Science and Society

A vision
for Science
and Society
A consultation on developing
a new strategy for the UK
July 2008
Page 1
A vision for Science and Society A consultation on developing a new strategy for the UK
Contents
Foreword 4
1.0 Our challenge 5
2.0 Science and society up to now 9
3.0 A new vision 13
4.0 A society excited by and valuing science 17
5.0 A society that is confident in the use of science 26
6.0 A society with a representative, well-qualified scientific workforce 36
7.0 Roles, responsibilities and actions 44
8.0 Next steps: how to respond 51
Annex A Development of this consultation document 53
Annex B Measuring progress 54

What do we mean by ‘science’?
By science we mean all-encompassing knowledge based on scholarship and
research undertaken in the physical, biological, engineering, medical, natural
and social disciplines, including the arts and humanities, which is underpinned
by methodologies that build up and test increased understanding about our
world and beyond.
What do we mean by Science and Society?

We include engagement with society in its broadest sense, from science centres
and festivals, through information provision by consultation, active dialogue and
other media, to enabling citizen empowerment and decision-making. We include
the use of science by society and the provision of scientific advice to policy makers
for the benefit of society. We include the range of science skills opportunities,
through the education system and beyond, and the importance of diversity in
enabling a workforce truly representative of the society which it serves.
Back to Contents Page 3

A vision for Science and Society Foreword
Foreword
I am pleased to present this consultation document on developing
a new Science and Society Strategy for the UK.
Despite a great deal of excellent work to date, I believe we can, and

must, do more and keep striving to do it better. We need to refresh
our science and society vision for the new environment we find
ourselves in and look at how we can work more efficiently together.
I believe that the importance of scientific engagement across society has never been
greater. And it should be startlingly obvious that we need to continue efforts to
ensure we have a strong future supply of scientists, engineers and technologists.
We need to unlock the talents of all people in the country – and that includes being
able to use science and technology to help them live their lives more richly.
I believe we need a society that is excited by science; values its importance to

our social and economic wellbeing; feels confident in its use; and supports a
representative well-qualified scientific workforce.
The creation of the Department for Innovation, Universities and Skills (DIUS) provides
a new opportunity to address these important issues and we want your advice and
support. I hope we can develop a shared strategy that all of us working in the Science
and Society policy community can commit to for the future.
I believe we now need a more mature relationship between science, policy and
society, with each group working to better understand the needs, concerns,
aspirations and ways of working of the others.
‘Science and society’ used to be an area which was seen solely as a niche part of
science communication. Today, we have no choice but to see it as a necessary
condition for British – and global – success.
So I want to encourage everyone to be a part of this: the science community, third

sector organisations, business, the education community, individuals, families and the
media, national and local policy makers. I look forward to hearing your views.
Ian Pearson MP
Minister of State for Science and Innovation.

1.0
Our challenge

A vision for Science and Society Our challenge
1.1. Science improves the quality of daily life, underpins prosperity and increases our
readiness to face the challenges of the future – both in the UK and globally. There
has never been a time when the UK population has been a bigger consumer of the
products and benefits of science and technology. Our future economic prosperity and
our ability to become an Innovation Nation depends on the successful exploitation of
science and technology.
1.2. We also doubt if there has ever been a time when the potential for science to
contribute to good policy making and sound government has been greater. Science
will help us to address the main challenges we face as a nation and as a planet:

• tackling and adapting to climate change
• global security and international terrorism
• rising populations and the consequent pressure on food, water and other natural
resources
• the impact of human diseases such as pandemic influenza and animal diseases such
as foot and mouth and blue tongue.
1.3. T
o ensure we make the right decisions, now and in the future, we believe there is a
pressing need to:

• strengthen the level of high quality engagement with the public on all major science
issues; and
• increase the number of people who choose to study scientific subjects and work in
research and scientific careers.
What does this mean for us?
1.4. T
o meet these challenges we need to see significant improvements in key
relationships across science and society. We believe this means there are three broad
themes that have immediate relevance for every member of society, that represent
direct challenges for every one of us:

We must all learn to make better, more informed choices.
• Our ability to meet these challenges depends on our ability to handle the science
involved. Policy makers without access to sound scientific advice, or to dialogue with
communities, will be unable to make the best decisions on tough challenges facing
the country.

• A public without improved scientific literacy, including an understanding of scientific

evidence and risk, will be unable to make informed decisions for themselves, their
families, and as part of the democratic process. They will be unable to contribute
effectively to political and ethical debates surrounding such complex issues as GM
foods, biometric data, or nuclear energy.
• If scientists and industry lack the capacity, or the incentive, to understand society’s
needs, we will all be less able to use science to help improve our lives.
With the liberalisation of information, both knowledge and innovation

are increasingly driven by individuals and a wide range of organisations.
Engaging and empowering people will help us ask better questions and
increase the supply of good quality science.
• Research shows there is a continuing demand for more information directly

from scientists at an early stage in the research process (coupled with a lack of
understanding of the regulatory system), indicating there is considerable room to
improve public confidence in the use and governance of science.
• Having an engaged public means recognising that science is not just a body
of facts, but a discipline with established methods of inquiry, peer-review, and
governance. It means understanding that science is often about measuring
uncertainty. It allows ordinary people to better challenge what they read about, and
understand different forms of scientific evidence.
We must unlock the talents of all people in the country – including
being able to use science and technology to help them live their lives
more richly.
• Society is increasingly user-driven. We depend on technology and other science to

support our daily lives. Those who have the confidence to use devices and engage
with new developments are able to drive consumer innovation. Those who are
unable to utilise technological advances for their own needs will be left behind.
Therefore, it is essential that businesses and technologists understand people’s
needs and wants better, so they can be more successful in designing and producing
products and services that people find easy to use.
• As the pace of scientific development accelerates, so too does the pace of change
in our society. Our challenge is to ensure that we make the most of the talents of all
our people so that Britain can compete in this globalised world of the future. Such a
fast pace has the potential to have the harshest impact on those least well-equipped
to respond. We want to ensure that everyone is able to share in the increasing
prosperity and the opportunities that scientific progress brings and that nobody
gets left behind.

• Having more people with high level science skills benefits the economy by meeting
potential skills shortages and increasing the productivity and capacity of businesses
to innovate, and the prosperity of the country as a whole.
• Our strategy must look for innovative ways to provide people of any age with access
to scientific resources and information, in the ways they want to access it. We must
also continue to look for new ways of supporting the development of science skills,
from basic technician level through to world-class scientific research, right across
our society. We have made good progress, especially in improving the number and
quality of science teachers in our schools. Surveys have revealed over three-quarters
of people have a positive experience of science education. But involvement in
science is not limited to formal education: cultural institutions such as the Science
Museum and science centres can play an important role in making science exciting
and accessible to the general public.
1.5. A final challenge concerns how this all fits together. The scale and complexity of
science and society activities has grown dramatically over the years. As we work with
our renewed vision, and develop a longer-term strategy, we must seek improved
processes and frameworks for delivering outcomes on which there may be a fairly
high degree of agreement but where effort is not well focused or co-ordinated.

