Silencing scientists?
The Cabinet Office has announced that, with immediate effect, organisations in receipt of government grants will be prevented from using that money to ‘lobby’ for new regulations or greater government funding. Concerns have been expressed that the clause, which will be inserted into new and recurrent grants will produce a ‘muzzling’ effect on publicly-funded scientists, thereby preventing them from providing input into public policy. A number of government departments are seeking clarification that their grants will be exempt from the new clause.
There appears to be unanimity across the professions, charities and other sectors that this represents step backwards in the government’s aim for open policy-making. While it may be considered a laudable aim to strive for open and transparent policy-making, there are unintended consequences. As has been pointed out by the charitable sector, the announcement is founded on flawed principles, and will constrain the very organisations the government has called upon to assist government policy-making.
Apprenticeships: quality versus quantity
The House of Commons Business Select Committee has published its report on the government’s Productivity Plan, expressing concerns about the quality of apprenticeships. Referring to the government’s aim to deliver 3 million apprenticeships by 2020, the report says "There could be a policy trade-off between the Government achieving the three million apprenticeships target and the maintenance of apprenticeship quality.”
The Committee calls on the government to work with employers and sectors to map out where the 3 million apprenticeships are likely to be. The Science Council, on your advice, has consistently called for a wide-ranging reform plan to address poor perceptions and lack of confidence in apprenticeships. Our 6 Point Plan sets out how this can be achieved.
Supporting more girls to study science and maths
Echoing one of the Science Council’s long-standing aims, Lady Barbara Judge, Chair of the Institute of Directors has called for greater action to encourage more girls to study maths and science. Speaking to the Women and Equalities committee inquiry on gender pay equality, Lady Judge called for companies to take greater responsibility in encouraging girls and young women to aspire to senior positions in science and engineering by providing sponsors and mentors.
Echoing Lady Judge’s comments, the Science Council wrote to the Committee in December last year calling for girls to receive greater encouragement and support to study science and maths. You can read an excellent blog on our website by Kathryn Nawrockyi, Gender Equality Director at Business in the Community (BITC), on what science organisations can do to improve gender equality in the workplace.
Where have all the teachers gone?
Leaving rates for existing science and maths teachers in English schools is higher than for other subjects, according to the National Audit Office, with more men than women in these subjects leaving the profession. The NAO also highlights the growing proportion of lessons taught by teachers without a relevant post-A-level qualification, most noticeably in computer science and physics.
In physics classes taught by a teacher without such qualifications rose from 21% to 28% between 2010 and 2014. In response to the NAO report, the House of Commons Public Accounts Select Committee has launched an inquiry into the training of new teachers. The Committee is currently taking oral evidence.
Incentivising excellent teaching quality in higher education
Stronger incentives are needed across the higher education sector to ensure that universities focus on teaching quality, the House of Commons Business, Innovation and Skills Select Committee has said. The report on the Teaching Excellence Framework (TEF) found widespread support for raising teaching standards, but also concern about the TEF implementation.
The report supports the proposal that teaching excellence should be measured at the individual subject-level rather than institutional-level,as it will enable students to make more informed choices about where to study, and have the most direct impact on teaching quality. While the financial incentive for research is cited as the driver of institutional behaviour, the incentives for high-quality should be just as attractive for teaching. Our recent blog outlines two solutions to raising teaching standards in HE.
Future Directions in STEMM for people with disabilities
The Science Council has set itself a strategic ambition to work towards a science workforce that reflects the diversity of society. To help achieve this ambition, the Science Council is a member of STEMM-DAC, a collaboration of professional bodies, learned societies and charities aiming to strengthen the inclusion of people with disabilities in Science, Technology, Engineering, Maths and Medicine (STEMM).
STEMM-DAC will be hosting a day-long conference on 17th March at the Royal Society to discuss ‘Future Directions in STEMM for People with Disabilities.’ The conference will bring together employers, education support workers, service providers and others involved in the transition of disabled people within education, and between education and the world of work or apprenticeship. The conference is currently fully booked, but to join the waiting list please visit the Eventbrite page.
