Mirja Arajärvi Special Government Adviser Ministry of Education, Finland Rome workshop on fostering the development of human resources for science and technology. Rome 5.-6.06.2003 Enhancing public understanding and attractiveness of science among youth: Lessons from the LUMA Programme in Finland LUMA Programme was implemented as a joint national action in 1996 - 2002, initiated and coordinated by the Ministry of Education. Main players: Ministry of Education, National Board of Education, schools, vocational institutes, universities, polytechnics, local authorities, science teachers' associations, Institute for Educational Research, Higher Education Evaluation Council, Matriculation Examination Board, Academy of Finland (the Research Councils), science centres, day care centres, adult education institutions, industrial organisations, companies, and media Motivations

� mathematics and natural sciences as an important part of general knowledge needed in today's and future societies,

� the demands of the information society, � growth in high-tech enterprises, especially in the information industries, � the need to secure Finland's competitiveness and the supply of qualified labour

force, � implementation of the principle of lifelong learning, � scientific knowledge and skills needed to secure sustainable development, � information needs in political and economic decision-making, and � citizens' need of mathematical and technological knowledge in their everyday lives.

Quantitative and qualitative targets (revised in 1999)

1. Numerical targets for the enrolment and Master's and Polytechnic degrees in science and technology in higher education

2. Numerical targets for the participation rate in the advanded mathematics and

science subjects tests in the matriculation examination, and the number of students taking optional advanced courses in mathematics and science in the upper secondary school

3. Good quality of the knowledge and skills of the school students in mathematics and

natural science; success in international comparisons lika PISA and TIMSS-R 4. Gender equality will improve. Specific targets for the share of women in physics

and technology, and for the share of men in biology and primary school teachers' education.

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5. Students in vocational education will achieve the skills in mathematics and science that they will need in working life and further studies.

6. Citizens will have opportunities to obtain the skills in mathematics and science that

are needed in an information society and for the sustainable development. 7. The number of subject teachers in mathematics and science will correspond to the

estimated need in educational establishments and in other educational and cultural activities.

10 projects

1. A network of pilot schools and institutions was organised by the National Board of Education, in cooperation with local authorities and interest groups. In-service training was arranged, and best practices were dissemined through the network.

2. The evaluation of and research on mathematics and science teaching, the

founding a research school for LUMA subject teachers, and the utilisation of evaluation and research findings in the development of teaching and teacher training

3. More weight was given to mathematics and sciences in teaching and curricula, and

resources were allocated for the creation of appropriate learning environments.

4. Quality assurance was developed as a natural part of the learning process.

5. Projects to promote gender equality

6. Special supportive measures for the most talented students on one hand and for the slow achievers on the other

7. Development of the basic education of teachers at the universities, and extensive

in-service training for teachers (both for primary and secondary school teachers)

8. National development programme for life-long learning projects

9. Local authorities, business and industry, and research institutes participated in the programme in collaborative projects.

10. Cooperation between higher education institutions and upper secondary general

and vocational institutions Main results

� The number of students enrolled and degrees taken in science and technology at the unversities and polytechnics has increased.

� The number of doctorates in science and techonology has increased.

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� The number of Master’s degrees with subject teacher qualification in mathematics and/or science subjects increased but not enough compared to the estimated need.

� The gender balance was achieved in mathematics and chemistry; the balance

improved slightly in technology and ICT; the situation moved farther out of balance in biology because of overrepresentation of women; no clear trend in physics.

� No clear trend for the numbers of students taking optional and advanced courses in

mathematics and science in secondary schools, except for an increase of students taking advanced mathematics in upper secondary LUMA pilot schools.

� Finnish students were very successful in OECD’n PISA study; the results of the

TIMSS-R study were also positive; the national quality assessments were less positive.

� Participation of adult population in further education in science and technology

subjects was active, in particular in ICT and environmental subjects. � The participation and awareness of media has improved during the programme but

is still far from optimal.

Enrolment in S&T Fields at Finnish Universities in 1991 - 2002

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Total

Women

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Master’s Degrees in S&T Fields at Finnish Universities in 1991 - 2002

0

500

1000

1500

2000

2500

3000

3500

4000

4500

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Total

Women

Doctoral Degrees in S&T Fields at Finnish Universities in 1991 - 2002

0

100

200

300

400

500

600

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Total

Women

Outcome of the final evaluation in 2002 by an international expert panel

� The programme has been successful in many aspects. � The impact of the programme would have been better if adequate resources and

research support had been available. � A follow-up of the programme is needed in order to consolidate and spread the the

good practices. � Structural changes are still needed in the school curricula and matriculation

examination. � The cooperation of schools with business and industry should be continued.

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Lessons learnt

� The knowledge, skills and attitudes of the teachers and a good atmosphere in the teacher community are essential.

� A fundamental change needs a long time and much work. � Vertical cooperation between educational levels within the educational system and

networking with partners outside it are very important. � Besides good intentions and commitment, also resources and structural changes

may be necessary. � Other policies and programmes may be very important, e.g. in Finland the increase

of investments in R&D and the introduction of a "research school" system at the universities.

R&D expenditure by sector in 1991 - 2002

Some thoughts about the suggested discussion issues

� The measures of the Government should cover the whole educational system with special emphasis on bottlenecks. Science education should start already in the kindergartens. The universities should develop cooperation with schools.

� The teaching methods should emphasize the observational and experimental

nature of science, and the conceptual understanding and application of basis consepts and theories. The teaching atmosphere should encourage the students to ask questions and meet intellectual challenges, and to seek solutions both individually and in team work.

� For girls and women, the content and context of science and technology are

often very important. This applies e.g. to the environmental impacts and human factors connected with the topic. Taking these aspects into account increases the interest of girls and women and also of some boys who were not otherwise interested in science and technology.

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� In primary schools, handicraft and practical technology should be taught both for boys and girls.

� The attitudes expressed in the mass media often support traditional role models.

This is one reason why media should be included in the actions. � Positive role models from industry and research communities encourage girls � The efforts to promote human resources should take into account the needs of

various economic sectors (e.g. the ICT sector in Finland). However, the basic education and training should be fairly broad and give possibilities to later specialisation and partial retraining.

� In Finland, both the government and the industry believe that education and

training should be mainly public services. The in-service training provided by the companies can then be tailored to the company’s specific needs.

� The best way to stem the brain drain and to attract international students and

scientists is to guarantee good resources and to pursue excellent quality in research and education. This sort of ambition will also motivate the students and researchers to increased international cooperation, including mobility to both directions.