2.0
Science and
society up
to now

A vision for Science and Society Science and society up to now
2.1. T
he Bodmer Report, ‘Public Understanding of Science’ (Royal Society, 1985), marked
the birth of the ‘public understanding of science’ movement in the UK. In the two
decades since, a great deal has changed, including some major successes:
• A massive increase in science communication – science books regularly top the

bestseller lists.
• There are now over 100 science centres in the UK, Café Scientifiques have
mushroomed, and there is a vibrant science festival scene.
• National Science and Engineering Week in 2008 attracted over 1,400,000
participants at around 3,500 events across the UK.
• Science is now a compulsory subject for all schoolchildren, and the nature and
processes of science are increasingly being taught.
• The Science Museum and Natural History Museum are two of London’s top
visitor attractions.
2.2. The UK leads the way in promoting the Science and Society agenda. The UK
population places more confidence in science and technology solving major global
challenges than many other EU countries. We should rightly celebrate what we have
achieved including the huge amount of work that has been done to build the supply
base of scientists, technologists, engineers and mathematicians (STEM) in the UK. But
we cannot rest on our laurels, and it is important to continue to work to build trust
and confidence in UK science, and to improve the nation’s skills at every level.
The scientific workforce
2.3. The need for a skilled scientific workforce has long been acknowledged. Sir Gareth
Roberts’ review (SET for Success, 2002) found significant barriers to ensuring a good
supply of researchers for the research base. The ten-year Science and Innovation
Investment Framework (2004) highlighted the importance of a strong supply of
scientists, engineers and technologists to the long-term health of the science base
and the wider UK economy.
2.4. In terms of STEM education there is a positive story to tell. Bringing greater
coherence to the STEM education landscape through the STEM Programme, we have
already achieved:
• more science graduates teaching science in schools than ever before – thanks
to more bursaries, ‘Golden Hellos’ and better teacher training
• increased overall attainment in GCSE, A level, first degree and
postgraduate results

• increased numbers of pupils taking science AS and A-level which has fed through to
greater success in Further Education and Higher Education
• increasing the proportion of better qualified students pursuing R&D careers
• increasing the proportion of minority ethnic and women participants in higher
education in STEM.
2.5. Beyond science education, we are currently working to bring greater coherence to the
science skills agenda by focusing on other aspects of the wider workforce including:
• strengthening the employer voice on skills, refreshing the Sector Skills Councils and
raising attainment in higher level qualifications, apprenticeships and degrees, as we
implement our response to the issues identified in the Leitch Review of Skills (2006)
• developing STEM careers, diplomas, apprenticeships, and further measures to
improve the recruitment and retention of STEM teachers, as we discussed in the
2007 Annual Report on the ten-year framework.
2.6. T
hese activities will deliver a coherent approach to increasing STEM skills, with a focus
on improved understanding of the link between labour market needs and business
demands for STEM skills and the ability of the education system to deliver flexibly into
the 21st century.
Engagement and public attitudes
2.7. E arly attempts to bridge the gap between science and the public were simplistic – “If
only the public had the science that they lacked explained to them, they would surely
support its use”. This approach was rarely successful, and since 2000 the emphasis for
public engagement has been on two-way communication, or dialogue. The benefit
of dialogue is that it allows the scientific community to be open to a continuous
discussion of values and purposes, and is sensitive to these when developing avenues
of investigation. There is now a strong consensus in support of this approach as an
important beneficial style of public engagement.
2.8. F rom 2000, government has also tracked general public attitudes to science,
including levels of confidence in scientists across government, business and a
perceived independent sector. This has provided important information for the
Science and Society policy commitment. Confidence in science should come from a
shared understanding of the nature of the scientific process and depend less on the
perceived affiliation of the scientist.

2.9. T
he DIUS/Research Councils UK (RCUK) Public Attitudes to Science Survey 2008
shows there is a demand from the public for more consultation on scientific issues.
Only 21% of the public agree that “the public is sufficiently involved in decisions
about science and technology”. It also found that 78% of the public agree that “we
ought to hear about potential new areas of science and technology before they
happen, not afterwards”. And this wish to hear about science and technology is not
limited to government: 73% want more scientists to discuss research and its social
and ethical implications.
2.10. As a government we want the public to be confident that when we make policy
decisions we take into account the best scientific knowledge available. All government
departments now draw on the science base to inform policy development with
most having Chief Scientific Advisers (CSAs), usually drawn from academia. The
Government Office for Science, led by the Government Chief Scientific Adviser
(GCSA), aims to ensure that:
• government policy and decision-making is underpinned by robust scientific

evidence and long-term thinking; and
• UK science is widely promoted and its contribution to society recognised at home
and abroad.
The Government Office for Science will publish its forward programme later this year.
2.11. We also want every business which depends on science to better recognise and
embrace their responsibilities in all the areas where they interact with society and
policy makers. We see no difference in the use of science by the private or public
sector. In particular, we would look for more visible responses to the continuing
challenge from the public about how they demonstrate a commitment to societal
benefit alongside their principal need for commercial success. Such an approach may
go a long way to restoring trust in the wider exploitation of science and technology,
and its impact on the public.
2.12. In the past Science and Society has sometimes been seen as a niche part of science
communication. We welcome the fact it is now recognised as a necessary condition
for British and global success. We have made some extraordinary progress and those
responsible deserve our appreciation and congratulations. However, there remains
a clear sense that more and higher quality engagement by all parties, and greater
co-ordination and collaboration between those involved, is now needed. The new
vision we offer and the shared strategy we want to develop will address these issues.

3.0
A new vision

A vision for Science and Society A new vision
3.1. This chapter introduces a new vision that encapsulates our long-term ambitions and
we believe directly addresses the science and society challenges facing us today. The
vision has been discussed with a broad range of stakeholders, and is the basis for
our consultation on the future landscape for science and society in the UK. It also
addresses the issue of how we measure progress.
A society that is excited about science, values its importance to our social and
economic wellbeing, feels confident in its use, and supports a representative
well-qualified scientific workforce.
3.2. The vision itself can be broken down into three broad strands, which are dealt with in
turn in the following chapters:
• A society excited by and valuing science

• A society that is confident in the use of science
• A society with a representative, well-qualified, scientific workforce
3.3. E ach chapter sets out a clear goal, summarises where we stand now and then seeks
answers to a number of questions that relate to what we need to do to achieve our
vision.
A new relationship
3.4. As we elaborate this vision, we must also be clearer about what we, as a community
with wide-ranging interests and capabilities, might do to realise the aspirations
it contains. Our ambition should be to go further than scientific literacy. A major
part of the challenge is to build a more mature relationship between the public,
policy makers, the media and scientists, where everyone understands each other
better. In particular, this means the public and the media maintaining the same
healthy scepticism that they have towards other information they consume, whilst
understanding the nature of science better and questioning what the real implications
of the evidence should be. Analytically, we have found it helpful to distinguish three
groups to focus our thinking.

Science, Society, Policy
Science: includes areas where science is undertaken (universities, science-based

industry such as engineering or pharmaceutical companies, government agencies
such as the Health Protection Agency), business, learned societies, Research Councils,
national academies and research-based charities.
Society: includes schools, media, cultural institutions, citizens, communities.
Policy: includes politicians and policy makers in central, devolved and local government
– Regional Development Authorities, local authorities and regulatory bodies.
3.5. Of course, Science, Society and Policy are neither isolated nor homogeneous sectors,
but represent a huge variety of different kinds of public, policy makers and scientists;
indeed, policy makers and scientists are themselves part of society. But we believe
that thinking about each area separately and exploring the mechanisms in place
to help each understand the others, is a valuable way of ultimately improving the
relationships between them.
3.6. Our objective for these three groups is simple:
A greater level and quality of engagement, thinking and collaboration between

sectors. We want to achieve a noticeable improvement in the Science and Society
landscape: putting greater emphasis on why people are doing what they are doing;
creating one or more effective ‘bridges’ or ‘brokers’ between each of the sectors;
focusing more on celebrating and rewarding success.
Q. What steps can we take to co-ordinate better or streamline

science and society activity to make it more effective?

Measuring progress
3.7. In developing our strategy, we think it is important to measure success and to
consider setting some high-level targets to measure our collective effort. We already
have a number of indicators gathered through the three-yearly Public Attitudes to
Science Survey, the STEM Programme Report and DCSF strategies. There are lists in
Annex B along with some additional suggestions.
Q. How should we measure progress? What indicators do we

need to measure success?

