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Science and Engineering Education for the 1980S and Beyond. INSTITOTICN Department of Education, Washington, D.C.: National Science Fcundation, Washington, D.C

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Science and Engineering Education for the 1980S and Beyond. INSTITOTICN Department of Education, Washington, D.C.: National Science Fcundation, Washington, D.C DOCOBENT RESUME ED 193 092 SE 033 226 TITLE Science and Engineering Education for the 1980s and Beyond. INSTITOTICN Department of Education, Washington, D.C.: National Science Fcundation, Washington, D.C. PUE CATE Oct 80 NOTE 228p. EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Educational Improvement: *Educational Needs; Educational Quality: *Engineering Education: Engineers: Federal Aid: Federal Legislation: *Mathematics Education: *Science Education: Scientific Enterprise: *Scientifickiteracy: Scientific Personnel: Scientists: *Technology ABSTRACT Prepared by the National Science Foundation and the Department of Education in response tc a request by President Carter for informatics cn the condition of science and engineering Education in America, this document contains data shoving a decline in the general understanding of science and technology among secondary school students. Although scientific and technical literacy are increasingly necessary in our society, high school students are dropping out cf science and mathematics courses after the tenth grade, resulting in a citizenry lucking understanding cf the increasingly technically complex world. While data from econometric Frcjecticns indicate that, with a few exceptions, there should be adequate numbers of engineers and scientists at all degree levels to fill available positions in 1980, ccncern also needs to be given to the educaticn cf engineers, scientists, and technicians. Suggestions for acticns tc alleviate these and related problems and to refocus efforts for upgrading educaticn for the citizen as well as for the specialist are included in this report. Positive action is needed so that all citizens have the scientific and technical understanding to participate in an increasingly complex society and so that technical and Frofessicnal personnel remain cn the cutting edge of sclentific and technical progress. (PB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * frcm the original document. * *********************************************************************** V. MI CT% C:0 reN u sDEPART/Re NT orpig *Lyn ON EDUCATIONS WELFARE v-4 NATIONAL INSTITUTE Of EDUCATION CM THIS 00Ctimepal HAS SEEN REPRO OUCEO EXAciLY AS RECEIVED caom LLJ T He PERSON OR ORGAPHiAlION ORIGIN. A7ING 41 PO.N TS 0; VIEW OR OPINIONS SIM° DO NOT NECESSARILY REPRE SEAT OiriCIAL NATIONAL NAST' (VIC Of EOVA I TON POSITION OR POLICY SCIENCE AND ENGINEERING EDUCATION FOR THE 1980s AND BEYOND Prepared by the National Science Foundation and the Department of Education i October 1980 THE WHITE HOUSE WASHINGTON October 14, 1980 During the past three years, the President has mounted a vigorous effort to respond to challenges in energy, in health, in agriculture, in protection of the environment, in national security and the quest for peace, and in the renewal of our industrial base and economic productivity. In the years ahead, science and engineering will play an important role in meeting these challenges, and our public policy decisions will increasingly involve issues of a technical nature. In keeping with the Administration's commitment to insure our coun- try's future strength, the President asked the Secretary of Education and the Director of the National Science Foundation to examine the adequacy of science and engineering education for the Nation's long-term needs.Their report, "Science and Engineering Education for th'1980's and Beyond," provides a thoughtful analysis of a number of important and difficult issues facing the Nation's science and engineering education systems. Several of the issues the report raises have already been partially addressed by the Administration as part of the recently-announced economic revitalization package. In addition to initiating reforms in the tax system to stimulate investment and spur growth, the President has pledged additional funding for scientific research and technological development over the next two years. These funds will sustain 3% real growth in basic research in each of these years, as well as a range of new projects to promote cooperation in research among government, industry, and the univer- sities. In addition, the President's Economic Revitalization Board will establish a new partnership between business and government to improve the skills of the workforce. These measures, taken together, will do much to stimulate new interest in science and engineering careers and strengthen the research and training base of the nation -- the universities and engineering schools throughout the country. As we