Scientist shortage driven by lack of information on careers
1 of 1Professor Brian Cox: making science popular on TV Times photographer, Chris Harris
Young people inspired by science in school are being lost to the field for lack of knowledge, know little or nothing about how to pursue a career in science and rely on their family for advice on how to do so, research suggests.
Young people said they largely enjoyed science, especially in secondary school, and a high proportion thought it was a good area to work in. But 63 per cent of teenagers said they knew “not much” or “nothing” about opportunities to work as a scientist. Only 4 per cent said they knew a great deal about a career in science.
Asked who they turned to for advice and information about careers the most popular answer, cited by 67 per cent, was family. Next came a teacher (49 per cent), careers adviser (44 per cent) and friends (37 per cent).
Just 22 per cent said they had advice from someone working in the field and 14 per cent said they got information from an employer’s presentation.
The study, commissioned by the science charity the Wellcome Trust, shows the mismatch between the popularity of science, highlighted by figures such as the television presenter Professor Brian Cox, and the shortage of scientists and technology graduates.
The trust commissioned Mori to survey the views of 460 young people aged 14-16 last year. The findings suggest that schools and employers need to offer much better information on science careers.
About two thirds of the teenagers surveyed said they had been on work experience, but of these only 28 per cent said their placement was with an employer involved with science, engineering, technology or maths — all areas with recruitment shortages.
Young men were significantly more likely to say they did work experience with a science or technology employer than young women (35 to 21 per cent).
The findings were, however, more positive about how science is taught in schools and highlighted in particular the importance of good teachers in encouraging pupils to pursue the subject.
A high proportion (82 per cent) said science lessons were interesting.
More than half preferred science to other core subjects — 58 per cent found it more interesting than maths and English.
Asked what encouraged them to study science, 58 per cent of teenagers said it was vital to have a good teacher, while 43 per cent said that having a bad teacher discouraged them.
Other attractions included learning about things relevant to real life (40 per cent), doing experiments (37 per cent) and for career opportunities. But 31 per cent said science was too difficult and 24 per cent found it boring.
Young people said they largely enjoyed science, especially in secondary school, and a high proportion thought it was a good area to work in. But 63 per cent of teenagers said they knew “not much” or “nothing” about opportunities to work as a scientist. Only 4 per cent said they knew a great deal about a career in science.
Asked who they turned to for advice and information about careers the most popular answer, cited by 67 per cent, was family. Next came a teacher (49 per cent), careers adviser (44 per cent) and friends (37 per cent).
Just 22 per cent said they had advice from someone working in the field and 14 per cent said they got information from an employer’s presentation.
The study, commissioned by the science charity the Wellcome Trust, shows the mismatch between the popularity of science, highlighted by figures such as the television presenter Professor Brian Cox, and the shortage of scientists and technology graduates.
The trust commissioned Mori to survey the views of 460 young people aged 14-16 last year. The findings suggest that schools and employers need to offer much better information on science careers.
About two thirds of the teenagers surveyed said they had been on work experience, but of these only 28 per cent said their placement was with an employer involved with science, engineering, technology or maths — all areas with recruitment shortages.
Young men were significantly more likely to say they did work experience with a science or technology employer than young women (35 to 21 per cent).
The findings were, however, more positive about how science is taught in schools and highlighted in particular the importance of good teachers in encouraging pupils to pursue the subject.
A high proportion (82 per cent) said science lessons were interesting.
More than half preferred science to other core subjects — 58 per cent found it more interesting than maths and English.
Asked what encouraged them to study science, 58 per cent of teenagers said it was vital to have a good teacher, while 43 per cent said that having a bad teacher discouraged them.
Other attractions included learning about things relevant to real life (40 per cent), doing experiments (37 per cent) and for career opportunities. But 31 per cent said science was too difficult and 24 per cent found it boring.
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