4.0
A society
excited by and
valuing science
Photo: CERN/Brice

A vision for Science and Society A society excited by and valuing science
The Goal:
A society that is excited about science
and values its importance to our social
and economic wellbeing.
4.1. This chapter sets out our aspirations for establishing science as an integral part of
our culture, reflecting the important role that science has in our everyday lives,
and to our future economic and social wellbeing. We identify three areas for
action: strengthening communication, improving inclusion and participation, and
demonstrating the relevance and benefits of science to our lives. A great deal of
activity is already underway but we have identified some immediate challenges and
ask some key questions around how we might address them.
4.2. We depend on science, technology and innovation to support our daily lives. The
potential rewards that society can reap from science and technology have never been
more important. The ‘endless frontier’ of research opens up new opportunities and
ways of addressing societal challenges. Science is a tremendously important part of
our cultural heritage and a vital part of our shared future.
4.3. T
he UK’s National Museums, such as the National History Museum and Science
Museum and galleries are world-leading cultural institutions which make an important
contribution as centres of learning and expertise, to culture and education. Research
is also fundamental to many of their activities. The media, local communities,
education and business all play a role in developing the culture of this country. And
all cultural organisations have the power, the potential and the responsibility to
help engage, inspire and educate a generation of young people and an occasionally
sceptical wider public in science.
Pictured: The ATLAS detector, part of the Large Hadron Collider, under construction at CERN, Switzerland.
The UK’s Science and Technology Facilities Council has invested £511 million in this project to explore conditions
in the universe in the first moments after the Big Bang.

Where does the UK stand now?
4.4. T
he DIUS/RCUK Public Attitudes to Science Survey 2008 showed that there has been
a notable rise in people who say they are very, or fairly, well-informed about science
and scientific developments, up to 56% from 39% in 2005 and an encouraging
10 percentage point fall in the proportion of the public agreeing that science and
technology is too specialised for most people to understand. Within the spectrum of
science communication, public engagement and dialogue have emerged as the pre-
eminent tools.
Public engagement and dialogue
4.5. The landscape in public engagement in the UK has changed significantly. As

mentioned in Chapter 2, activity is increasingly more two-way, using techniques such
as public dialogue.
What do we mean by Public Engagement and Dialogue?

We are using ‘public engagement’ to be an umbrella term – that encompasses
many kinds of activity including science festivals, centres, museums, cafes, media,
consultations, feedback techniques, and public dialogue. Any good engagement
activity should involve aspects of listening and interaction.
Public Dialogue, a form of deliberative participatory engagement where the
outcomes are used to inform decision making, is just one important kind of public
engagement activity.
• Public engagement in science and its appraisal is now something that all funders
of science are committed to, increasingly making it a core part of their activity,
showing a clear shift in organisational culture.
• The launch in January 2008 of the Beacons for Public Engagement Initiative is
a major step forward – aimed at helping to shift the organisational culture in
Universities – to reward and value staff and students who engage with the public.
• Public dialogue is now a core activity for government in its role as policy maker.
DIUS continues to support public dialogue through the Sciencewise programme
and has now built on this success by developing the Sciencewise Expert Resource
Centre, providing a corporate memory of dialogue activities and a range of
support services to help policy makers make best use of dialogue, and the science
community and public to engage better with the policy system.

What we need to do
4.6. We believe there is a need for all citizens to be fully engaged with science and to
understand the nature of science better. Everyone should have the opportunity to
play a relevant part in making the best possible decisions for public policy through
engagement with science.
4.7. Policy makers and scientists are now using new communication tools, such as internet
phones, blogs, Second Life and deliberative events alongside the traditional mainstays
of printed media, museums and hands-on centres, consultations, surveys and
dialogues. These tools are already used by a broad cross-section of society and it is
almost certain that further novel tools will emerge. Scientists and policy makers need
to utilise all these tools effectively.
Professionalising public engagement

There is real scope for sharing and building on good practice and for joining up
activity. There is scope too for making public engagement less reliant on voluntary
activity and for it to be perceived as more professional in its approach and a valued
part of the work of scientists. There is more need for strategic thinking about what is
being done well, what gaps there are and what needs to be done better, and for the
best in public engagement to be incentivised and rewarded. All this can be achieved,
but not without better understanding of the need to collaborate and co-ordinate
activity, as is now happening with the Beacons initiative, and to become more
involved in two-way dialogue.
4.8. We believe increasing excitement in science, improving inclusion and strengthening
the relevance of science in our culture will be best achieved by professionalising public
engagement and identifying ways to incentivise the practice. We have identified
three key areas for action with a number of questions and challenges for the science,
society and policy communities.
A. Strengthening communication
4.9. Some aspects of science are thought of as inherently exciting, such as space travel
or dinosaurs. But when properly presented, almost all science has the power to
stimulate wonder and the imagination – from how cells function to the Big Bang.
Communicating this, creating curiosity, helping people to ask questions and
generating enthusiasm are the building blocks needed to stimulate interest in science.
The DIUS/RCUK survey shows that we start from a relatively good position.
But we recognise that we can do more and do it better.

4.10. Engagement is becoming more professional, based on good practice, and often
involves specific support, such as high quality media training. It is also becoming a
two-way process, enabling scientists to understand the public’s ideas, concerns, needs
and interests better, thereby helping scientists’ skills, research and careers, motivated
by seeing the societal value of their work reflected back to them.
Beacons for Public Engagement

Launched in January 2008 and funded with £9.2m over four years by the UK Higher
Education Funding Councils and Research Councils UK (RCUK), and with support
from the Wellcome Trust, Beacons for Public Engagement is one of the biggest
initiatives ever launched to support public engagement throughout the UK. It brings
together a number of different funders with the common goal of achieving a more
joined up and strategic approach to public engagement.
Six beacons have been set up in Manchester, Newcastle, Norwich, London, Cardiff
and Edinburgh. There is also a UK-wide co-ordinating centre based in Bristol,
which will work across the initiative to promote best practice and provide a single
point of contact for the whole higher education sector. Their role also extends to
the fundamental aim of this initiative, challenging all universities to embed public
engagement in their mission but achieving this through listening to and learning
from the sector.
The six Beacons – collaborative centres made up of a number of higher education

institutions (HEIs) and their partners – will be at the forefront of efforts to change the
culture in universities, assisting staff and students to engage with the public. Their
partners include further education colleges, museums, galleries, businesses, third
sector organisations, TV and press, and public bodies. The National Co-ordinating
Centre for Public Engagement will provide leadership and will work with the Beacons,
funders, policy makers, and the whole HE sector to make engaging with the public a
key part of what it is to be an academic. www.publicengagement.ac.uk
Q. How can scientists further improve and professionalise

engagement with the public?

4.11. There is a perception that scientists who engage with the public are not always
rewarded or valued as much as they should be by universities, industry, funders or
government. The Royal Society Report Barriers to scientists communicating with the
public identified that science communication was not valued as a high priority activity
or a central part of academic life and that the attitude of peers was that engagement
was principally for those ‘not good enough’ for an academic career.
Q. How should high quality engagement be recognised and

rewarded?
4.12. Despite the DIUS/RCUK survey showing that four fifths of those polled think that
science is amazing, it also reveals that about a fifth are likely to be indifferent. Around
12% also said that they were not particularly interested in or even distrustful about,
science and science issues.
Q. How can the scientific and policy communities make

science more interesting for the public and particularly for
those difficult to reach groups?
4.13. There are currently over 100 organisations in the UK which can be classed as a science
or discovery centre. These include museums, zoos, aquaria, and specialist subject
centres. Fifty-three of these organisations are represented by Ecsite-uk, which was
set up to give the expanding sector a strong national voice and to be the point of
reference for the work of science and discovery centres.
Q. What contribution can science centres make to the science

and society agenda?

