Ian Pearson - 'Public Attitudes to Science' Launch

Good Evening. I'm delighted to be here to talk about the Public Attitudes to Science Survey 2008. I'm sure tonight will be one of the defining events of National Science and Engineering Week. I'd like to thank RCUK for managing the survey and hosting this event. I look forward to hearing more about how the research process worked - I understand Susannah Quick from TNS will talk about this later. I'm glad too to see PSP (People, Science and Policy) here, given their contribution.

Marie Curie said: "I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairy tale."

I think we all have the capacity to feel that way about science, although some of us may forget our initial incredulity upon learning about dinosaurs, our surprise at seeing someone's hair standing on end when they touched a Van Der Graaf generator, or the sense of wonder we felt when watching footage of the first moon-landing.

Somewhere along the way many children and adults fall out of love with science, but that needn't be the case. I believe it falls to scientists and policymakers to ensure that enthusiasm for and understanding of science becomes ingrained at every level of society and at every age.

Public Attitudes to Science Survey

Today's survey findings are a welcome confirmation that people are increasingly appreciating the relevance of science to their lives. I would like to draw out four broad points from the findings that particularly struck me: First, is that overall the survey results suggest that the public feel more informed about science and scientific developments than previously and perceptions about the amount of information available to them have improved.

I'm really pleased about this. Science is so crucial to our future economic and social well-being that the public need to be able to have informed discussion and debate about its implications.

The survey recognised that whilst four-fifths of the population are amazed by the broader achievements of science, they see research into climate change, into producing new cures for diseases and new sources of energy as being most important. I agree. New developments in science could have the answer to some of this century's biggest challenges.

Second - and I think this follows on from the first point - that the internet is fast becoming the tool for finding science-related information. Many people are able to access information about health and other science issues which affect them at home and at work.

Yeats described education as 'not the filling of a pail, but the lighting of a fire'. I think that phrase evokes what we are trying to achieve in our aim of widespread scientific literacy. We want the public to be interested in science, to talk about it and to know where to go if they want more information.

The Digital age is certainly making obtaining this information easier.

Although, as a government we are always mindful of the need to ensure that no group of people is left behind by this digital revolution. And, of course, there are also questions about ensuring that people can judge the quality of the information they can access. We need to ensure that all people, regardless of age or occupation, can access the scientific and medical information that they need and want.

Third, that overall people feel that science and engineering are subjects that are important and that more should be done to consult them about scientific policy and emerging technologies.

That is a key part of the mission of my department. When DIUS was created last June, we set out to revolutionise how the public can influence policy, not only in science but across all policy areas.

Public engagement and dialogue is now a core activity for government and science and we have made good progress so far. For example, the launch of the Beacons for Public Engagement Initiative in January, a network of university based centres, which build capacity for public engagement work.

Or 'Sciencewise' - a programme we set up to provide opportunities for people to have their views heard by Ministers and policymakers on emerging areas of science & technology.

As part of this programme, we are currently developing an expert resource centre. This will operate as a 'virtual' resource that collates expertise and helps other government departments to incorporate more civic governance.

We know there's more to do so we will shortly be publishing a Science in Society strategy to consult on how we can strengthen relationships between science and business, society and policymakers.

Finally, science education is viewed more positively among younger people compared with the older generations, yet for many younger people a career in science is not viewed as interesting or relevant to them.

This is good news but we want that enthusiasm for science to carry over into perceptions of job prospects. We recognise that enthusiasm for science often starts in school. Thanks to the hard work of the Training and Development Agency for Schools (TDA), we have many more science specialists in our schools. And from Sept 2008, all pupils with an aptitude for science will be able to study triple science GCSE.

We also now have 18,000 Science and Engineering Ambassador - real scientists with jobs in relevant industries who take time to go into schools and share their freshness and enthusiasm for their subject.

I know for a fact that the new generation of teachers, support staff and mentors coming into our schools want to encourage as many young people as possible to get more involved in learning about science subjects.

The work they're doing - often with the help of the scientific associations or the private sector - goes beyond innovative and inspirational teaching. It includes things like lunchtime and after- school science and engineering clubs, visits to places like the Science Museum, and more.

But we know that there's more to do to encourage young people to consider a career using science. That's why the Department for Children, Schools and Families (DCSF) have just launched a three-year campaign in schools, to improve careers advice regarding science, technology, engineering and maths (STEM).

Naturally, it is not only young people who could benefit from good STEM-related careers advice. And as the job market has become more fluid, we need to help people move in and out of different careers throughout their lifetimes. If scientific literacy is more widespread then it becomes easier to attract people from all walks of life into science-related careers.

We are currently refining a new 'careers advancement service' that will promote the benefits of learning and skills, change attitudes and encourage people to take ownership of their career development.

Conclusion

Today's insights are relevant not only to my own department - DIUS - but also right across Whitehall.

We plan to make the Public Attitudes survey a more regular part of the landscape - we must continue to measure public attitudes to ensure that we reach the level of scientific literacy and awareness which this country needs for society, for the economy and for democracy. Thanks.