Written evidence submitted by The Royal Society of Edinburgh (COM0038)

Summary

• Science is a fundamental part of our culture, in Scotland, as in the UK as a whole.  It is vital that science is seen as such by both the public and by policymakers, and receives the same status and access to funding as do the arts. 
• It is notably easier to win finance for a new and original project than to receive continuing funding for a programme that has proved worthwhile.  Government and other funding streams must endeavour, not only to assist with new projects, but also with roll out if these prove successful.
• The creative aspects of science should be highlighted and, a ‘hands on’ approach to learning, embraced. 
• There is a significant need for a ‘science communication champion’ in government to drive forward this agenda. 
• A considerable amount of good quality STEM goes on outside of higher education, including in colleges, and students should be aware of the opportunities that a path such as an apprenticeship can offer.
• Scientists need to be more aware of the factors that influence policymakers as well as policymakers being aware of scientific evidence – it has to be a two-way street.
• Scientific advisors to policymakers must be granted adequate access to those making decisions and have confidence that their advice is being listened to.

Introduction

1. The Royal Society of Edinburgh (RSE) welcomes the opportunity to respond to the call for evidence by the House of Commons Science and Technology Committee on Science Communication.
2. We have stressed the importance of clear and accurate communication on scientific issues by scientists to government, and the media, in recent years and reiterate this stance.  In addition, there is a clear need for a well-informed public to be presented with impartial and scientifically accurate information to facilitate genuine discussion around public policy.  The RSE has highlighted our strong support for evidence-based policymaking in the areas of unconventional gas extraction[1] and GM crops[2] in recent papers following policy decisions in Scotland.       
3. This response was prepared using the expertise of a Working Group of RSE Fellows from a wide range of institutions and with diverse backgrounds.  The Advice Paper has been approved by the General Secretary of the Royal Society of Edinburgh.

The trends in attitudes to science, and public engagement with science

4. Science is a fundamental part of our culture, both in Scotland, and in the UK as a whole.  It is vital that science is seen as such by both the public and by policymakers, and receives the same status and access to funding as do the arts.  Many cultural institutions such as art galleries, libraries and museums require and get government investment to fulfil their function, and vehicles which bring science to the public require similar public funding.  Such government funding is necessary both to fulfil a public good and to encourage investment from other sources.
5. The investment made by the Scottish Government in the network of Scottish Science Centres has been demonstrated to have delivered good value for money in subsequent reviews[3] [4]. In particular, the reports demonstrated the capacity of the centres to change attitudes to science in addition to increasing knowledge about the subject.[5]
6. The RSE considers that the trend in attitudes to science over the past five years has been broadly positive.  There has been dramatic change in this area with the advent and proliferation of science festivals, at national, regional and local levels.  More mobile and nimble projects have found increasing success in taking science to those who previously may not have had access.  Furthermore, the impact of projects has gained increased prominence. It is now often a requirement of funding proposals and evaluations that impact is addressed.
7. Despite these encouraging trends, issues remain.  The debate around GM crops in Scotland is a notable area where the communication of clear scientific information to the public has been lacking.  The decision by the Scottish Government to place a ban on commercial growing of European Union approved GM crops in Scotland was taken, according to the Government, in the interests of the agricultural industry and the wider Scottish economy, rather than on scientific advice. 
8. Examples such as this highlight the progress that still needs to be made in communicating science to the public, and to parliamentarians, and in promoting evidence-based policymaking.  The RSE reiterates our recommendations from our September 2015 Advice Paper, The Opportunities from GM and Biotechnology in Scotland,[6] that informed public debate should be promoted to address not only the role of GM technology in Scotland, but the broader topics of the role of scientific research in policymaking and in tackling global challenges.
9. We note the practice in some universities of making scientific experts available to the media to help inform journalists and provide comment on their area of speciality.  Equally important is that this facility is adequately communicated to media outlets and to journalists to ensure awareness exists.  The RSE strongly endorses this idea and believes that all higher education institutions should provide such a function. This should be written in to the communications policies of the individual universities.
10. The RSE considers that there has been an improvement in the level of engagement by universities in recent years around science communication, but that concern still exists in many departments, institutions and with individual scientists over information being misused or unfairly portrayed, and of potential backlash.  Support must be in place for academics in such scenarios. 
11. The quality and quantity of public engagement being carried out in higher education institutions also appears to be following a positive trend.  Requirements by the research councils for involvement in public engagement have played an important role here.  However, we note the potential for public engagement to become the easiest target on which to cut back when there are financial difficulties.  This must be guarded against.  While research in universities will always constitute a top priority, it is important that those in leadership positions stress to academic staff the significance of public engagement, and demonstrate this in promotion criteria. 
12. Also noteworthy is the increasing number of early career professionals in the sciences involved in initiatives to engage with the public, each other, decision-makers and the media.  In Scotland, specific examples such as the leadership and development programme Scottish Crucible and the Young Academy of Scotland (which was set up by the RSE in 2011) are good illustrations of best practice.  Young scientists need to develop the confidence and skills to communicate effectively with various groups, in addition to progressing in their respective fields.  It is important not only that funding is available to ensure this occurs, but also that the required support, recognition and credit is given to academics by their universities for the time spent engaging with the public.               