4.14. The appetite for science, health and environmental stories in the national media
is voracious with a huge number of stories appearing most days. There are many
signs that editors value their specialist reporters, arguably science’s biggest allies,
and we should nurture this relationship. The DIUS/RCUK survey showed that a
majority of people still obtain their science information from TV, leading to a concern
over the decrease in quality documentaries and the use of credible science in other
programming.
Q. How can the media better support society’s need for

balanced information that accurately portrays the nature of
science and improves scientific literacy?
Q. How can the lack of quantity and breadth of science

television on terrestrial and other channels be addressed?
B. Improving inclusion and participation
4.15. For people to show an interest in and potentially be excited about science, we need to
address the concerns of those who feel excluded. This might involve improved access
to scientific expertise that the public can understand, in ways they choose, increasing
the public’s feeling that their opinions count and can influence decisions, research
being seen to be more focused on addressing society’s needs. The DIUS/RCUK survey
showed that the less interested groups include a disproportionate number of women.
Newer technologies such as social networks, e-voting and wikis could all contribute to
improving participation through ways that suit different people’s lifestyles.
Q. How can new technologies help empower all people,

especially minorities and those currently excluded,
to contribute ideas and opinions to scientists and
decision-makers?

Sciencewise Expert Resource Centre

The Sciencewise Expert Resource Centre for Public Dialogue in Science and
Innovation (ERC) is funded by DIUS and was launched on 29 May 2008 as a
tool for helping Ministers and officials understand public views and concerns on
complex and potentially controversial scientific issues. It aims to help policy makers
commission and use public dialogue to inform policy decisions in emerging areas
of science and technology.
The Sciencewise-ERC consists of a comprehensive online resource of information,
advice and guidance together with a wide range of support services aimed at policy
makers and all the different stakeholders involved in science and technology policy
making, including the public. It also provides co-funding to government
departments and agencies to develop and commission public dialogue activities.
www.sciencewise-erc.org.uk
C. Demonstrating relevance
4.16. The science sector, including those working in industry, needs to demonstrate the
relevance of its work to both society and policy specialists, explaining the science,
the benefits, the complexities and the processes by which decisions about future
development are taken. Business has a very particular role to play here, as society’s
direct interface with science is more often through the products and services they
use.
Q. How can business better engage with society and policy

makers about the development and use of science in
everyday life?
4.17. The policy sector needs to understand the role that they can play in demonstrating
the relevance of science to the public. Government funds much of the research in the
UK and oversees, and in some cases regulates, its use.
Q. How can policy makers better engage with society about

the development of science?

4.18. Most people engage with issues related to the personal impact of new science or
technology. We have identified a wide range of current issues but these are always
changing as the pace of science development increases:
• synthetic biology
• food security/sustainability
• artificial intelligence
• reproductive technologies
• data issues
• genetic modification technologies
• nanotechnology
• energy (personal responsibility)
• certain medical advances, for instance those related to ageing
• animal research.
Q. How can we capture emerging issues effectively and feed

into the communication and engagement process?

5.0
A society that
is confident
in the use
of science

A vision for Science and Society A society that is confident in the use of science
The Goal:
A society that feels confident in
the use of science.
5.1. This chapter sets out our aspirations for building public confidence in using science
and in the governance, regulation and use of science by scientists, business and
government. It identifies three key areas for action, focusing on building a shared
understanding of how science is done, how science is used in national and local
policy making and what role the public and public thinking can play in developing
science. We provide information on some of the existing work, identify current
challenges, and pose questions on how to address them.
5.2. We believe everyone should be a confident consumer of science and technology.
Consumers of technology – such as computers, mobile phones, trains, cars, TV,
electronic games, medicines – drive innovation. But those who are unable to utilise
technological advances for their own needs may be left behind.
5.3. Public trust in the governance of science and technology, in regulation, product
development and the policy making process through consultation and dialogue is
critical for science’s ultimate licence to operate. The DIUS/RCUK survey shows that
25% of those polled agreed that “the more I know about science, the more worried I
am”. Encouragingly, this is down from 35% in 2005.
What we need to do
5.4. T
he DIUS/RCUK survey shows that public trust in scientists continues to be strongly
influenced by the scientists’ experience, academic credentials and, crucially, their
perceived independence from government and big business. It also indicates a
demand for more consultation on scientific issues with 75% of those surveyed
wanting to hear about potential new areas of science and technology before decisions
are made. We have here identified four key areas for action.

A. Better understanding of the nature of science
5.5. C
onfidence and trust in science should arise from a realistic and informed
understanding of the processes of science and the practices of scientists. It is not
about promoting blind faith in science or an unquestioning acceptance of its
authority; it is about providing everyone with the understanding and the opportunity
to contribute to debates when science is discussed.
Rigour, respect and responsibility: A universal ethical code for scientists

Rigour, honesty and integrity: Act with skill and care in all scientific work. Maintain
up to date skills and assist their development in others. Take steps to prevent corrupt
practices and professional misconduct. Declare conflicts of interest. Be alert to the
ways in which research derives from and affects the work of other people, and
respect the rights and reputations of others.
Respect for life, the law and the public good: Ensure that your work is lawful and
justified. Minimise and justify any adverse effect your work may have on people,
animals and the natural environment.
Responsible communication: listening and informing: Seek to discuss the issues that
science raises for society. Listen to the aspirations and concerns of others. Do not
knowingly mislead, or allow others to be misled, about scientific matters. Present and
review scientific evidence, theory or interpretation honestly and accurately.
www.dius.gov.uk/policy/science-society.html
5.6. There is a key role for scientists in academia and business to explain how science is
developed and used. Demonstrating and exploring their own values and motivations
is also an important way for scientists to understand their responsibilities towards
society and to refresh their perspective on the value of their work. This provides the
public with enough understanding of science and the opportunity to contribute to
debates when science is discussed, ultimately empowering society more.
Q. How can we embed and communicate the principles of

responsible scientific practice and ethics?

5.7. Scientists would prefer scientific stories presented by the media to demonstrate
its uncertain nature and risks, whilst the tendency of the non-specialist media is to
present a much more black and white picture. There is a middle ground. The Science
Media Centre has been very helpful in this regard but there is a continuing need for a
more sophisticated portrayal of the nature of science, and in particular what science
can and cannot do.
The Science Media Centre (SMC) maintains a large database of scientists in a wide
range of disciplines prepared to speak to the media. It acts as a bridge between
the two sectors, fostering a greater understanding of the media by scientists and
providing access to high quality scientific sources for the media.
www.sciencemediacentre.org
The Head of Vision at the BBC, Jana Bennett, ran a workshop for news staff and
others at the BBC on Climate Change in 2007, inviting many scientists to speak,
resulting in a marked change in news reporting. www.bbc.co.uk
Q. What more can the science community and the media do

to foster a shared understanding of the nature of science?
5.8. T
he Government Chief Scientific Adviser also has a role to play as a public figurehead,
explaining how science has informed decision-making in government, whilst fully
acknowledging areas of uncertainty. The public and scientific community’s trust in
the government’s use of science should derive from transparent explanations which
include discussions of risk.
5.9. Scientific literacy allows people to evaluate scientific sources of information, giving
them confidence to scrutinise science and a greater understanding of potential
solutions to problems. The foundations for all young people to engage with science
and policy are laid in schools and colleges, and DIUS and DCSF are working
closely together on actions to improve the potential of young people to gain
knowledge, develop skills and the motivation required as researchers, policy makers,
entrepreneurs, business leaders and citizens of the future.
Q. What more can the education community do to develop

scientific literacy in young people?

5.10. Involvement in science is not limited to formal education. We are looking for
innovative ways to provide access to scientific resources, in ways people want to
access them. Earlier this year, DIUS launched an ambitious consultation on the future
of informal adult learning and integration of this with other opportunities will be
crucial to ensuring we achieve a broader approach to scientific literacy.
Q. How can we develop the scientific literacy of the science,

policy and public communities?
B. Confidence in science funded by the private sector
5.11. The DIUS/RCUK survey showed that a clear majority of people (70%) trust scientists
to tell the truth, and that this has increased from the last survey in 2005. However,
they were more likely to trust scientists if they were seen as independent. Around
one in five respondents agreed that they would be more likely to trust a scientist
if they were independent of government (20%) and if they were independent of
business/industry (20%). For others, the most important factors in determining
whether scientists and engineers could be trusted were related to competence,
e.g. experience (49%) and academic credentials (37%).
5.12. The government has doubled investment in science over the last ten years, but
researchers also leverage funding from the private sector. Given the close links which
exist between business, government and scientists there is an increased risk of a
lack of perceived independence in science. Improved public reassurance means a
responsibility to work to improve public perception of the independence of scientists
across the community, particularly in government and industry. There is no reason
why the way science is conducted, governed or communicated by the private sector
should be or be perceived to be any different from the public sector.

