Chamber
Plenary, 03 Mar 2004
03 Mar 2004 · S2 · Plenary
Item of business
Institute for Science Education in Scotland
Science education in Scotland is vital because of the tremendous contribution that Scots have made to science. Scots are responsible for almost one quarter of all great British inventions. Was not it Watt who invented the steam engine, Alexander Graham Bell who invented the telephone, John Logie Baird who invented the television, Alexander Fleming who invented penicillin, Joseph Lister who invented antiseptic, James Simpson who invented anaesthetic, not to mention the many others who invented or helped to create such useful items as adhesive stamps, marmalade, mackintosh raincoats and even that most remarkable of mammals, Dolly the sheep?
To maintain and develop our world role in science, maximum encouragement should be given to the young people in our schools who have ability, aptitude and inclination in that direction. If we want to pass on scientific knowledge to our young people and to endorse their aspirations, it is essential that our teachers be suitably motivated, educated and supported. They must have access to high-quality resources and training opportunities.
Albert Einstein said:
"Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty."
He also said that those who know the truth have a duty to impart it and the Institute for Science Education in Scotland is trying to do exactly that through the creation of a unique network of dedicated professionals. The aims and action plans of the institute are well structured and have the valuable support of prestigious key institutions such as the General Teaching Council for Scotland, all Scotland's universities and the Royal Society of Edinburgh.
The Institute for Science Education in Scotland understands the enormous impact that science, engineering and technology have on everyday life and that science, engineering and technology education is crucial for Scotland's economic, social and democratic vitality. Currently, there is a decline in the number of students who opt to study science subjects at school, college and university, which ultimately presents a challenge to the Scottish Executive and to Scottish parliamentarians.
Through the consent of its partners, the ISES will be the means of co-ordinating the activities of the science community in supporting teachers and schools. The institute also hopes to act as a bridge between the science community and the Executive in fulfilling the Executive's educational responsibilities. In that respect, it is a resource for the Executive to use. That role was identified as being crucial in the excellent first report of the Scottish Science Advisory Committee, which is entitled "Why Science Education Matters: Supporting and Improving Science Education in Scottish Schools".
It has been agreed by the National Centre for Excellence in Science Teaching in England that the ISES should be the body through which its links to Scotland will be managed. It is hoped that the Executive and the institute will be able to discuss with the national centre and the Wellcome Trust how that relationship can be made most effective and how it can be funded. The Wellcome Trust is probably Britain's largest charity and its commitment to research is extremely long-standing and absolutely outstanding. Gratitude is due to that trust.
Scotland, we believe, cannot afford to lose out in comparison with its counterparts. The Scottish Executive's support is vital if science education is to succeed in putting Scots at the cutting edge of technology. It should seize this opportunity by building on the creation of the Institute for Science Education in Scotland, linking with the National Centre for Excellence in Science Teaching in England, and accepting the recommendations of the Scottish Science Advisory Committee's report that we should create a distinctive and imaginative Scottish solution to a vital issue for our society. We hope that the Executive will give maximum support to science education in Scotland.
It is only fair to bear in mind the fact that Concorde, whose wings were designed by a Scot—James Arnot Hamilton—will soon be visited by school parties from all over Scotland in the prestigious Museum of Flight of the National Museums of Scotland.
The role of science education should be given top priority and it should be supported by the highest in the land. We hope that the minister will do just that. Scotland deserves nothing less.
To maintain and develop our world role in science, maximum encouragement should be given to the young people in our schools who have ability, aptitude and inclination in that direction. If we want to pass on scientific knowledge to our young people and to endorse their aspirations, it is essential that our teachers be suitably motivated, educated and supported. They must have access to high-quality resources and training opportunities.
Albert Einstein said:
"Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty."
He also said that those who know the truth have a duty to impart it and the Institute for Science Education in Scotland is trying to do exactly that through the creation of a unique network of dedicated professionals. The aims and action plans of the institute are well structured and have the valuable support of prestigious key institutions such as the General Teaching Council for Scotland, all Scotland's universities and the Royal Society of Edinburgh.
The Institute for Science Education in Scotland understands the enormous impact that science, engineering and technology have on everyday life and that science, engineering and technology education is crucial for Scotland's economic, social and democratic vitality. Currently, there is a decline in the number of students who opt to study science subjects at school, college and university, which ultimately presents a challenge to the Scottish Executive and to Scottish parliamentarians.
Through the consent of its partners, the ISES will be the means of co-ordinating the activities of the science community in supporting teachers and schools. The institute also hopes to act as a bridge between the science community and the Executive in fulfilling the Executive's educational responsibilities. In that respect, it is a resource for the Executive to use. That role was identified as being crucial in the excellent first report of the Scottish Science Advisory Committee, which is entitled "Why Science Education Matters: Supporting and Improving Science Education in Scottish Schools".
