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Which degree? Fashion design or science?

By Kurt Lambeck - posted Thursday, 22 February 2007


Image is one part of the equation and one that seriously needs to be addressed. Nerdy people in lab coats and thick-rimmed glasses may not be the reality of science and scientists. But it is very real as perceived by many young people in junior and senior secondary classes across the country.

Science in Australia has largely lost the prestige value that was once taken for granted: medicine, law, tourism, public relations, merchant banking and IT seem much more attractive in the eyes of young people than a science career in research, industry or teaching - and the marketplace is driving demand for these other areas of endeavour.

This is reinforced when secondary students compare the tertiary scores needed for university entry. Scores for science have been declining for a number of years and are now at an overall all-time low, with one national newspaper commenting recently that higher marks are needed to enrol in degree courses for sports teaching or fashion design.

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Adding to the vicious circle is the lack of interest in the teaching of science itself, which has led to a fall in the standards required by education authorities for their teaching staff. Compounding the problem is a poor career path. As school education is largely the responsibility of the state and territories, perhaps they need to see themselves as part of the problem.

It’s generally agreed that a large part of the answer lies in changing perceptions about science as a career at primary and secondary-school levels.

Various commentators have quite correctly called for the highlighting of scientists in the public eye, perception research and the introduction of new curricula linked to professional development opportunities … which brings us to the current state of play in the political halls of power.

The Labor Opposition and Federal Government are battling for the hearts and minds of voters in the run-up to the General Election later this year and as far as exposing the issues and forcing both sides to develop policies goes, it’s a stoush to be welcomed, because the resultant debate helps to turn the spotlight on the practices of our state and territory governments, local authorities and educational institutions from primary to university level.

At the federal political level, Government and Opposition have a lot to offer: the Coalition and through it the Department of Education, Science and Training have provided much good policy, support, recognition of innovation and the resources to support such initiatives.

But the system is not perfect and the Government needs to recognise this through further solid policy development and implementation: voters these days are well aware of pork-barrelling, especially as elections loom, and have been increasingly vocal - and effective - in lobbying on educational issues.

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Labor is embracing the idea of an “education revolution” and its vision is to be welcomed, although “evolution” is a better word and a better way than “revolution” - after all, we do have an educational system that has been among the best in the world.

In a recent statement to the media, I expressed my pleasure that education was now at the core of Labor’s long-term national integrated policy strategy for the nation. However, I stressed also that Labor must underpin its rhetoric with a structured, detailed and costed plan - that the devil really is in the detail. To its credit, the first slabs of that detail, on early childhood education policy and the study and teaching of maths and science, already have been issued, as has its plan to encourage young Australians to study and teach science and maths.

Of special merit on the latter item is Labor’s move to slash HECS fees by half for new maths and science students during study as well as halving the repayments if they take up relevant jobs, especially teaching, after graduation. A consistent policy plank of the Academy of Science for many years has been its recommendation that HECS-exempt scholarships be provided for students commencing science teacher education - and that a percentage of the HECS debt of science and maths teachers is cancelled for each year of teaching service.

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About the Author

Professor Kurt Lambeck is the President of the Australian Academy of Science and Distinguished Professor of Geophysics at the Australian National University.

Creative Commons LicenseThis work is licensed under a Creative Commons License.

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