Raising of
Standards in Mathematics and Science!
Speaker: Minister
of Education and Research Øystein Djupedal
Event: Conference on Mathematics and Science CST060606
Date: 7 June 2006
Place: University of Tromsø, NorwaY
Ladies
and gentlemen!
It is
indeed a pleasure for me to put maths and science on the agenda. Primarily I
would like to give credit to the University of Tromsø, in collaboration with
the University College of Tromsø and the Confederation of Norwegian Enterprises
for all the work they have put into preparing this annual conference. It is an
important arena for focusing on the challenges we face in our society today,
and it is an added pleasure that this year it has an international perspective.
Education and research
Education and
research are the motive forces in our society. It has been estimated that human
capital constitutes around 80 per cent of Norway’s national wealth. Investments
in education and research are on the increase in Norway. Among other things we
are concentrating heavily on what we call the Quality Reform in higher
education, raising the standard of basic education and improving quality in the
day care centre sector.
It is
education and research that will safeguard our future – and as Minister of
Education and Research I have repeatedly stressed that I wish my future efforts
to be broadly based on such a point of departure. This is because we believe
that knowledge and expertise are a result of experience and learning both
inside and outside school.
Knowledge
consists of skills, facts, research – but it also consists of upbringing,
critical thinking, analytical capabilities and reflection, the ability to
collaborate with others in achieving common goals, and always being ready to
assimilate new knowledge throughout one’s life. In other words, retaining a
capacity for curiosity and seeking to find things out.
Newton and curiosity
You will all
know the story of how Isaac Newton discovered gravity when an apple fell on his
head. He wondered what made the apple fall to the ground, and that curiosity
led to formulation of one of the most important laws of physics. Children are
best at asking the question: Why is that? At a certain age it can seem quite
exhausting to us adults. However, we must retain and further develop this
intense need to understand and find answers. At the same time as this curiosity
is retained, we must also build appropriate knowledge of, and insight into, how
our world is constituted. Because only by having a good foundation of knowledge
and asking relevant questions can we solve the problems of the future.
Nosey Parker
Yesterday I
awarded the Nosey Parker Prize to the seventh graders from Hillestad School in
Holmestrand. Their research on colouring and additives in Non Stop
confectionery is a good example of how curiosity and questions can lead to
knowledge and results. Probably without being aware of it, they have been
engaged in basic research, perhaps even touching upon new issues. As Minister
of Education and Research I am proud of their involvement, and I would like to
see similar projects throughout Norway.
Education, research and development of
prosperity
It is not only we in Norway or in Europe who see that education and research
are the key to the future. Everyone is looking for the “smart solutions”, which
are based on knowledge and innovation and have well-honed skills and efficient
organization as a prerequisite. Our ambition must be to be among the best.
However, we must also have an educational system that furthers social equality
and prevents exclusion. That is not merely a moral objective, but a
prerequisite for optimal utilisation of Norway’s total knowledge-based
resources.
As
Minister of Education and Research I am interested in how we can contribute to
creating a positive society stimulating continued growth and prosperity. Today
we can see that society and the labour sector’s need for mathematical and
scientific expertise are on the increase, at the same time as maths and science
have become less popular subjects among school pupils and university students.
This means that our educational system is not producing sufficient mathematical
and scientific expertise. This is a serious problem.
We
need a strategy to develop the necessary expertise in the population that
society and the labour and industrial sector need in the scientific and
technological areas. One of the
crucial areas to succeed in achieving this is reinforcing education in maths
and science in the Norwegian educational system. So that is why, in the Soria
Moria Declaration, we have stated that it is particularly important to:
place greater emphasis on mathematics and
science throughout school education and increase efforts to recruit pupils to
these subjects.
This
is the primary goal of the strategy I am now setting forth:
Raising standards in mathematics and
science!
Description of the situation and the
background to the strategy
The challenges linked to maths and science subjects in
the Norwegian school and educational system have been visible for a long time.
There are reasons for concern when most western countries are recording a
noticeable downturn in recruitment to various scientific courses of study.
There is even greater cause for concern when the problem appears to be more
serious in Norway than in most other countries. The decrease in recruitment
points to a lack of interest in mathematical and scientific subjects, not just
in the educational sector, but in society as a whole and perhaps to
insufficient general understanding of the importance of the subjects.