5.13. Business has as great a responsibility as government to demonstrate competence,

making clear that their scientists’ experience and academic credentials are
comparable with other scientists traditionally perceived to be more independent.
Secondly, business has as great a need to build more confidence in their activities,
engaging with the public on their motives, being honest about the constraints of
their sector, showing equal concern for the safety, health, environmental, ethical,
regulatory and social impacts of their work as their perceived motivations for control
or commercial gain. Thus, the Universal Ethical Code for Scientists has an equally
important role to play in business as in other spheres.
5.14. There is no doubt business faces different constraints when explaining its use
of science. Ultimately, business is accountable to shareholders (and regulators
at times) and keeps one eye firmly on the bottom line. It balances the risks and
benefits that accrue for doing science and sharing the results, and using these as
the basis for explaining its actions. However, in seeking to improve its relationship
with shareholders and wider society, business has not always used science to best
effect, and has missed opportunities to win the trust of customers and society. Even
where there are concerns over commercial sensitivity and exploitation of Intellectual
Property, business must explain how it uses science and how it uses good practice in
scientific process. To secure public trust, the private sector must show that the way it
governs science does not differ from any other sector.
5.15. Similarly, the private sector needs to engage with the public in the same ways that
other scientists do. Section C below discusses good practice in scientists engaging
with the public. Consumers are increasingly able to make choices about what they
buy based upon how the product is developed, by whom, and why. Therefore,
the private sector would be naive to disregard the public’s desire for scientific
methodology to be transparent and companies’ motives to be clear.
Public appreciation of the harmful effects of smoking was in the past seriously
damaged by the tobacco industry’s attempt to discredit the findings of independent
research which showed causal links between smoking and cancer and other illnesses.
Lack of transparency surrounding the industry’s motives in producing their own
‘independent’ research, is perceived to have allowed uncertainty to develop, which may
have affected both public health and public attitudes towards industry-based scientists.
The industry’s alternative approach could have been to allow a more open peer-
review of its sponsored research. Business engagement with the wider science
community may have led to earlier and increased understanding of the
impact of smoking on health, promoted public trust in the messages from
the industry and enabled development of alternative products and services.

5.16. There are signs that business is learning from past experiences and appreciating the
consequences of trying to engage in the same way as those scientists perceived to
be more independent. Business can easily lose the trust of many sections of society,
often simply through poor communication, and there is a cost to recovering such
trust, which may well impact on profit. This suggests there could be clearer incentives
on business to make the effort to explain their scientific procedures, and to win
public support for their activities. Our aim should be for the public to consider the
allegiances of scientists to be irrelevant to the level of professionalism they bring in
carrying out and communicating their work, and for business to be transparent in its
presentation of scientific evidence.
Q. What more can the business community do to foster public

confidence in science in industry?
C. Listening to what people say
5.17. The science, business and policy communities need to understand the value that
the public can add to decision-making; when to engage with them and how to
engage them appropriately, based on good practice and using all the tools within the
spectrum of engagement.
5.18. Helping more people to engage with science and contribute to science, technology
development or policy needs to be done in a manner that reflects their own
engagement preferences. The rise of web-based and other technologies should not
exclude those people unable to participate in this way. Innovative methods to support
these people in acquiring new skills are needed to provide confidence to both engage
and to continue learning.
Q. How can we use technology better to empower more

people to contribute ideas, opinions and data to science?
Q. What can we do to reach those not able to use technology?
Train to Gain and other skills initiatives provide employers with tools to play
a key role in this area. www.traintogain.gov.uk

5.19. Confidence in the governance of science develops from knowing that decisions
concerning the regulation and implementation of technology are:
• made in as transparent a manner as possible;

• informed by an understanding of the public’s aspirations and concerns around
science; and
• in line with the ethical values held by scientists.
There have been substantial positive moves towards greater transparency, with
increasing numbers of open meetings of Research Councils and regulatory bodies,
with minutes being published on the web. www.rcuk.ac.uk
5.20. Policy making at all levels and business decisions can be significantly improved
by knowledge of public concerns, ideas and aspirations. A range of methods can
be used to understand these, including surveys, focus groups, consultations, new
technologies, blogs or dialogue but all should be based on good practice. Significant
national policy consultations can be opportunities for mass public education about
science and the associated issues.
Q. How can we ensure policy makers understand the benefits

of engagement with society on science in bringing a wider
dimension to policy making?
5.21. In 2005, the Council for Science and Technology (CST) identified that a corporate
memory of public dialogue activity should be established in government. Sciencewise
is building an expert resource centre for public dialogue in science and innovation.
We need to ensure this is used throughout government to ensure best practice for all
future dialogue in the government policy system.
Q. How can good practice in public dialogue be embedded

across government?

D. Better understanding of the role of science in policy making
5.22. Policy makers should have access to good, timely, scientific evidence and advice and
be more transparent about the process. Scientists need support to understand policy
makers’ needs better if more are to become involved in policy work.
Q. What additional mechanisms should be put in place to

enable scientists to better interact with policy makers?
5.23. Engaging with policy makers ought to be a valued part of what it is to be a scientist.
Those researchers who have worked with policy makers report that it enriches
their research and teaching. It is important that universities, industry, funders and
government recognise the value of this interaction and reward those scientists who
engage with policy makers. DIUS has asked the CST to investigate ways in which
the interaction between academia and public policy makers in government could be
improved.
Q. How is good practice by scientists engaging with policy

makers celebrated and rewarded?
Newton’s Apple aims to act as a neutral bridge between the science and policy
communities. The ESRC has a people transfer scheme in place which has enabled
academics to work on projects such as the Stern Review. There has been a pilot
pairing scheme for scientists and civil servants and MPs, run with the Royal
Society. Interaction with policy makers is part of National Endowment for Science,
Technology and the Arts Crucible course organised for young post-doctoral scientists.
www.newtons-apple.org.uk
http://royalsociety.org/page.asp?id=6998
www.esrc.ac.uk
www.nesta.org.uk/crucible

5.24. Equally, engaging with the scientific evidence base ought to be a valued part of
policy development for civil servants. The Government Office for Science, led by
the Government Chief Scientific Adviser, has responsibility for championing and
improving scientific advice to support better policy making across government.
5.25. In the summer of 2008, the Government Office for Science will be publishing its
forward programme along with a consolidated set of policies and guidance. This will
bring together government’s science policy and guidance into one place, ensuring
transparency and making it simpler for government departments to access science
guidance and support.
Q. What additional mechanisms should be put in place to

enable policy makers to better interact with scientists?
The Government Office for Science has sponsored the 2008 Whitehall and
Westminster World Civil Service Science and Technology Award, which recognises
best practice in the innovative use of science and technology as part of the policy
making or business planning process.
www.civilservice.gov.uk
Q. How is good practice by policy makers engaging with

scientists celebrated and rewarded?

