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The UK's Science and Mathematics Teaching Workforce

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The UK's Science and Mathematics Teaching Workforce A ‘state of the nation’ report The Royal Society 6–9 Carlton House Terrace London SW1Y 5AG tel +44 (0)20 7451 2500 fax +44 (0)20 7930 2170 email [email protected] web royalsociety.org The Royal Society A ‘state of the nation’ report 2007 The UK’s science and mathematics teaching workforce December 2007 The Royal Society is a Fellowship of more than 1300 outstanding individuals from all areas of science, mathematics, engineering and medicine, who form a global scientific network of the highest calibre. The Fellowship is supported by over 100 permanent staff with responsibility for the day-to-day management of the Society and its activities. The Society encourages public debate on key issues involving science, engineering and medicine, and the use of high quality scientific advice in policy-making. We are committed to delivering the best independent expert advice, drawing upon the experience of the Society’s Fellows and Foreign Members, the wider scientific community and relevant stakeholders. As we prepare for our 350th anniversary in 2010, we are working to achieve five strategic priorities: The UK’s science and mathematics teaching workforce The UK’s • Invest in future scientific leaders and in innovation • Influence policymaking with the best scientific advice • Invigorate science and mathematics education • Increase access to the best science internationally • Inspire an interest in the joy, wonder and excitement of scientific discovery ISBN: 978-0-85403-663-9 Issued: December 2007 RS1018 Founded in 1660, the Royal Society is the independent scientific academy of the UK, dedicated to promoting excellence in science Registered Charity No 207043 SFN_report1 RS1018_COVER_print.indd 1 23/11/07 17:13:37 Professor Dame Julia Higgins DBE FRS Chair of the ‘State of the nation’ Reports Working Group A healthy, sustainable and progressive knowledge economy depends on inspiring new generations of scientists and engineers. Achieving these ends depends heavily on there being a similarly vigorous population of good quality science and mathematics teachers. The Government has committed to providing long-term support for UK science and innovation, including setting a number of challenging education targets for England, but concerns have been growing for years that there are inadequate numbers of science and mathematics teachers, and that poor rates of recruitment and retention and a high level of retirement are exacerbating the situation. This first ‘state of the nation’ report is designed to establish the precise nature of the situation not only in England but across the UK, in order to understand fully the true extent of the challenges we face and to establish a solid basis upon which to build purposeful policy. Therefore, while the report provides a compendium of vital information on our workforce, given the considerable gaps in the evidence base it highlights, it is geared towards achieving change. Consequently, we will be monitoring the extent to which others have taken forward the various © Tom Whipps © Tom recommendations and expect to update this report in future. Professor Martin Taylor FRS Physical Secretary and Vice-President of the Royal Society The challenge of fostering new generations of scientists and mathematicians is a fundamental concern for the Royal Society, Government and UK industry. We recognise that teachers of science and mathematics at all educational levels within our schools and colleges have a crucial role to play in achieving this end. So it is astonishing to discover, as this report reveals, that there is no universally accepted understanding across the UK as to what constitutes a specialist science or mathematics teacher, and that data on such key indicators as workforce size, supply and demand are invariably patchy in terms of their consistency, quality and reliability. I am, therefore, extremely grateful to Julia Higgins and David Montagu in taking the lead on this project, and to the whole working group in contributing to this substantial review. I very much hope that this report proves helpful to all organisations and individuals who are concerned to ensure that the UK’s education is of the highest quality. This Royal Society project is supported by SCORE (Science Community Representing Education). SCORE is a partnership between the Association for Science Education, the Biosciences Federation, the Institute of Biology, the Institute of Physics, the Royal Society, the Royal Society of Chemistry and the Science Council. SCORE aims to improve science education in UK schools and colleges by harnessing the expertise, influence and resources of key independent organisations to support the development