The balance of effort needed to increase public engagement in science by ‘new audiences’ and by the ‘already interested’

13. While it is clearly important that those who are already interested in science, and undertake activities such as visiting science festivals, remain engaged and are encouraged to develop their interest, there must be awareness over the potential for those engaging with the public to simply be ‘preaching to the converted’.  Thus, it is key that both new and conventional ways are explored which reach out to those who are not engaged in science and, vitally, that projects that prove successful in such outreach have access to sustainable funding.  It is critical that the reach of such programmes extends to everyone in Scotland; particularly those in rural or socio-economically deprived areas, who are at greater risk of being overlooked.
14. We note the success of several projects in which the Young Academy of Scotland has had involvement.  The Rewrite the Headlines[7] competition which aimed to explore how research is translated from specialist areas to media coverage, was open to schools across Scotland and was won by a class from a primary school in Glasgow who focussed on the media coverage around the health effects of processed meat.  FIRST LEGO League,[8] an international robotics programme aimed at helping young people develop engineering, robotics, computing and design skills, reached over 1000 students aged 9-16 years old from across Scotland.
15. Programmes and projects such as these, which prove successful, must be able to access further and sustainable funding.  It is notably easier to win finance for a new and original project than to receive continuing funding for a programme that has proved worthwhile.  There is limited public good that can be derived from a science event travelling to a community only to disappear the next day leaving no legacy.  This approach is short-sighted and leads to a significant amount of potentially useful content, which is produced for such events, being wasted or sitting unutilised.  Government and other funding streams must endeavour, not only to assist with new projects, but also with roll out if these prove successful.
16. If we are to be successful in attracting a new generation to science, it is important that the key influencers around them (parents, teachers, peers) are also engaged. This will help to ensure that a clear and consistent message is broadcast. The scientific training of the population is at best uneven.  Older generations have received far less mandatory science education, and this has established a knowledge gap.  In arenas such as science festivals or science centres it may be possible to engage with entire families, while other programmes may be developed specifically for early years or for older demographics.
17. Primary and secondary schools play a key role in encouraging and developing an interest in science.  They have access to sustainable funding, a captive audience of young people, and a long-serving and well-educated staff.  However, many teachers are required to teach content which they may not have covered in their university training, either because it was outwith their specialist field or because new knowledge has developed.  In evaluating current school practice in the sciences, Education Scotland[9] reported that a lack of confidence in teaching the sciences is still an issue for many primary teachers.  The body has emphasised the need to provide teachers with opportunities to engage in career-long science-specific professional learning. 
18. It is important that both continuing professional development (CPD) and initial teacher training are devised to ensure that our educators are equipped with the up-to-date skills and knowledge necessary.  The Scottish Government’s 2010 report Teaching Scotland’s Future[10] was clear in the need for science to feature prominently in initial teacher education programmes for primary teachers.  We acknowledge the support provided by the Scottish Government for CPD in the areas of science and technology and it is important that this level of support is maintained.  It is equally important that supply cover is available to teachers in order to allow them to take up CPD activities.
19. Recent developments in the structure and content of the school curriculum, including most recently Curriculum for Excellence, have ensured that all children and young people are exposed to the teaching of science, technology, engineering and maths (STEM) subjects.  This was not the case for people passing through the school system prior to the 1980s where a significant proportion of the population dropped science at an early age.  These changes to the curriculum should help to ensure that all young people leave secondary school with a better understanding of key areas of contemporary science and technology which should help prepare them for the kinds of decisions they will need to make as citizens of the 21st century.    
20. The way in which science is presented to the audience is of utmost importance.  While what is appropriate and effective clearly differs by context, specific methods which may be able to better engage with young people should be examined.  The creative aspects of science should be highlighted and a ‘hands on’ approach to learning embraced.  Children who may have had little exposure to science, and thus may say they would not want a related career, may respond more positively to questions about their interests, and which problems they would like to help solve.  Specific programmes around topics such as music or the environment, which are fundamentally underpinned by scientific principles, may not seem overtly science based to children but can be used to draw interest.
21. Presenting children with the human dimension of science is also important.  Children must be given the chance to view scientists as real people with whom they can relate and interact, and not merely placed in the role of spectators who passively experience science.  Providing youngsters with this opportunity encourages them to view themselves as future participants.     
22. In an educational context, the quality of the science communication is of fundamental importance. Children and their parents have high expectations based on other learning experiences delivered via television and the internet. Face to face engagement is more likely to deliver an inspirational experience, and monitoring quality to ensure continuous improvement is important[11]. Good science communication cannot be done either ‘on the cheap’ or as an afterthought to other activities.
23. The RSE considers that there is a significant need for a ‘science communication champion’ in government to drive forward this agenda.  This could potentially be the next Chief Scientific Advisor for Scotland, whom we very much hope will soon be appointed and in post, or a member of the recently appointed Scottish Science Advisory Council.  Irrespective, such a champion is vital and must be identified and given responsibility as soon as possible.      