consider the FY 1982 budget during the next several months, the Executive Office of the President will continue to work with the agencies to find specific ways to strengthen the education of our professional scientists, engineers, and technicians. The rerrt notes that both the instructional and research capacities of our universities in several fields have been strained by faculty shortages and equipment obsolescence. We intend to enhance the capabilities of our science and engineering pro- grams for education and for research. ;I. 0 - 2 - The report also documents a decline in the general understanding of science and technology among the students in our secondary schools. Because we recognize that secondary education is primarily a function of our states and localities, the Department of Education, with assistance from the National Science Foundation, will hold a series of regional conferences of educators, scientists, and state and local officials to reflect on the report and to plot action, as appropriate, at all levels to improve the understanding of science and technology among our citizens. The process will insure that these groups are involved in shaping and implementing a response to the problems the report describes. Our educational system is the key to maintaining our leadership position among the nations of the world. All of our citizens must have scientific and technical understanding to participate inan increasingly complex society, and our professional and technical personnel must remain on the cutting edge of scientific and technical progress. We congratulate Secretary of Education, Shirley Hufstedler, Acting National Science Foundation Director, Donald Langenberg, the former Director of the Foundation, Richard C. Atkinson, and all of those who helped develop this report for their dedication to these goals. In releasing this report, we join with them and with our schools, state and local governments, colleges, universities, businesses, and industries, in a commitment to the highest quality scientific and tech- nical education for all Americans. Frank Press Science and Technology Advisor to the President 4 CONTENTS PAGE Letter from the Science and Technology Advisor to the President PART ONE REPORT TO THE PRESIDENT OF THE UNITED STATES I. Science and Technology Education for All Americans vii A. Increasing Public Awareness of the Need for Excellence in Science and Technology B. Helping the Schools xiii C. Increased Awareness of Preparation for Career Opportunities in Science and Technology xix II. Professional Education for Engineers, Scientists, and Technicians xxiii A. Relieving Short-Term Personnel Shortages xxv B. Strengthening Educational Capacity in the Engineering and Computer Fields xxvii C. Coordinating Continuing Education Activities xxxii D. Assessing the Status of Technician Training xxxiii E. A Continuing Review Strategy xxxv PART II. STAFF ANALYSIS Executive Summary 1 A. Background 1 B. Scope and Method 2 C. Principal Findings D. Detailed Findings 8 Reference 17 I. Introduction ... 19 A. Background: Science and Engineering Education in American Society 19 B. Federal Support for Science and Engineering Education: Historical Notes 22 C. Present and Future Concerns 29 References 32 II. Supply and Demand for Science and Engineering Personnel .. 33 A. Current Balances Between Supply and Demand 34 B. Projected Supply and Demand for Scientists and Engineers in 1990 40 C. Limitations of Projections 58 D. Quality Considerations 60 References 65 III. Science and Engineering Education at Universities and Four-Year Colleges 67 A. Introduction 67 B. The Education of Engineers and Computer Professionals. 69 C. Science Education at the Graduate Level 77 D. Science Education at the Undergraduate Level 83 References 87 IV. Additional Components of Post-Secondary School Science and Engineering Education 91 A. Science and Technology Education at Community Colleges . 91 - B. Continuing Education in Science, Technology, and Engineering 94 C. Informal Opportunities for Science and Technology Education 98 References 100 V. Science and Mathematics Education at the Secondary School Level 101 A. Introduction 101 B. Secondary School Student Participation and Achievement in Science and Mathematics 105 C. Course Work Requirements and Standards 111 D. The Condition of Teachers of Science and Mathematics . 115 E. Secondary School Science and Mathematics Curricula and Programs 119 References 123 VI. Appendices A. Technical Notes 129 Bureau of Labor Statistics (BLS) Projections of 1990 Employment (Section II-B) 129 National Center for Education Statistics (NCES) Projections of Baccalaureate and Master's Degrees in Science and Engineering (Section II-B) 130 National Science Foundation (NSF) Projections of the Supply and Utilization of Doctoral Scientists and Engineers (Section II-E) 131 Information Base on Pre-College Science and Mathematics Education (Section V)
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