It is
a particular challenge that girls choose maths and science to a considerably
lesser extent than boys. This is a trend we can see in large areas of the
western world. And their interest is not increasing – the proportion of girls
who take degrees in scientific subjects, handicrafts and technology has
remained at around 25 per cent in the past ten years. However, it is good to
know that you can now see women in far more professions than previously, and
formerly male-dominated sectors such as the medical and veterinary professions
are recruiting more and more females. In future we must increase the radius
wherein women can make their choices.
The
Government wishes to go on the offensive in reinforcing mathematical and
scientific subjects. Previously, focus has largely been on improving the
educational system itself. A real effort to place emphasis on maths and science
to meet society’s needs can only be realized through intimate collaboration
between all of the relevant parties, where both the education and labour sector
cooperate to bring about positive results. This means that not only do we need
new instruments and areas of collaboration, but that also many players in the
societal and industrial sector must make a greater contribution. We welcome new
contributors to take part in this “Operation Renewal”.
Concentration and goals
If we are to
meet these challenges, we must focus on many levels – total concentration. Thus
our strategy will be to develop and strengthen a consistent chain of expertise
stretching from the day care centre to the labour sector. The fact that the
Ministry of Education and Research has taken over responsibility for day care
centres is a signal that the Government believes that development of expertise
should begin at an early stage.
Scientific
and technological expertise form much of the basis of our prosperity. This
expertise contributes to our ability to cure deadly diseases, to the fact that
we have mobile phones and PCs, and that today Norway leads the world in oil and
gas technology. We have every reason to believe that science and technology
will have renewed and greater significance in the future. We shall combat new
diseases and new threats. We will contribute to furnishing a growing world
population with energy. In addition new technological areas are emerging and
affect our everyday lives and work, such as biotechnology, ICT and new
materials/nanotechnology.
Scientific
and technological expertise is necessary to solve problems and perform a number
of projects in the community, from challenges to the environment to
construction of buildings and maintaining the infrastructure of society. Quite
simply, we cannot have petroleum installations that are not secure, or
buildings that collapse in storms and the weight of snow. And we need to have
enough people with knowledge to understand environmental challenges and how to
properly react to them. These subjects are also quite necessary to enable
development of alternative sources of energy and to protect our vulnerable
environment in new and better ways. It is also our duty to participate in the
international collaboration in these challenges as a highly qualified partner.
Our
foremost advantage and greatest value will be our expertise. We must look after
that and develop it so that it is always appropriate for today’s and tomorrow’s
society. We need science subjects for further development and renewal of our
welfare state, but also as the source of personal development inherent in a
sound knowledge of maths and science. Understanding more of the world around us
is a source of increased awareness, understanding and pleasure in our
surroundings.
Raising Standards in Mathematics and
Science must
be a tool for everyone who wishes to
contribute to reinforcing these subjects in Norway. It points to areas where
efforts must and shall be made In order to provide society with the necessary
scientific and technological expertise there are two main challenges this
strategy must confront:
Recruitment
to many courses of study in technological and scientific subjects is too low.
Norwegian
pupils achieve far too low results in these subjects.
The
first challenge concerns the fact that pupils and students in Norway do not
choose mathematical and scientific subjects to a sufficient extent. The second
one is linked to the fact that Norwegian pupils in primary and lower secondary
school have poor grades in maths and science. Most pupils have too few lessons
in science subjects at upper secondary level, which means they achieve less in
higher education. This is a cause for concern, not just because the labour
market is looking for scientific expertise, but also because a knowledge of
mathematics and science is important to understand everyday issues.
Thus primary challenges in the future will
be:
- To
encourage young people to choose further maths and science studies at upper
secondary school.
- To
adapt career choices based on scientific and technological courses of education
.
- To
strengthen maths and science in teacher training.
- To
increase mathematical and scientific expertise in teachers.
- To
increase the quality of the teaching of maths and science by developing and
disseminating knowledge of good teaching methods.
- To
increase collaboration between the education sector and the labour sector to
ensure relevance and encourage recruitment.
Positive aspects
Even though
there are many challenges, there are a number of positive aspects:
Compulsory
mathematics was introduced in general teacher training in 2003.
In
2006 mathematics is the most applied for subject for more intensive training in
teacher training, at the same time as many also choose scientific subjects.
In
the Government Budget for 2006 375 million Norwegian crowns has been allocated
to continuing and further education of teachers. Mathematics, physics and
chemistry are among the prioritized subjects, and 15 million has been earmarked
for further education in science subjects.
Recruitment
to technological studies, including a Masters in Technological Subjects,
appears to be progressing well. And what is particularly pleasing: There is at
least a 51% increase in the number of females who have applied for this course
of study.
