Teachers need more support to inspire next generation of scientists, with many technology and engineering lessons being deprioritised in favour of literacy and numeracy, according to a new report out today.
The CBI reveals the obstacles that primary schools and teachers have to overcome if they are to inspire future generations of scientists and engineers.
The business organisation is publishing new research showing that the majority of primary teachers believe science has become less of a curriculum priority, with over a third of schools now providing less than the recommended two hours of science education a week.
In Tomorrow’s World, a new report co-authored by Brunel University London, the CBI reveals:
53% of the 260 primary school teachers surveyed by the CBI believe teaching science has become less of a priority over the past 5 years (32.5% say it has not changed, 14.5% say it is now more of a priority)
A third of teachers (33%) lack confidence when teaching science (13% felt very confident, 54% were confident)
62% want more professional development to build their confidence while 39% called for a science subject specialist within their primary school
Over a third (36%) of schools teaching science at Key Stage 2 in the survey do not provide the minimum recommended 2 hours of science education each week. Only 20% are able to commit over three hours, while 7.5% of primary schools teach under one hour each week.
John Cridland, CBI Director-General, said: “Science education in primary schools is being squeezed out, with over half of teachers believing it has become less of a priority with too many schools struggling to teach the recommended two hours every week.
“How can we expect to inspire future generations of scientists and engineers if we don’t deliver high-quality and inspiring science lessons at primary school age? If we are not careful, too many children will have lost interest in science before they hit their teens.
“A lack of science, technology, engineering and maths skills are already holding back economic growth and this will only get worse if we don’t energise the next generation. Pupils need innovative, fun lessons with access to the latest science kit and need to break free of the classroom more to visit cutting-edge companies and universities.
“We must also seriously tackle the persistent cultural problem of pigeon-holing boys and girls into certain subjects and career paths. Schools can have a big impact here, influencing not just pupils but also parents.
“The idea that the education system is successfully inspiring the next generation of scientists and engineers is fantasy.”
‘Obsession with exam results’
The CBI argues that the situation has been mainly driven by the abolition of testing at Key Stage Two and the upshot of a system obsessed with exam results, not the real world skills future scientists, technicians and engineers need to master. Importantly, testing has been maintained for English and maths, and though we do not want a return to SATs for science, we must ensure that science teaching in primary schools is highly valued.
The report also finds that over 70% of primary school teachers want more support from business. Of those, three-quarters would find it helpful for businesses to offer use of their equipment and facilities. Over 60% would like support from companies in lesson delivery and arranged class visits.
Tomorrow’s World outlines a series of recommendations to overcome the challenges of boosting science in primary schools:
The UK and devolved Governments must set targets to have the best performing schools for science in Europe – and in the top five worldwide – by 2020. This should be underpinned by a new science education strategy – covering primary, secondary and tertiary education.
Primary schools should ensure professional development for science is of a high standard and carried out regularly to build the confidence of primary teachers to deliver high-quality science lessons
Teachers should be encouraged to spend more time with businesses and universities to enhance their understanding of scientific theory and its practical applications
All primary schools should have a subject leader for science in place to drive forward the subject as a priority in each school
Businesses and universities must divert more of their outreach resources to primary schools and not focus purely on secondary. The new Careers and Enterprise Company in England should include primary in its remit and should be funded for the term of the next Parliament.
Shortage of teachers with STEM specialisms
Professor Julia Buckingham, Vice Chancellor and President of Brunel University London, says: “We are pleased to produce this important report with the CBI. The report’s findings – indicating that STEM subjects have become less of a priority in Primary Schools in recent years – should be a wake-up call for everyone in government, business and education. None of us should be in any doubt of the critical importance of ensuring that the education system inspires interest and enthusiasm for the sciences and provides careers advice and guidance as early as possible for school students. Not only does the nation’s prosperity depend on this, it is also vital to ensure that educational and careers opportunities are not prematurely closed-off for young people.
“The work we are doing at Brunel University London to address the shortage of highly qualified STEM teachers, develop innovative approaches for the teaching of mathematics and launch the national STEM Outreach Centre for school students, demonstrates our commitment to playing an active part in promoting the teaching of STEM in Primary Schools. We are clear that it is our responsibility to work with schools in advancing this agenda and that business has a vital role to play as well. The scale of the challenge requires that we must all work together.”
Russell Hobby, General Secretary, National Association of Head Teachers:”An understanding of science is needed to understand and thrive in the modern world. As the CBI’s report makes clear, this learning is best begun early. Yet primary schools are constrained – by narrow accountability targets and the need for their teachers to be masters of all trades, teaching science with the same confidence they teach English, maths, history and sport.
“We should, as the report recommends, offer maximum support to primary schools and make sure we judge them fairly on a broad and balanced curriculum.”
Methodology
The CBI survey had 260 primary school teachers from across the UK participating.
The UK suffers from a lack of science, technology, engineering and maths skills:
At GCSE level in England – where science remains compulsory – a worrying low number of young people study separate sciences. Entries have fallen by 18.6% in biology, 16.8% in chemistry and 14.6% in physics over recent years
At A Level, only 8.8% study biology, 7.3% chemistry, 5% physics and 12.4% study maths.
Engineering firms will need nearly 2m people with engineering skills between 2012 and 2022 (Engineering UK)
39% of firms had difficulty in recruiting staff with STEM skills and knowledge over the last 12 months – and over half expect this to continue or even get worse in the next three years (The CBI/Pearson Education and Skills Survey 2014).
Across the UK, the CBI speaks on behalf of 190,000 businesses of all sizes and sectors which together employ nearly 7 million people, about one third of the private sector-employed workforce. With offices in the UK as well as representation in Brussels, Washington, Beijing and Delhi, the CBI communicates the British business voice around the world.
Visit the Great Business Debate website – a CBI led campaign to help build public confidence in business.