Students 'harmed' by science closures
The UK's science academy has suggested that the closure of science departments by some English universities may be having an adverse effect on the welfare of students.
The Royal Society also described as "simplistic" the approach taken by the Higher Education Funding Council for England (HEFCE) on the issue. The accusations were made in a report the society submitted to the House of Commons Science and Technology select committee, suggesting that some good science units and departments had been forced to close because of changes to the funding of research.
While the Royal Society has not come out to directly oppose closures or mergers of science departments, it has suggested that safeguards need to be in place with regard to student welfare, and that any changes have to be made in the spirit of improving the overall provision of science in the country. The report it has submitted raises concerns that some closures appear not to be achieving such criteria.
A spokesman for the Society highlighted the closure of the Chemistry department at Exeter University as an example of a departmental closure which has had an adverse impact on students part-way through their courses. In response, the university said that it plans to offer such students "equivalent" course in other places or possibly compensation, although some students are believed to be considering legal action.
The Royal Society went on to describe the funding council's approach as "far too simplistic" in suggesting that the closures of such departments were "merely a demand side problem", forming part of an investigation by the Commons committee into strategic science provision.
It appears that the decline in the popularity of those A-level subjects which have traditionally led young people into studying degree-level physical sciences, maths and engineering could be addressed through the recruitment and retention of 'good' science teachers, but with the targets for recruitment of such teachers having only been met in 1991 and 1993, it looks likely to be an uphill struggle to achieve such a goal. The society has also suggested that the gap between school and university will only get larger if schools are not in a position to be able to provide much-needed experience, most notably in maths and practical experiments.
Whilst the government has taken steps towards tackling the problem, such as the creation of a national network of science centres, the Royal Society has said it needs to be prepared to commit funds for the longer term.
Criticism was also levelled at the alterations made to how university research departments are funded. The society said that targeting funds on highly-rated departments has meant "the loss of good units with high reputations for their undergraduate courses where the demand had kept up well". It continued: "The formation of regional 'deserts' created by the closures of university departments increases the risk of discrimination against those who may need to stay near home because of family commitments, cultural or financial pressures."
In response, HEFCE said that it is currently in the process of writing advice for Education Secretary Ruth Kelly on "strategic and vulnerable subjects", as has been requested by the minister. However they have strongly backed the notion that teaching and research within the fields of science and technology are crucial for the maintenance of a strong economy and inclusive society.
HEFCE went on to say that all key partners needed to work together, and realised that there are "tensions between the needs and priorities of the different stakeholders". No, really?
Send this article to a friend