The
negative trend for research funds for mathematics, science and technology seems
to have been broken. In the 2001 to 2003 period these subjects saw a marked
increase in funding.
In
addition most Norwegians are very interested in research material in the media.
In a survey from 2004 all of 77 per cent answered that they were generally
interested in research and technology material in the media. The corresponding
proportion for sports, believe it or not, was 61 per cent.
The
primary goal of the strategy is:
- To
strengthen expertise in maths and science in the whole educational system, in
the labour sector and in the community in general.
- To
increase recruitment to the labour and educational sector within science and
technology.
- To
promote positive attitudes to mathematics and science in everybody in the
educational sector and in the community in general.
In order to reach these goals the Government is now presenting a plan of
action. Goals and means to achieve them are intended to assist us in increasing
recruitment to these subjects and improve the quality of education, thus
creating graduates who will meet a need and benefit society.
OUR PRIORITIZED
GOALS AND mETHODS TO ACHIEVE THEM IN THE FUTURE ARE:
1)
The primary goal of the Government is to improve the teaching of mathematics
and science in day care centres and primary and lower secondary school
Some
of our objectives are to
- increase
awareness of the work done in day care centres linked to the subject areas
of “Nature, the environment and
technology” and “Number, space and form”. As previously mentioned, it is
important to create interest in the subject at an early stage.
- We
wish to improve the quality of training in science subjects, and increase their
relevance, and improve motivation in pupils.
- Further,
we wish to increase recruitment to the programme area for science subjects in
upper secondary school, with particular emphasis on increasing the number of
girls.
- As I have previously mentioned, the aim is to
increase the relevance of, and motivation for the study of science subjects
through collaboration between day care centres, schools and business and
industry.
“Head Start”
As is
known, we face a challenge when it comes to recruitment to mathematical and
scientific subjects. One of the reasons is that they are regarded as
particularly difficult. As a response to this challenge, at the Norwegian
University of Science and Technology this autumn a project will be implemented
along the lines of the Swedish “Head Start” at Chalmers Technical College in
Gothenburg.
The
purpose of the project is
- To
motivate pupils at lower and upper secondary level to concentrate on maths and
science, and recruit pupils to further studies in science and encourage them to
choose careers in mathematics and science.
- To
motivate in particular students from environments without traditions for higher
education, to take responsibility for their own futures by concentrating on
science subjects.
- To
increase the proportion of girls who choose to study maths and science.
The
core of the activity is that students provide groups of pupils with various
types of homework assistance in mathematics and science, so that pupils feel
that they have a better command of these subjects and see mathematics and
science subjects as more relevant. It is important that the students act as
good examples and mentors for the pupils.
In
the project, focus will also be placed on groups that do not normally go in for
higher education, among others pupils from disadvantaged environments, pupils
from homes without academic traditions, and immigrants. Focus should also be
placed on girls by deliberate use of students who can appear as good role
models for girls.
In
collaboration with local businesses, thematic evenings with speakers for
example from the business community, other important institutions, as well as
universities and regional colleges, can be arranged to encourage pupils to believe
in a future linked to their choice of professions within mathematics and
science. Students will also connect with contacts within business and industry
with a view to collaboration between education, business and industry and
subsequent career opportunities.
The
project will be given a Norwegian and “Trondheim”-linked touch, and not be a
blue print of the Swedish Head Start project, but we strongly believe in this
approach and are sure it will be just as succesful!
Numbers, space and form in the day care centre
Through
the new framework plan for day care centres, the Government is placing greater
emphasis on children becoming more aware of mathematical and scientific
concepts and forms. So that this focus shall really give results, employees in
day care centres must acquire more professional and pedagogical expertise in
this area. The Ministry of Education and Research has assigned county governors
funds for increasing expertise with guidelines emphasizing particular
concentration on this new area of study in the framework plan.
Increased hours of study in schools
To
meet the challenge of deficient knowledge in pupils of mathematics and science,
in line with the Soria Moria Declaration the Government will seek to increase
the number of hours at primary level dedicated to mathematics and science. It
is known that mathematics and science require a certain level of proficiency
before you can understand the context of what you have learned. Thus it is
important for me to increase the number of hours so that pupils spend enough
time and are well trained in dealing with such challenges.
A charting test in numerical comprehension
Another
point the Soria Moria Declaration looks at is the fact that a charting test for
numerical comprehension shall be introduced. Today we have such a test in
reading ability, and the Government wishes to introduce a similar test to chart
numerical comprehension in the second or third grade. In this way we can more
easily find out what skills pupils actually acquire, so that we can better
adjust teaching accordingly.
