Science Spin January 2009

Secondary schools need lab techicians

The voluntary association of science teachers recognises that certain provisions have to be in place to make science education effective. These include: ongoing delivery of in-service to all science teachers, implementation of relevant modern syllabi, ongoing provision of laboratory resources, and employment of laboratory technicians.

Progress has been made in all of these areas with the singular exception of the provision of laboratory technicians. This continues to be the case, despite recommendations from a number of sources, including the 2002 Task Force on the Physical Sciences, the 2006 PISA report, and the ASTI Survey of science teachers in 2006.

In the Government's Strategy for Science, Technology and Innovation 2006 - 2013, is a proposal (Chapter Five: Science Education and Society) to 'revisit the issue of technical assistance for schools to facilitate practical coursework'. This clearly shows that it is not a new issue but rather an ongoing serious concern.

Students require meaningful practical work in conjunction with the relevant theory. This would maximise the quality of learning and understanding and the value of science as a subject. Science students must be presented with sufficient safe, working equipment for all practical work. Such environment would best be provided by a laboratory technician, leaving the teacher to focus on teaching the necessary concepts.

Curriculum

The three main science subjects at both junior and senior cycle level have been revised in recent years. There is a much greater emphasis on practical work, with students being required to complete mandatory experiments in all subjects.

Currently, four per cent of second level schools (26 out of 720 approx.) in the Republic of Ireland have laboratory technicians employed. This is in sharp contrast to Northern Ireland, where all second level schools employ technicians and they are paid by the Government.

It is widely accepted that discovery learning is more stimulating for students. A technician working together with a science teacher will help to provide greater opportunity for students to participate fully and capably in investigative work. Valuable time can be lost by students as teachers have to prepare the science laboratory for the varied series of experiments and investigations conducted there. Up to 20 minutes can be lost in a single or double class period.

It has been the case in schools that have laboratory technicians that a greater number of students participate in extra project work such as the BT Young Scientist and Technology Exhibition, SciFest and others.

Future

In its efforts to highlight this important issue and garner support, the ISTA has gathered an impressive amount of support -- both vocal and written -- from various groups. Among others, these include: National Parents Council, the two teachers' unions ASTI and TUI, Institute of Physics in Ireland, PharmaChemical Ireland, an association for the chemical and pharmaceutical industry in Ireland, and The Institute of Biology of Ireland.

The recent budgetary cuts do not bode well for the ISTA's plight to lobby for the introduction of laboratory technicians in second-level schools. But it is exactly at times like these that there is a danger of the wrong decisions being made. The Government continues -- and rightly so -- to allocate funds to the SFI, which is the engine behind the promotion of science research and innovation in Ireland. But if we continue to promote Ireland's future as a knowledge based economy -- should we not take every possible step to ensure that this happens?

And that, without doubt, includes the investment in primary and secondary science education with one of the main priorities being the provision of laboratory technicians in second-level schools.

The Policy Document can be ordered (free of charge) from Kay O'Mahony by sending an email to kayomahony@yahoo.co.uk.

Meanwhile, Karla Lawless can be reached at karla.lawless@basf.com