Science degree increases 'false'
Study claims the rise in maths and science degrees is less than thought
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Thursday, 26, Oct 2006 12:59
Statistics showing large increases in the number of people undertaking undergraduate degrees in maths and biology are apparent rather than real, according to a new report published today.
Figures released by the Higher Education Statistics Agency (Hesa) claimed that the number of maths graduates rose by over 35 per cent between 1995/6 and 2004/5.
But a re-analysis of the figures commissioned by the Royal Society, the UK national academy of science, offset inconsistencies found in the data.
The new statistics instead claim that the increase in maths graduates is actually seven per cent. Similarly, the number of biology graduates was found to rise by 1.7 per cent rather than the 12.8 per cent as claimed.
According to the Royal Society, the rises in maths and biology degrees are actually due to changes to the way students on combined subject and education courses are attributed to subjects.
The society also claims that falls and stagnation in the number of students taking undergraduate degrees in some traditional sciences are being masked by the popularity of subjects such as sports science, forensic science and psychology.
Before 2002/3 students on a split degree course were either allocated to a single subject area or to a combined subject category.
But from 2002/3 onwards students have been shared between the components of a split programme, which the Royal Society says has resulted in most of the students previously allocated to a combined category being distributed across specific subject areas, thereby boosting these subjects.
Professor Judith Howard, who chairs the Royal Society higher education working group, said that "a sound picture, based on consistent data" is vital to determine whether Britain has a strong-enough body of science graduates to guarantee that it can continue to compete on a globally competitive level.
"As our report shows, trends in students taking up science, technology and maths at undergraduate level are complicated," she said.
"Policymakers and others involved with making decisions about science, technology and mathematics subjects within higher education must be clear about what data they are being informed by."
Earlier this year Lord Martin Rees, president of the Royal Society, said that a "Herculean effort" from the government is needed to ensure that more young people choose to study maths and science at A-level and beyond.