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Introduction
Will we find little green women and men on Mars?
How many planets, galaxies and stars are there?
What are the pros and cons of genetically modified crops?
How can we restore endangered species populations without harming anything else?
What are these boffins on about?
NIACE believes that people are entitled to know more about scientific topics and the debates that surround them, and that the key to this critical understanding is more and better adult learning opportunities across all sectors of education provision. But we also know that learning about science is fun, helping us to follow up personal fascinations, and to satisfy curiosity about the world around us.
At the same time, in order to flourish economically and socially the nation needs more skilled scientists, technologists, technicians and teachers - especially women and learners from black and ethnic minority groups. At present, most post-16 learning in science takes place in schools, sixth form and FE colleges, with only a few shining examples in adult & community settings. So we need more provision, with wider choice of topics, accessible at different levels, and more support for learners to join in at whatever age and stage suits their purpose.
This is the gist of NIACE’s policy discussion paper “Life, the Universe and Almost Everything: the value of adults learning in science” written by Shiela Carlton and published in 2001. The paper offers an analysis of the current policy background and practical examples of innovative good practice in science learning for all ages and stages, and was launched at the annual Festival of Science organised by the British Association for the Advancement of Science (“the BA”).
In her Preface to the paper, Baroness Susan Greenfield, Director of the Royal Institution (“the Ri”), said:
“this paper squares up to the central issue shaping the type of people we will be and the type of lives we will live in the twenty-first century…………where the democratisation of knowledge, lifelong learning and the impact of science on everyday life necessitate a serious examination of how to equip every citizen to contribute to the good of the community on full.”
Since then, NIACE has continued to work with the BA, the Ri and others to promote wider participation in learning about science. These WebPages aim to inform you about our progress.
NIACE is developing its science in partnership with the National Science Learning Centre and hopes shortly to appoint a new member of staff to lead our work in mathematics and science.
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