and implementation of effective education policy and projects. SFN_report1 RS1018_COVER_print.indd 2 23/11/07 17:13:41 Preface This is the first in a series of reports from the Royal Society aimed at monitoring and helping to improve the quality of science and mathematics education in the UK. This series of reports is intended to support efforts to increase the quality of UK science and mathematics education, particularly participation and progression in science and mathematics by, (i) identifying and assessing significant trends in participation and performance across 5–19 education; (ii) evaluating the strength of the evidence base upon which future educational policy is likely to be made; (iii) highlighting where improvements to the content and range of the evidence base could facilitate responsible policy making; (iv) identifying areas where new or further research is needed; and (v) recommending new policy initiatives. In order to fulfil these aims, we have: i. identified, gathered and analysed key data on the workforce; ii. evaluated the quality of these data and made recommendations as to where the content, range and methodology of their collection could be improved; and iii. interpreted our findings in the context of current policy and practice so that they are relevant to and usable by a range of policy-makers and policy-influencers. In fulfilling these aims, it is hoped this series of reports will become established as a key reference for the science and science education community and policy-makers and opinion-formers. We intend to revisit the topic of this report at regular intervals over the years in order to maintain an up-to-date picture of the science and mathematics teaching workforce in the UK, and help support all those who, working together, can take positive action where it is required. Feedback and further information The Royal Society welcomes comments on the evidence and recommendations presented in this report. Please email [email protected] or visit our website for more information about this and other reports. royalsociety.org/education The Royal Society ‘State of the nation’ report I 1 ISBN: 978-0-85403-663-9 © The Royal Society, 2007 Requests to reproduce all or part of this document should be submitted to: Education The Royal Society 6–9 Carlton House Terrace London SW1Y 5AG tel +44 (0)20 7451 2500 fax +44 (0)20 7930 2170 email [email protected] Design by Franziska Hinz, London Layout by Jo Moon, m:Design, London 2 I The UK’s science and mathematics teaching workforce The Royal Society Contents Preface 1 Contents 3 List of tables and figures 6 Acknowledgements 9 Executive summary 10 1 Main conclusions 10 2 Overarching recommendations 11 1 Introduction 13 1.1 Why are science and mathematics teachers important? 13 1.2 What makes a good science or mathematics teacher? 13 1.3 What is the purpose of this report? 13 1.4 Notes on the data 14 2 A simple model for the science and mathematics teaching workforce 15 3 Estimating the size of the active science and mathematics teaching workforce in the UK 17 3.1 The importance of specialism and its relation to the currency of the ‘subject specialist’ teacher 17 3.2 Maintained primary sector workforce 20 3.3 Maintained secondary sector workforce 21 3.3.1 Estimates of the numbers of specialist science and mathematics teachers in England 22 3.3.2 Estimates of the numbers of specialist science and mathematics teachers in Wales 25 3.3.3 Estimates of the numbers of specialist science and mathematics teachers in Scotland 25 3.3.4 Estimates of the numbers of specialist science and mathematics teachers in Northern Ireland 25 3.4 Comparison of specialist science and mathematics teacher data from England, Wales and Scotland 26 3.4.1 Gender of the schools’ workforce 27 3.4.2 The learning and skills sector 27 Conclusions 28 Recommendations 28 4 Supply of newly qualified science and mathematics teachers across the UK 29 4.1 Major routes into teaching 29 4.2 Other routes into teaching for those studying science and mathematics 30 4.3 Changes to the PGCE 30 4.4 The number and distribution of institutions providing ITT in science and mathematics in the UK 31 4.5 The number and distribution of ITT providers offering PGCE courses in science and mathematics in the UK 32 The Royal Society ‘State of the nation’ report I 3 4.5.1 The distribution of ITT providers offering PGCE courses in science in 2005/06 33 4.5.2 Mathematics PGCE provision among GTTR institutions (2005/06) 33 4.6 The match of degree background to PGCE course 33 4.7 Recruitment into primary teacher training 33 4.8 Applicants and acceptances to science and mathematics PGCE courses across the UK 34 4.8.1 Applicants and acceptances across England, Wales and Scotland 34 4.9 Acceptances relative to applicants to science and mathematics PGCE courses 37 4.10 Applications and
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