UK must go on promoting and funding science
UK must go on promoting and funding science
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英国必须继续促进和资助科学
作者：
D. King
先生-你的社论“布莱尔的失败”（《自然》，435，129; 2005年）提到“年轻人对科学作为一种职业的兴趣下降”，并指出英国政府应该放弃到2014年将研发支出从1.9%提高到2.5%的目标，或者对此做出解释。我认为英国政府必须保留这一目标，因为科学和工程基础对未来的全球竞争力至关重要。例如，许多创造财富的创新公司将从英国的世界级小型高科技公司发展而来。如果英国政府要实现其经济和社会抱负，就必须保持强大、多样化的科学家供应，以维持研究基础。需要激励最聪明、最有创造力的年轻人从事科学、工程和技术方面的职业。事实上，修读科学及相关科目学士学位课程的全日制本科生人数，实际上正在上升。尽管媒体将英国两所大学化学系的关闭描述为一个重大失败，但这样的决定受到一系列因素的影响，包括学生的需求以及将研究集中到评分更高的更大部门的举措。由于2002-2003年以来学科分类的变化，很难比较联合王国高等教育统计局的统计数据。然而，在1997-1998年和2003-2004年期间，在学位课程中学习科学科目的人数增加了30%以上，而在同一时期，攻读第一学位的人数总体上增加了较小的幅度（约20%）。在此期间，增长最多的是生物科学（包括心理学和农业）和计算机科学。计算机科学受欢迎程度的上升至少部分归因于对职业机会的看法。学习医学和牙科的人数增加的同时，女性的参与也出现了令人欢迎的增加。工程、技术和物理科学的情况更为复杂，土木工程和化学等学科吸引的学生较少，而天文学和航空工程等其他学科则越来越受欢迎。海外学生在电子和电气工程等领域所占的比例越来越大，这为留住最优秀的人才提供了机会。总体而言，在1997-1998年和2003-2004年期间，攻读英国科学学位的学生比例从38%上升到41%，这与媒体描绘的情况截然不同。当然，没有理由自满：1997-1998年和2003-2004年之间，数学、计算机科学、物理、化学和生物学的A级（17岁）入学人数平均下降了7.5%。英国政府需要继续采取行动，让人们对科学教育的好处和科学职业的潜力充满热情。这些政府措施包括向新的科学和数学教师“打招呼”，科学和工程大使计划（其中约有8，500名年轻科学家担任学生的榜样），以及与威康信托基金会联合投资科学学习中心。最近的一项MORI民意调查（见www.森。com/polls/2004/pdf/ost. 85%的人认为科学对社会有很好的贡献。我要求媒体反映当今英国大多数人对科学技术的积极看法。
SIR—Your Editorial “Blair’s failure”(Nature 435, 129; 2005) refers to a “declining interest amongst the young in science as a career” and states that the UK government should either abandon its target of raising research and development spending from 1.9% to 2.5% by 2014, or explain it. I believe that the UK government must retain this target, as the science and engineering base is vital to future global competitiveness. For example, many wealth-creating, innovative companies will develop from Britain’s world-class small high-tech companies. If the UK government is to achieve its economic and social ambitions, it must maintain a strong, diverse supply of scientists to sustain the research base. The brightest and most creative young people need to be inspired to take up careers in science, engineering and technology. Indeed, the number of full-time undergraduates studying for first degrees in science and related subjects is actually rising. And although the media portrayed the closure of two UK university chemistry departments as a major failure, such decisions are influenced by a range of factors, including student demand and a move to concentrate research into larger departments with higher ratings. There are difficulties in comparing the statistics from the UK Higher Education Statistics Agency, as a result of changes in the classification of subjects from 2002–2003 onwards. However, between 1997–1998 and 2003–2004, the number of people studying science subjects in degree courses increased by more than 30%, at a time when there was a smaller increase (about 20%) in numbers studying for first degrees overall. The largest increases over this period have been in the biological (including psychology and agriculture) and computer sciences. The rise in popularity of computer sciences is at least in part attributable to the perception of career opportunities. The increase in the numbers studying medicine and dentistry has been accompanied by a welcome increase in the participation of women. The picture for engineering, technology and the physical sciences is more complex, with subjects such as civil engineering and chemistry attracting fewer students while others, such as astronomy and aeronautical engineering, become more popular. Overseas students account for an increasing proportion in areas such as electronic and electrical engineering, presenting opportunities to retain the best. Overall, the proportion of students studying for UK degrees in the sciences increased from 38% to 41% between 1997–1998 and 2003–2004, a reality very different from the picture painted in the media. Of course there is no reason for complacency: A-level (17-year-old) entries in mathematics, computer sciences, physics, chemistry and biology averaged a decrease of 7.5% between 1997–1998 and 2003–2004. The UK government needs to continue to take action to enthuse people about the benefits of science education and the potential offered by careers in science. Such government measures include ‘golden hellos’ to new science and mathematics teachers, a science and engineering ambassador scheme (in which some 8,500 young scientists act as role models for school students) and investment, jointly with the Wellcome Trust, in Science Learning Centres. A recent MORI poll (see www. mori. com/polls/2004/pdf/ost. pdf) reported that 85% of people believe science makes a good contribution to society. I challenge the media to reflect the positive view of science and technology held by the majority of people in Britain today.