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Global Science Forum Activity on
DECLINING INTEREST IN SCIENCE STUDIES AMONG YOUNG PEOPLE
Global Science Forum
Objectives and Preliminary Report on
the Qualitative Analysis
Dr. Frdric Sgard
OECD Global Science Forum Secretariat
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Global Science Forum Activity on
DECLINING INTEREST IN SCIENCE STUDIES AMONG YOUNG PEOPLE
Global Science Forum
The apparent decline in student enrolments in S&T curricula, a subject of
concern for many OECD countries
A broad and complex problem that may impact the development ofknowledge-based economies
A Global Science Forum initiative started in 2003, in co-operation with other
OECD Directorates (Statistics, Education)
An issue highlighted as a priority at the OECD meeting of science ministers in
January 2004 within the general topic of human resources for S&T
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Global Science Forum
The OECD Global Science Forum (formerly the Megascience Forum):
http://www.oecd.org/sti/gsf
A venue for meetings of senior science policy officials of OECD countries.
Its goal: identify and maximise opportunities for international co-operation in basic
scientific research by:
Exploring opportunities for new or enhanced international co-operation inselected scientific areas.
Defining international frameworks for vital national or regional science policy
decisions.Addressing the scientific dimensions of issues of global concern.
Some recent activities:
The implementation of an International Neuroinformatics Coordinating Facility
A report on Future Large Programmes and Projects in Astronomy and Astrophysics
Workshops on Grid computing and Earthquake science
A study on the Declining Interest in Science Studies Among Young People
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Global Science Forum
Schedule and participants
Decided at the Global Science Forum meeting in July 2003
Steering Committee established at the end of 2003 to determine a
precise goal and programme of workChairman: Prof. Jean-Jacques DUBY
Composition: Belgium; Canada; Denmark; Finland; France; Ireland; Italy; Japan;
Korea; Netherlands; Norway; Portugal; USA
Steering Committee report to the GSF in July 2004
Working Group set up in September 2004
Chairman: Prof. Sjoerd E. WENDELAAR BONGAComposition: Australia; Belgium; Canada; Denmark; European Commission;
Finland; France; Germany; Ireland; Italy; Japan; Korea; Netherlands; Norway;
Portugal; Sweden; USA
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Global Science Forum
Three questions:
1. What are the amplitude and characteristics of the decline ?
Quantitative analysis of statistical data and trends in selected countries
(carried out by Laudeline Auriol, OECD Secretariat)
2. Which factors contribute to the decline ?
Qualitative analysis of the reasons for the decline
3. What are the possible remedies ?
Review of solutions undertaken at national levels
Objective :To understand the extent of the decline, the causes, and possible
remedies
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Global Science Forum
Qualitative study on causes and solutions:
Methodology
Key issues identified by the Steering Committee
An enlarged Working Group set up to carry out, together with a
consultant, Valrie Hemmo, an in-depth analysis
Two subgroups, on causes and solutions, created to identify
the major factors that impact on students choice,
national action plans
remedies that have been experimented
lessons learned and information needed
A preliminary integrative analysis, linking quantitative data,
causes and solutions, will be presented for discussion at a
conference on November 2005, in Amsterdam
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Global Science Forum
Qualitative study on causes and solutions
Key issues identified by the Steering Committee:
1. Image of science and scientists
2. Science and technology careers
3. Science education and curricula4. Teacher training, qualification and development
5. Issues related to gender and ethnic/cultural minorities
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Global Science Forum
The general context:
New / emerging factors (from mid 90s)
In society:
- Overall expansion of tertiary education- Broad diversification of possible studies
(competition with traditional curricula)
-Fluctuations in the job market, job insecurity
In science and technology:
- Mediatisation of funding and job difficulties- Negative developments:
- Are S&T going too far? (cloning, GMOs)
- S&T side effects (global warming, Mad cow
disease)
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Global Science Forum
Special emphasis in the analysis on:
Early stages of the process When action may have higher and longer lasting
impact: actions on intrinsic motivations (taste for
science) are often more efficient than on extrinsic
motivations (job is useful, well paid)
Importance of the different key orientation steps withinthe educational process
What is local and what is global Identification of universal causes as well as cultural
differences
What is actionable Factors upon which governments may act effectively
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Global Science Forum
Factors contributing to the decline (1)
Image of science and scientists
Young people still have a positive image of Science and of scientists in most
countries (despite more cautiousness on specific issues), but
The social position of scientists has weakened in developed countries
Pupils have a poor knowledge of science-related professions
The perception that young people have of scientists and technologists lifestyle
is not attractive to them
Media sometimes play a negative role when portraying science or scientists
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Global Science Forum
S&T Careers
Science-related careers remain a choice recommended by parents, but
Incomes in S&T careers are often perceived as too low relative to the amount
of work and difficulty of the studies required
Young people are unaware of the range of career opportunities opened by
science studies
Job security for S&T professions has decreased over recent years, particularly
in early stages of the career, in some countrieswith high unemployment rates
The professional integration process for young scientists is long and difficultin
academia, which is still perceived as the gold-standard for scientifically-trained
students
Factors contributing to the decline (2)
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Global Science Forum
Science education and curricula
In primary school, pupils often have a strong curiosity for science items, but
courses often focus on knowledge and facts rather than on understanding.