6.0
A society with
a representative,
well-qualified
scientific
workforce

A vision for Science and Society A society with a representative, well-qualified scientific workforce
The Goal:
A society that supports a representative
well-qualified scientific workforce.
6.1. This chapter sets out our aspirations for achieving a representative well-qualified
scientific workforce of the future. It identifies three areas requiring action and
highlights some of the activities already underway, some of the challenges that remain,
and makes suggestions for how we might address them and poses key questions.
6.2. Government is committed to ensuring there is an appropriate supply pipeline of

science skills to the workforce. The trends of the last twenty years are well known and
in recent years government has announced a wide range of commitments to address
Science, Technology, Engineering and Maths (STEM) supply issues in particular. These
are outlined in the Science and Innovation Investment Framework 2004-2014, the
Science and Innovation Investment Framework 2004-2014: Next Steps published in
March 2006, and the STEM programme report published in October 2006.
• The 2006 Programme for International Student Assessment (PISA) study showed
that England’s students achieved above the Organisation for Economic Cooperation
and Development (OECD) mean in science, placing us among the high achievers,
although not yet in the topmost group of countries such as Finland, Hong Kong and
Canada. For mathematics, we are not statistically different from the OECD mean.
These results are good but there is no room for complacency.
• There has been an encouraging recent upturn in achievements in science within the
secondary education system. The Higher Education Funding Council for England
(HEFCE) continues to monitor the position of STEM subjects and others of ‘strategic
importance’ and has made funding available to increase and widen participation, in
particular in engineering, chemistry, physics and mathematics.
• There continues to be a strong demand for those with science skills and training
from employers in all sectors, not just in traditional science-based industry.
Initiatives to improve diversity in the scientific workforce have been set up, such
as the UK Resource Centre for Women in SET (UKRC) and government support
for programmes to engage the most under-represented Black and Ethnic Minority
(BME) secondary school students in STEM.

What we need to do
6.3. For the UK to remain at the forefront of scientific discovery and to secure its future
in a highly competitive global economy, we need to ensure the next generation of
scientists and engineers are properly equipped through opportunities in education,
research, commerce and government. Unlocking the talent of Britain’s citizens
through increasing their ability to acquire and develop their own skills is critical both
individually and at a societal level. As the Leitch Review of Skills outlined, the only way
to compete on the world stage is to increase the coverage of higher levels of skills in
our workforce.
6.4. The science workforce is not yet truly representative, with a significant gender
imbalance in many areas, as well as poor representation of some ethnic minorities.
The SET Fair report published by Baroness Greenfield in November 2002 highlighted
the barriers which result in girls and women playing an unrepresentative role in SET
(STEM), both in its workforce and its governance. The government’s Strategy for
Women in SET published in 2003 responded with commitments such as setting up
and funding a National Resource Centre for Women (UKRC) in 2004 to deliver its
Women in SET strategy.
6.5. We want to ensure that the needs of employers are met, that the science curriculum
is sufficiently challenging for the top 25% of pupils, that it increases scientific literacy
of the population at large, and that there are good enrichment and enhancement
activities as part of science education. On the latter, DIUS has made major
investments in STEMNET and the Science and Engineering Ambassadors programme
with 19,000 ambassadors now acting as role models, while DCSF sponsors the science
and engineering after school clubs run by STEMNET. We believe that there are three
objectives essential to building on this and realising the goal.

A. Exciting people about science
6.6. T
his objective is integral to the vision and has already been discussed. However, it is
particularly relevant to recruitment and retention in the science workforce. Children
are excited by science and maintaining this excitement and curiosity during and
beyond their primary school years increases the likelihood that this will continue
into adulthood. Promoting science as a vibrant and rewarding subject to teach will
help increase the quality and number of teachers in science subjects. Links between
schools, research and industry allows those working in science careers to convey their
enthusiasm and excitement to children at a point when they may be making decisions
about their future.
6.7. Inspirational teachers are frequently cited as the reason that young people take up
science. Maintained schools, in particular, struggle with serious shortages of teachers
qualified to teach physics and chemistry. Improved skills are already being tackled
through a wide range of initiatives including golden hellos for STEM graduates and
pre-initial teacher training for those who need to top up subject knowledge.
Q. What further support do teachers need to help young

people understand how science works, how government
works and how the media works?
High quality Continuing Professional Development (CPD) is being provided through

the DCSF/Wellcome Trust supported Science Learning Centres (SLC), and the DCSF
funded National Centre for Excellence in the Teaching of Mathematics. In the 2008
Budget, government is providing £10m over 5 years on a new initiative, Enthuse,
building on SLCs to address teacher skills and retention, with up to £20m investment
from business and the Wellcome Trust.
www.sciencelearningcentres.org.uk
www.wellcome.ac.uk

6.8. T
here are a number of factors that inhibit pupils taking up science post 16. The
secondary science curriculum has already been overhauled to make it more relevant
and engaging. The challenges identified in Chapter 4 on raising interest in science
and its relevance are applicable here too.
Q. What more do schools need to enhance the science

curriculum to make it more exciting and relevant?
A comprehensive STEM careers awareness programme is currently being developed

by the Centre for Science Education at Sheffield Hallam. The FutureMorph website,
developed by the Science Council with funding of £500,000 from DCSF, is one
of the strands of the Careers for Science programme. The STEMNET Science
and Engineering Ambassadors scheme currently has over 19,000 ambassadors,
professionals with science based careers who act as role models and mentors to
pupils, currently reaching over 1 million children.
www.stemnet.org.uk
ww.sciencecouncil.org
B. Increased clarity
6.9. C
areers in science subjects are valued by society and those with training in science
subjects are very attractive to a wide range of employers including the finance,
business and policy sectors and third sector organisations in addition to those
traditionally associated with science. Greater information about the wide range of
opportunities to which science study can lead and improved awareness and clarity
of the nature of scientist’s jobs would be helpful in encouraging more people into
science.
Q. What can the science and business communities do to tell

young people about the career opportunities that a science
education opens up in all work areas?

6.10. Most universities have schools outreach programmes and all schools and teachers
should now be able to engage with real researchers and with research in industry
and universities. Universities are also beginning to partner academies, allowing
direct engagement with researchers, in addition to access to university facilities and
enrichment of the curriculum. However, we do not yet have a critical mass in this area
with all organisations embracing this as part of their everyday culture. The Secretary
of State has asked Vice-Chancellors to look at what more they can do to support
science in colleges and schools.
Q. How can we measure future demand for science skills in

the UK?
6.11. There is a considerable role for business and industry here on a number of different
fronts, including encouraging members of their workforce to take part in enrichment
activities. These efforts need to be plugged in to what already exists both locally and
nationally and undertaken with best practice constantly in mind. Identifying members
of the workforce who would benefit from training, particularly those who may not
have had an opportunity to have science training previously in their lives, can also
unlock unidentified talents.
Q. What can business do to make sure that its efforts in

enrichment activities are co-ordinated and effective?
6.12. Within government, the Government’s Chief Scientific Adviser (GCSA) is leading
work to strengthen the skills and raise the profile of the science and engineering
community within the Civil Service, a major employer of scientifically skilled
workers. Key to achieving this is the revitalisation of the HoSEP (Head of Science and
Engineering Profession) network with particular focus on delivering in four key areas.
The network plans to:
• create a cross-government science and engineering community

• create a Professional Skills for Government (PSG) framework for scientists &
engineers below Grade 7
• hold the first annual conference for the science and engineering community in
government this year
• produce a range of case studies demonstrating where science and engineering has
had a positive impact, and where policy has suffered due to lack of science and
engineering input.
6.13. The GCSA is also an active member of the HoA (Heads of Analysis) group, which also
comprises the Heads of Service for Economics, Operational Delivery, Social Research
and Statistics. This group works together to achieve more effective joined-up analysis
across government through various means, such as co-ordinating the professions’
contribution to the Analysis and Use of Evidence PSG core skill.
C. Increased diversity
6.14. Science should be seen as something that everyone is able to do, regardless of their
gender, age or origin. The under-representation of some groups remains an issue.
Since the UKRC was set up there are signs of progress but changing workplace culture
requires time and there is still a great deal to be done in this area to develop the level
of skills and size of workforce that will be required for the future.
6.15. Teaching that is not sensitive to gender may contribute to the gender gap in take-
up beyond 16 of the physical sciences and mathematics, lessening the chances of
the workforce being truly representative. There is also scope to improve take-up of
science subjects in maintained schools in disadvantaged areas which can lead to
further exclusion.
Q. Is there a different way to teach science subjects which

could help overcome the issue of under-representation of
some groups?
6.16. Whilst the gender gap begins to appear in schools, its effects are most noticeable in
the later stages of career development. There is perhaps more that the science and
business communities can do to show young people that they welcome and embrace
diversity and provide opportunities for advancement.
Q. How can the science community and employers show

society that they welcome and embrace diversity, including
women, ethnic minorities and older people?