2)
Another primary goal of the Government is to improve the competence of teachers
and teacher training.
Some
of our objectives in this area are:
To
increase recruitment of students in teacher training who choose mathematics and
science, and reinforce the proportion of mathematics and science in their
training, at the same time as we shall increase the competence of teachers in
mathematics and science through goal-oriented continuing and further education
of teachers who are already working in schools.
We
shall increase the competence of teachers and school administrators in
mathematics and science by reinforcing the relationship between the labour
sector and education.
Secondary senior teacher positions
To
strengthen the partnership and collaboration between the labour sector and
educational institutions, the Government wishes to pave the way for personnel
with a mathematics and science educational background in enterprises and
organizations to be given secondary senior teacher positions in schools. In
this way they may contribute in schools as role models and be useful resources.
Various attempts involving exchanges between enterprises and schools have been
made, but not in a particularly systematic way. A secondary senior teacher
arrangement where employees with a background in mathematics and science teach
for example 20 per cent within the upper secondary and higher education level
will be evaluated with a view to trials in 2007.
Relevant enhancement of skills for teachers of mathematics and science
In
line with the Raising of Standards in Mathematics and Science, which will be
introduced in school this autumn, it is important that teachers of mathematics
and science receive relevant enhancement of skills in mathematics and science.
Teachers must be updated both professionally and pedagogically so that pupils
receive knowledge that they find interesting, thus developing the drive to do
research we wish to encourage.
Evaluating financing systems to increase recruitment of graduates taking
teacher training
In
order to increase the proportion of teachers with mathematics and science in
their portfolio of subjects, in 2007 the Ministry will evaluate financial
instruments for recruiting teachers/trainee teachers to take master’s courses
in mathematics and science, and to recruit mathematics and science students to
the teaching profession. There may be a great potential source of skilled
mathematics and science teachers among engineers and other graduates with a
mathematics and science background.
3) A
third primary goal of the strategy is to create development of mathematics and
science subjects in higher education and research.
Recruitment
of students to courses in mathematics and science and engineering at
universities and university colleges must be increased, as well as improvement
of the quality of mathematics and science teaching in higher education, while
motivation and relevance for students must be further stimulated.
The
number of women who choose mathematics and science subjects in higher education
and research must be increased.
We
must also increase awareness in the labour sector and business and industry
concerning mathematics and science education in schools.
Gode sirkler AS (Positive Circles Ltd)
An
example of an initiative within mathematics and science taken locally is the Gode sirkler AS (Positive Circles Ltd) collaboration,
between the three Hordaland municipalities of Fjell, Sund and Øygarden on
Sotra. This collaboration has been established to meet the increased activity
in the petroleum and gas industry coinciding with many of the people in this
sector now approaching the age of retirement. Gode sirkler AS is focusing
precisely on the local need for the research-based supply of expertise in
mathematics and science and technology. Undersea technology is the motor in
this regional development, and Gode sirkler has established a partnership
agreement with SINTEF regarding a four-year development project. They are also
establishing an educational programme in collaboration with the University
College of Bergen concerning operation and maintenance in the petroleum and gas
sector. This course of study will be closely linked to industry, use teaching
resources from there and also practical applications.
The
fact that Gode sirkler is focusing on expertise in mathematics and science
technology in the whole school career is especially dear to the present
Minister. Straume Day Care Centre in Fjell is starting up as a
technology-oriented day care centre this autumn; its first focus will be on
greenhouse and irrigation systems! Training of staff will be carried out in
conjunction with the University College of Bergen. Work on this special area is
already well in progress at lower secondary level, where pupils are working on the
subjects at close quarters, and primary pupils will soon follow suit. This
autumn Sotra upper secondary school will start up Norway’s first technology
programme where pupils will receive practical experience in industrial
enterprises.
In
addition we will reinforce support for research and increase the number of
doctorates within mathematics and science.
We
will reinforce and promote didactic research within mathematics and science.
This is particularly important. Aesthetics and the recreational aspect of
mathematics and science and technology must be emphasized more strongly.
The
Government also believes that the relevance of, and motivation to pursue,
mathematics and science courses of study through collaboration between business
and industry and universities and regional colleges must be increased.