Any further steps needed by the media and broadcasters to improve the quality, accessibility and balance of their science coverage; and science coverage in broadcasters’ programme-making

24. There needs to be greater equilibrium between the arts and science in the media.  On television, those responsible for programming should be encouraged to carefully consider the categories of the content being produced.  A conscious decision to give more prominence to scientific programmes will have to be made.  Scientific content can be introduced more subtly into existing programmes as well as through more conventional methods such as commissioning documentaries. 
25. One area where the RSE believes genuine progress can be made is in the presentation of science in drama.  Stories focussing on the personal side of science should be commissioned to engage the public in a more accessible way.
26. We also believe there is a case for bringing together commissioning editors, broadcasters and academics in a forum to discuss projects.  Such meetings could help cultivate vital connections which otherwise would be unlikely to develop. 

The communications strategies being taken to encourage young people to study STEM subjects in higher and further education, and to encourage those people towards STEM careers

27. Careers advice in schools is arguably the most important component in helping young people make choices in deciding which path to take in their future education and occupations.  However, this facility in schools is often outdated and unable to meet the needs of students.  Pupils instead turn to subject teachers for advice, many of whom may not have up-to-date knowledge or have no practical experience of the job market outside of the education system. 
28. This also extends to a lack of knowledge on further education as the vast majority of teachers will have gone from secondary school to university and then on to a career in education.  A considerable amount of good quality STEM goes on outside of higher education, including in colleges, and students should be aware of the opportunities that a path such as an apprenticeship can offer.   Local authorities must play a role in creating links between schools and colleges and breaking down the barriers that have hindered collaboration.  Furthermore, there is a vast array of career options open to young people that are never addressed at school.  Better links between employment and education must be developed to address this.

The extent to which public dialogue and consultation is being effectively used by Government in science and technology areas of policymaking

29. As discussed earlier in the paper, the situation surrounding GM crops in Scotland is a notable example of consultation and dialogue not being effectively used to develop policy in the area of science.  However, as important as the RSE believes evidence-based policymaking to be, it must also be acknowledged that other, potentially important, factors play a role in the formation of policy.  It is also essential that scientists are made aware of these other factors; be they economic, political or cultural. Scientists need to be more aware of the factors that influence policymakers as well as policymakers being aware of scientific evidence – it has to be a two-way street.
30. We question to what extent public dialogue actually occurs in a meaningful way.  Public dialogue needs to be cultivated and, importantly, must be accessible.  For dialogue to be genuine, rather than merely a box-ticking exercise, there has to be real understanding on behalf of those with whom government is attempting to engage.  Government, the media and the education system all play roles in achieving this.
31. The RSE also considers it extremely important that a significant proportion of individuals working in government, parliament, the civil service and other bodies related to policy possess evidence-based decision making skills.  A diverse range of skills, backgrounds and knowledge is needed in such posts.
32. We acknowledge that there are structures in place both in the UK and in Scotland to facilitate engagement between policymakers and scientists – primarily through the roles of chief scientists and designated scientific advisors for specific government departments.  We stress how important it is that those appointed to these positions possess not only credibility in their own fields of expertise, but also a good field of vision across the entire scientific sector. 
33. While we note that mechanisms for engagement with science are in place, we stress that this is meaningless unless these prove effective.  Scientific advisors to policymakers must be granted adequate access to those making decisions and have confidence that their advice is being listened to.  It must also be apparent to both the public and those in the scientific community that this advice is being sought.

The strategies and actions being taken by Government to foster public engagement and trust of science more widely, and high quality reporting of science in the media

34. The RSE acknowledges that government is doing a considerable amount of work in providing resources to the public around science.  The NHS Choices –Behind the Headlines[12] resource which provides factual information on the science behind current news stories is a notable example.  However, not enough is being done to promote and advertise such content. 
35. We note the availability of grants for science engagement funded by both the UK and Scottish governments.  We reiterate that such funds should be aimed towards successful, sustainable projects, and not simply new or novel programmes.  Government must use the powers at its disposal to generate incentives to help put in place sustainable science engagement schemes, that not only open up science to the population, but create a lasting legacy that can be further built upon.           

Additional Information

Consultation responses are produced on behalf of RSE Council by an appropriately diverse working group in whose expertise and judgement the Council has confidence.  This Advice Paper has been signed off by the General Secretary.

April 2016