6.17. One of the consequences of demographic change is that increasing the number who
enter post-16 study in science subjects may still not fill the demand from business
for employees with these skills. As the Leitch Review made clear, older people will
increasingly be needed to fill this gap. They may either have science training that
needs refreshing, or may want to retrain in science subjects.
Q. What can policy groups and business do to address issues

of under-representation and retention?

7.0
Roles,
responsibilities
and actions

A vision for Science and Society Roles, responsibilities and actions
7.1. This chapter considers the role of government and those involved in the Science and
Society agenda in response to the questions posed in the preceding chapters. We also
seek views on what major areas should be the focus for significant policy initiatives,
which could subsequently form the basis of our strategic delivery plan.
Government’s role
7.2. We believe there is a strong leadership role to be played by government, in

addressing the challenges set out above. We cannot achieve the vision alone and
want to develop a shared strategy we can all commit to for the future.
Government’s unique role, as a driver of policy, is to enable the conditions for a

society in which the public is truly engaged with science in the modern world and to
provide appropriate support.
This requires the scientific community, policy makers and the public to share a
common and open culture of discussion about science and its applications, as science
ultimately takes its licence to operate from society.
A role for the Department for Innovation, Universities and Skills
7.3. DIUS champions science and innovation, working with partners across and outside
government. Some key elements include:
• Government’s knowledge economy programme

• The 2004 Science and Innovation Investment Framework
• Lord Sainsbury’s review “The Race to the Top”
• The innovation White Paper “Innovation Nation”
7.4. In addition, DIUS has taken up the challenge to improve the high-level oversight of
science and society both within and outside government:
• The Science and Society Champions Network brings together science and society policy
representatives from many government departments and Agencies
• The Council for Science and Technology advises the Prime Minister on cross-
departmental issues, including science and society
• DIUS engages with new governance arrangements in STEM policy – including a national
STEM Director, a Ministerial Steering Group, and a High Level Strategy Group
• DIUS supports cross-government initiatives such as the Cabinet Committee on Public
Engagement and Service Delivery and Ministry of Justice citizen empowerment
• Rationalise related strategies and provide common goals where appropriate.

7.5. DIUS will continue to play a key role in maintaining and improving its oversight
activities, and in bringing greater coherence to the science and society agenda.
The role of the wider Science and Society Community
7.6. There are many organisations working within the science and society arena, and
a great deal of activity. Solutions to the challenges are not therefore a question
of simply creating more organisations or increasing levels of activity. The fruits of
better, more mature relationships ought to be better quality outcomes achieved
through greater collaboration, coupled with careful decisions on the expansion or
rationalisation of different work areas.
7.7. We are keen to see evidence of an increased willingness to work together on the
part of all members of the science and society community, and see workable, cost-
effective offerings that can form part of our longer-term strategic vision.
7.8. We are especially keen to see business become a more integrated part of the science
and society community, with the entire community learning from and building on
the different approaches of the business and science sectors.
7.9. We would like all members of society to be more open about their views
and aspirations with respect to science in research and business, education,
communication and policy making, especially on issues which impact on their lives.
A key role for Business
7.10. We see no difference in principle between the use of science by the private and public
sector. We believe business has a key responsibility to do more to communicate its
understanding of society’s needs and demonstrate commitment to societal benefit
alongside commercial success.
7.11. Research has shown that there is public demand for more information directly from
scientists at an early stage in the research process. This applies to scientists involved
in research and development in business as much as to those in the public sector.
We would like business to consider how it could better explain its use of science and
technology in the development of products and services.
7.12. We would like to see business articulate its skills needs more effectively and take
action with others within the community to communicate the demand for scientific
skills and the associated career opportunities that a science education opens up to all.
We would also like business to consider how effectively it is involved in enrichment
activities, and how it addresses issues of diversity and under-representation and retention.

7.13. Overall, trust in scientists has gone up since 2000, but scepticism about the influence
of funders has increased. In particular, the DIUS/RCUK survey showed that 60%
of people believe that scientists are too dependent on business for funding, which
affects perception of independence.
7.14. We would like business to consider each of these areas, and its role as an integral part
of the wider science and society community. In particular, evidence that business is
addressing each of these challenges will help to restore trust in the wider exploitation
of science and technology.
Our shared responsibilities
7.15. DIUS will explore setting up a multi-agency oversight group for the whole of the
science and society agenda, maximising the effectiveness of existing groups, to
ensure delivery agents and partners are able to share objectives, best practice
and budgets (where appropriate), to collaborate more effectively and evaluate
effectiveness on a more coherent scale than previously.
7.16. The DIUS Science and Society and GO-Science in Government teams are taking a
common approach to the development of the Sciencewise programme to include an
Expert Resource Centre for Public Dialogue which will tackle several of the challenges
around empowerment and the quality of decision-making.
Areas for policy intervention
7.17. Our dialogue with a range of partners to date has identified a number of areas where
we believe policy initiatives and actions could be taken. These are reflected in the
discussion and questions we have asked in the preceding chapters.
7.18. We offer the following summary of these areas and would welcome your views on
what are the priorities between the different areas and where there is scope for
initiatives and actions which will make us more effective in working together to
achieve our vision.
7.19. A final question:
Q. Do these areas and questions provide a suitable framework

for addressing the challenges we have identified?

Summary of goals, areas for action and questions
Goal: A new vision
What steps can we take to co-ordinate better or streamline science and society activity to make
it more effective?
How should we measure progress? What indicators do we need to measure success?
Goal: A society that is excited about science and values its importance
to our social and economic wellbeing
Areas for action Science Policy Society All
Strengthening How can scientists further How can the media better support How should high quality engagement be
communication improve and professionalise society’s need for balanced information that recognised and rewarded?
engagement with the public? accurately portrays the nature of science
and improves scientific literacy?
How can the scientific and How can the scientific and How can the lack of quantity and breadth What contribution can science centres make
policy communities make policy communities make of science television on terrestrial and other to the science and society agenda?
science more interesting for science more interesting for channels be addressed?
the public and particularly for the public and particularly
those difficult to reach? for those difficult to reach?
Improving inclusion How can new technologies help empower

and participation all people, especially minorities and those
currently excluded, to contribute ideas and
opinions to scientists and decision-makers?
Increasing relevance How can business better How can policy makers How can we capture emerging issues
engage with society and better engage with society effectively and feed into the communication
policy makers about the about the development of and engagement
development and use of science?
science in everyday life?

Goal: A society that feels confident in the use of science
Better understanding How can we embed and What more can the education community How can we develop the scientific
of the nature of communicate the principles of do to develop scientific literacy in young literacy of the science, policy and public
science responsible scientific practice people? communities?
and ethics?
What more can the science

community and the media do
to improve understanding of
the nature of science?
Confidence in science What more can the business

funded by the private community do to foster public
sector confidence in science in industry?
Listening to what How can we ensure policy How can we use technology better to
people say makers understand the benefits empower more people to contribute ideas,
of engagement with society opinions and data to science?
on science in bringing a wider
dimension to policy making?
How can good practice in What can we do to reach those not able to
public dialogue be embedded use technology?
across government?
Better understanding What additional mechanisms What additional mechanisms

of the role of science should be put in place to enable should be put in place to enable
in policy making scientists to better interact policy makers to better
with policy makers? interact with scientists?
How is good practice by How is good practice by

scientists engaging with policy makers engaging with
policy makers celebrated and scientists celebrated
rewarded? and rewarded?