Evaluation of engineering studies
The
Ministry of Education and Research will soon have a project ready for NOKUT –
the Norwegian Agency for Quality Assurance in Education - to evaluate two- and three-year courses of
engineering education. This evaluation will focus particularly on the quality
and relevance of these courses of study. The fact that engineering studies
correspond to the needs of society and the labour sector is important, and it
is necessary for research and developmental work in this area to be performed
within areas of societal importance. The measures necessary will be implemented
when the results are in place.
4) A
fourth primary objective for the Government is to reinforce expertise in mathematics
and science in the labour sector.
We
wish to establish a national meeting-place between the Government, business and
industry, and the education sector in order to monitor developments in
mathematics and science, reinforce collaboration and propose schemes.
We
wish to contribute to development of more practically-oriented schemes in
higher education, where business enterprises are a central arena for the
learning process.
Models
for career guidance with an emphasis on mathematics and science will be further
developed, in addition to the fact that we will establish regional
meeting-places between educational institutions and the labour sector.
And
we wish to promote development of cutting-edge environments or centres of
excellence where we have particular prerequisites for competing
internationally.
An arena for interplay and collaboration
The
first mathematics and science strategy was a strategy for improving the
position of mathematics and science in the educational system. This is
beginning to have results, but it is still important to remain focused on
education. At the same time, with this strategy the Government wishes to extend
its focus, by to a greater degree including society and the labour sector. Up
to now various parties in society have not to a sufficient extent been allowed
to set out guidelines for the knowledge and skills graduates must have when
they have completed their education. For this reason the Government wishes to
invite people to a national arena for mathematics and science; a meeting-place
between mathematics and science educators, politicians, business executives and
other important participants in societal affairs. In this way we wish to grasp
the chance to contribute to a systematic effort to reinforce the relevance of
mathematics and science. In due course we will contact the relevant parties
involved and discuss the substance of the matter.
5)
Our fifth and final primary objective is to improve communication with the
general public
We
wish to increase awareness of the importance of mathematics and science among
decision-makers and in the media, and we wish to increase the opportunities for
parents to motivate their children to study mathematics and science.
To achieve this we believe it is important to develop mathematics and
science arenas outside schools with a view to creating interest in these
subjects and the desire to study them.
We also wish to increase understanding of the usefulness of mathematics
and science in society and in business and industry. Here the business sector,
relevant organizations and the education and research sector must collaborate
in contributing to this goal.
We
shall document our focus on mathematics and science and provide information on
it. That means that collaboration with the media must have a central place.
The International Polar Year 2007-2008
Norway
will use the International Polar Year as a platform for promoting educational
collaboration in the northern areas at all levels of the educational system.
The Norwegian Research Council, which coordinates efforts in Norway, has
reported considerable interest in educational projects in the present
application phase. We also wish to use this opportunity to focus on mathematics
and science and on how important this fund of knowledge is for developments in
the north. With disturbing reports of climate changes and an ice-free Arctic
Ocean at the North Pole, at the same time as we are expanding extraction of oil
and gas, we urgently need insight into the significance of these changes for
developments in the north. We will use this year to produce ideas for
developing attractive and relevant projects for daily work in schools. We also
hope to implement simulations that may provide us with scenarios for the future
concerning for example how climate changes and greenhouse gas emissions may
affect the environment.
Conclusion
There are
many ways to view the world. Some see it through the spectacles of religion and gain an understanding
of the total picture in that way. Others view the world through the spectacles
of science and find sense in it. Others also manage to combine these points of
view. On their part the Pythagoreans believed that “all is number” and that it
is mathematics that is the way to true knowledge and understanding. Regardless
of whether everything can be set up in formulae, the Pythagoreans have given us
valuable knowledge that is necessary for modern society.
The
vision of the Government is that Norway shall be a leading nation in terms of
knowledge and expertise where the need for skills in mathematics and science is
adequately covered. The goals and strategies the Government has now presented
are part of the focus (centred) on mathematics and science in this period of
government. In the course of this period the strategy will be reviewed
annually, and in the future there will be a need to correct and supplement both
goals and strategies. There is a long way to go before the goals we have set
reflect the true situation. The strategies we have set forth will help us to
achieve these goals, and in the long term change the situation in our society.
The purpose of this strategy is to create a fruitful base and pave the way for
the development of future Nosey Parker Award winners, modern editions of
Pythagoras, Abel and Newton, as well as other clever pupils and students
thirsting for knowledge who wish to contribute to development of society.
Together
we – politicians, educational institutions and other active members of society
– will make this possible!
Thank
you for listening to me.
