centres or activities while recognising that there may be a need for critical size to provide a substantial attraction. Many SDCs are in major cities—Northern Ireland has only one centre (W5), while London has around 10 centres, including many outstanding examples such as the Science Museum, the Natural History Museum, and the National Maritime Museum. Government should consider whether more road shows/travelling exhibitions can be developed and how the internet can be used for more engagement with SDCs.

3.  Evaluation and Funding

  As with all STEM skills interventions we need to understand, including through longitudinal evaluation studies, what the most effective interventions are and what their impact is in order to get the most value for our investment. The network BIG (British Interactive Group) should be an appropriate forum for dissemination of good practice of Science Discovery Centres.

  Funding is an issue—particularly ongoing revenue funding. It is possible to get capital for example in 2002 INTECH was re-housed into a purpose-built, award winning building near Winchester. The multi-million pound project was funded partly through the Millennium Commission, NTL, IBM, the DfES and DTI, SEEDA and HCC. In 2007 SEEDA provided the additional £660K funds for a projector for the planetarium, which can now be experienced by some 60,000 visitors pa including 20,000 children on organised visits. LDA's Science & Technology programme is supporting, in collaboration with Queen Mary University: Centre of the Cell, based in Whitechapel is due to open in spring 2008. Centre of the Cell will offer a unique visitor experience around the theme of cells and the role they play in medical research. It will be aimed at school children aged 9-13 years by helping to seed the idea of a future career in science/technology, including in key LDA priority areas Tower Hamlets, Hackney and Newham. Centre of the Cell has faced a struggle to secure investment, and it has taken the LDA's funding to attract other investors in order to complete construction works.

  In terms of national policy there is a strong view that all such Centres should be free, particularly in light of the need to increase the supply of STEM skills and the impact that this will have on economic growth in the UK. For example although Catalyst in the North West receives some public funding, admission and activity charges are levied (see below), whilst the Museum of Science and Industry Manchester can offer free entry.

  In addition, although the value of art galleries and other cultural assets is acknowledged, it is unclear why free admission should be granted to visitors of these arts related facilities and not to some of the science based attractions which provide valuable education activities.

  Government should seriously consider, given the potential economic benefit of the work that Science and Discovery centres undertake, making entrance free.

  This funding problem is probably the key barrier that science & discovery centres face. A potential solution to break this barrier down is to continue to raise the profile of the benefits of such centres and also highlight why they are so important to the economy. Partners such as businesses and RDAs can provide contributions for capital developments or enhancements and businesses can provide time through eg SEAs, and we recommend that the DfES should provide sufficient core revenue funding to ensure sustainability, where SDCs have demonstrated effectiveness, quality and value.

Note:  Catalyst example charges: Admission is £3.25 per pupil. Workshops (for 36 pupils in studios/32 in lab) start at £35. Most special events attract an additional cost of £1 per pupil (Minimum of 20). Films in the theatre attract an additional cost of £1.25 per pupil (minimum of 20) Adults are admitted free in a ratio of 1:5 (KS1), 1:7 (KS2) and 1:10 (KS3 and above) .Additional adults are charged at £3.75 per person.

June 2007