It has been agreed by the National Centre for Excellence in Science Teaching in England that the ISES should be the body through which its links to Scotland will be managed. It is hoped that the Executive and the institute will be able to discuss with the national centre and the Wellcome Trust how that relationship can be made most effective and how it can be funded. The Wellcome Trust is probably Britain's largest charity and its commitment to research is extremely long-standing and absolutely outstanding. Gratitude is due to that trust.
Scotland, we believe, cannot afford to lose out in comparison with its counterparts. The Scottish Executive's support is vital if science education is to succeed in putting Scots at the cutting edge of technology. It should seize this opportunity by building on the creation of the Institute for Science Education in Scotland, linking with the National Centre for Excellence in Science Teaching in England, and accepting the recommendations of the Scottish Science Advisory Committee's report that we should create a distinctive and imaginative Scottish solution to a vital issue for our society. We hope that the Executive will give maximum support to science education in Scotland.
It is only fair to bear in mind the fact that Concorde, whose wings were designed by a Scot—James Arnot Hamilton—will soon be visited by school parties from all over Scotland in the prestigious Museum of Flight of the National Museums of Scotland.
The role of science education should be given top priority and it should be supported by the highest in the land. We hope that the minister will do just that. Scotland deserves nothing less.
In the same item of business
The Deputy Presiding Officer (Trish Godman):
Lab
The final item of business today is a members' business debate on motion S2M-870, in the name of Lord James Douglas-Hamilton, on the Institute for Science Ed...
Motion debated,
That the Parliament notes the widespread concerns about the future of science education in Scotland; believes the declining popularity of science subjects in...
Lord James Douglas-Hamilton (Lothians) (Con):
Con
Science education in Scotland is vital because of the tremendous contribution that Scots have made to science. Scots are responsible for almost one quarter o...
The Deputy Presiding Officer:
Lab
A considerable number of members wish to speak in the debate, so I will stick to three-minute speeches.
Ms Wendy Alexander (Paisley North) (Lab):
Lab
I thank Lord James Douglas-Hamilton for initiating this debate. The fact that the Presiding Officer is already limiting the length of time members have to sp...
Brian Adam (Aberdeen North) (SNP):
SNP
I congratulate Lord James Douglas-Hamilton on lodging the motion.We are looking to exploit, nurture and encourage the natural curiosity of children and young...
Robert Brown (Glasgow) (LD):
LD
I congratulate Lord James Douglas-Hamilton on initiating a debate on this extremely important subject. I welcome the establishment of the Institute for Scien...
Rhona Brankin (Midlothian) (Lab):
Lab
Like others, I very much welcome this debate on science education and I congratulate Lord James Douglas-Hamilton on securing it. I had to laugh when I heard ...
Robin Harper (Lothians) (Green):
Green
When I was in Kenya, I was the principal teacher of a physics and chemistry department. I can assure Brian Adam that my main job was to try to keep the bangs...
Dr Sylvia Jackson (Stirling) (Lab):
Lab
I welcome the debate. Although the central subject is the Institute for Science Education in Scotland, it is also very much about school science education an...
Brian Adam:
SNP
Does the member share the enthusiasm of some of our new universities for attracting students to forensic science courses? In such courses, people who might n...
Dr Sylvia Jackson:
Lab
I agree entirely, which is why I said that science, engineering and technology should be grouped together, because applied science is important. As Brian Ada...
Nora Radcliffe (Gordon) (LD):
LD
I thank Lord James Douglas-Hamilton for introducing the debate. The institute is fundamental to how we progress.If young people in education perceive science...
Dr Sylvia Jackson:
Lab
Does the member agree that one of the big issues is that primary school teachers often have little science knowledge, given their training and background?
Nora Radcliffe:
LD
That is one of the big issues and it is why I find the fact that primary school teachers can access the pool of expertise so exciting. That access will give ...
Mr David Davidson (North East Scotland) (Con):
Con
I congratulate Lord James Douglas-Hamilton on securing the debate. I am an applied scientist, although I should point out that I had the privilege of burning...
Dr Elaine Murray (Dumfries) (Lab):
Lab
I was about to train to become a physics teacher when I began a political career 10 years ago through being elected to Strathclyde Regional Council. I had a ...
Mike Pringle (Edinburgh South) (LD):
LD
I congratulate Lord James Douglas-Hamilton on securing this debate on an important subject. I speak in support of the development of the Institute for Scienc...
Mr Keith Raffan (Mid Scotland and Fife) (LD):
LD
I, too, congratulate Lord James Douglas-Hamilton on securing this important debate and welcome the establishment of the Institute for Science Education in Sc...
The Deputy Minister for Education and Young People (Euan Robson):
LD
I am grateful to Lord James Douglas-Hamilton for securing the debate, which has been very interesting. The Executive is always pleased to debate science educ...
Meeting closed at 18:12.