Teachers may also not be comfortable with science subject and with hands-on
situations
At lower secondary school level, pupils need to feel the relevance of the
subject to their own world. This is far from being always the case, and what is
taught is often disconnected from cutting edge science.
Maths and S&T are generally considered as difficult subjectsand there seems
to exist a general perception that it is much more difficult to obtain good grades
in MST subjects than in other subjects.
At upper secondary and tertiary levels, S&T subjects have to compete withnew, sexier, subjects. Furthermore, students prefer courses that open access
to the job market at various stages, which is not the case for some of the S&T
traditional curricula
Factors contributing to the decline (3)
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Global Science Forum
Teacher training, qualification and development
In some countries, S&T teachers lack initial S&T training. That is more
generally the case for primary education but may also be the case for
secondary education.
S&T teacher position may be considered as less attractive than otherprofessions opened for S&T-trained people.
Lack of adequate continuous training may have a stronger effect on S&T as
these fields change particularly quickly
Some teachers lack confidence in their knowledge of S&T which can impair
their ability to teach those subjects
Factors contributing to the decline (4)
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Global Science Forum
Gender and minorities issues
Female students, as well as students from various cultural or ethnical
minorities, often suffer from stereotypes in relation to external (parents, teacher,
society) expectations, which do not favour S&T studies
Female or minorities students lack role models (famous scientists, familymembers etc) to which they can identify
S&T careers are often perceived by girls as incompatible with a harmonious
family life
S&T students from minorities are culturally isolated in schools (they lack peer
groups to integrate) and can be victimised by their own negative perception ofhard work and scientific achievement
Factors contributing to the decline (5)
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Global Science Forum
What young peoples say about their choice
Attitude towards science remains positive but interest in learning about science
is usually less important in developed countries compared to developing countries
Tertiary studies and future careers are often based upon their perceived interest
(passion/pleasure factor) by secondary school students (hence the importance of
intrinsic motivation)
Young peoples vision of S&T professionals is stereotyped, but actually meeting
professionals can have a strong impact on career choices
Poor opinions towards science studies (and dropping out) are often linked to
negative pedagogical experience
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Global Science Forum
What young peoples say about their choice
SAS study, Svein Sjberg, 2002
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What young peoples say about their choiceCCSTI study, France, 2004
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Global Science Forum
What young peoples say about their choiceSAS study, Svein Sjberg, 2002
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Global Science Forum
What young peoples say about their choice
ROSE study, Svein Sjberg, 2004
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Global Science Forum
What young peoples say about their choiceSAS study, Svein Sjberg, 2002
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Global Science Forum
Remedies: Learning from experiences
Targeted actions:
Initiatives to increase students interest for S&T studies can be classifiedas follows:
Communication (information about science & scientists, S&T careers,
educational opportunities)
Innovative pedagogical tools (hands-on experience, unisex classes,schools for best students)
Incentives (tuition fees, grants, call for projects)
Educational reforms (extra orientation year, curriculum content)
Coordination, networks (teacher networks, sharing practical
information)
Several countries have initiated broad-spectrum actions, either through
top-down or bottom-up mechanisms
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Global Science Forum
Remedies: Learning from experiences
Actionable with rapid results (Low hanging fruits)
Educational reforms:Basic Year (Sweden)
Incentive: S&T Tertiary education for adults (Sweden)
Long term efforts
Communication: cienca viva centres (Portugal)
Pedagogical innovations : la main la pte (France)
Networks: Sinus (Germany)
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Global Science Forum
Remedies: limits and further needs
Many initiatives are never evaluated
Many initiatives are on small scales, difficult to extrapolate
Current initiatives are often too recent to be analysed
Multifactorial initiatives make evaluation more complex (what iseffectively working)
There is a need for common evaluation tools to assess the
impact of initiatives (on students enrolment, students interest for
S&T etc)
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Global Science Forum
Concluding conference
A two-day conference, on November 14-15, 2005 inAmsterdam
About 300 participantsexpected
By invitation only
Science / Education policy representatives,International organisations representatives
Will include participants from companies, NGOs,
students associations, experts, journalists
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Global Science Forum
Concluding conference
First day
Opening session (3 keynote speakers to highlight the
issue)
Quantitative assessment: presentation of results
5 parallel working sessions will tackle the various
factors and remedies, and identify potential
recommendations
Second day
Policy implications of the proposed solutions
Synthesis of the recommendations and proposed
action plan Closing session (keynote speaker to explore possible
governmental actions based on the findings)
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Global Science Forum
OUTCOME
The outcome will be a concise policy-level report,
accompanied by extensive statistical data. It will be of
wide interest to the education and science policy
communities.
The report is expected in the first semester of 2006