Goal: A society that supports a representative well-qualified scientific workforce
Exciting people about What further support do teachers need to

science help young people understand how science
works, how government works and how
the media works?
What further support do schools need to

enhance the science curriculum to make it
more exciting and relevant?
Increased clarity What can the science and How can we measure future demand for
business communities do to science skills in the UK?
tell young people about the
career opportunities that a
science education opens up in
all work areas?
What can business do to

make sure that its efforts in
enrichment activities are co-
ordinated and effective?
Increased diversity How can the science What can policy groups and Is there a different way to teach science
community and employers business do to address issues subjects which could help overcome the
show society that they welcome of under representation and issue of under-representation of some
and embrace diversity, retention? groups?
including women, ethnic
minorities and older people?
Roles, responsibilities and actions
Do these areas and questions provide a suitable framework for addressing challenges
we have identified?

8.0
Next steps:
how to respond

A vision for Science and Society Next steps: how to respond
8.1. This consultation document has set out a proposed vision for Science and Society and
outlined some key questions and challenges facing the science and policy community
as the government looks to develop its future strategy. We want this vision to be
widely shared and hope that others will want to align their strategies and actions
with it.
8.2. Over the next few months we invite all sectors of society, science and policy to
answer the questions posed in this strategy, tell us how they are already addressing
some of the challenges and propose ways of achieving the vision in the future.
We intend to draw all of this together in a strategy and action plan in the new year.
We need to agree outcomes and how success should be measured. We need to agree
and prioritise benefits.
How to respond
8.3. T
his consultation will close on Friday 17 October 2008. We will be seeking input and
responses to this draft strategy through a range of methods, including an online
consultation space (http://interactive.dius.gov.uk/scienceandsociety).
8.4. We will be holding a number of meetings and workshops. A list of key events is in
preparation and will be posted on the website as they are set up throughout the
consultation period.
8.5. We encourage all organisations within the broad science community to play an active
part in this consultation and host events or other opportunities to provide input.
8.6. We would also support more informal activities, which may be able to be supported
nationally or regionally by DIUS or one of our key stakeholders. If you would like to
discuss such an activity, please email scienceandsociety@dius.gsi.gov.uk
8.7. Finally, we welcome other written responses and input by email to:
scienceandsociety@dius.gsi.gov.uk

A vision for Science and Society Annex A
ANNEX A
Development of this consultation document
Structured discussions with a broad range of stakeholders have been undertaken to scope
the development of this consultation document and discuss key issues concerning science
and society in the UK. These began with a small scoping workshop in October 2007, after
which the vision was proposed by the Minister at the inaugural Gareth Roberts’ Memorial
Lecture in November 2007. A web consultation on the proposed new vision followed the
speech and ran until the end of December. Other written input was also received at this
time from stakeholders. A mapping exercise of activities within science and society was
undertaken. This is available at www.dius.gov.uk/policy/science_society_mapping.html
Stakeholders were also invited to attend a series of workshops between December

2007 and February 2008 to explore the elements of the vision and how they should
be addressed, with the aim of co-developing a science and society strategy for the UK.
Two workshops in December focused on establishing the strengths and weaknesses of
current public engagement, public dialogue, science workforce issues and communication
activities. Three workshops in early 2008 explored themes emerging from the strategy:
exciting people about science, enriching their lives, engaging and empowering. In
addition, the workshops addressed the challenge of collaboration within the science and
society community and the relationships between the various groups.
Each workshop involved between 15 and 30 stakeholders from research, business, media,
think tanks, education, government and public services. Ian Pearson, Minister of State for
Science and Innovation, chaired the first workshop with the remainder managed by the
Science and Society team at DIUS.
This document will be available for wide consultation for three months with the aim of
publishing an agreed strategy in the autumn, along with an agreed implementation and
delivery plan.
Written responses
A small number of written responses were also received. The majority of people responded
positively to the proposed vision and this has therefore remained constant throughout the
process. The quality of responses was high and many of the policy themes and ideas put
forward have been reflected in this document and will be further taken into account during
the consultation phase and in drawing up the implementation plan.

A vision for Science and Society Annex B
ANNEX B
Measuring progress
In developing our strategy we think it is important to measure success and to consider setting
some high-level targets to measure our collective effort. By 2014, we would like to see significant
improvement in the current trajectory. This date marks the end of the 10-year Science and
Innovation Investment Framework timeframe. We already have a number of indicators gathered
through the three-yearly public attitudes to science survey and a number of targets and
indicators in the STEM Programme Report and DCSF Strategies. We want to build on these
measures by developing the most appropriate targets, indicators and measures to support
achievement of our vision. We give some suggestions below, but this is by no means intended as
a proscriptive or exhaustive list. We welcome views on:
• How should we measure progress?

• What indicators do we need to measure success?
Goal: A society that is excited about science and values its importance to
our social and economic wellbeing
Areas for action Current measures Proposed future measures
Strengthening The proportion of people who An increase in and widening

communication say they are well informed of the diversity and coverage
about science and scientific of science on TV, as this is
developments. acknowledged to be the main
source of information.
Improving Greater recognition that engaging

inclusion and the public is a valued part of what
participation it is to be a scientist. Only 20%
of scientists say “scientists who
engage with the public are less
well regarded by other scientists”
(Ref 2006 RS survey)
Increasing The proportion of people who

relevance consider science to be such a big
part of our lives that we should all
take an interest.

Goal: A society that feels confident in the use of science
Better An increase in the number of

understanding people who have confidence in
of the nature of the regulation of science and
science engineering. This has remained
static since 2005 at 53%.
Increase in people’s confidence to

use science and technology across
all demographic groups e.g. digital
inclusion programme.
Confidence in Increased quantity and quality

science funded of engagement with the
by the private public by business.
sector
Listening to what Increased use amongst

people say policy makers of the range
of engagement techniques,
including dialogue, based on
good practice.
Better Evidence of an increased

understanding capability and capacity of
of the role of government to carry out high
science in policy quality dialogue.
making

Goal: A society that supports a representative well-qualified scientific

workforce
Exciting people Year-on-year increases in the

about science number of young people taking
A levels in physics, chemistry and
mathematics so that by 2014
entries to A level physics are
35,000; chemistry A level entries
are 37,000; and mathematics A
level entries are 56,000. Science
clubs doubled from 250 to 500 by
September 2008.
Increased clarity By 2014 25% of science teachers

to have a physics specialism,
31% of science teachers to have
a chemistry specialism and 95%
of mathematics lessons in schools
to be delivered by a mathematics
specialist.
Increased More women attracted into An environment in UK STEM

diversity STEM-related 16–19 and post-19 education, employment,
training, degree and postgraduate research and policy making
courses, particularly in physical in which women continue to
and mathematical sciences participate in and share the
and engineering. benefit equally with their male
counterparts.
27,000 Science and Engineering
Ambassadors, from the current More people from BME
level of 18,000, by March 2011 groups attracted into STEM-
acting as effective role models related higher and further
representing the diversity of education and employment.
society. Network of BME SEAs.

To find out more about the work of the
Department for Innovation, Universities and
Skills and to download this document, visit:
www.dius.gov.uk
Ref No: 49-08-S/b
©Crown copyright 2008
Extracts from this document may be

reproduced for non-commercial research,
education or training purposes on the
condition that the source is acknowledged.
For any other use, please contact

HMSOlicensing@cabinet-office.x.gsi.gov.uk
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A vision

1.0 Our challenge 5

2.0 Science and society up to now 9

3.0 A new vision 13

4.0 A society excited by and valuing science 17

5.0 A society that is confident in the use of science 26

6.0 A society with a representative, well-qualified scientific workforce 36

7.0 Roles, responsibilities and actions 44

8.0 Next steps: how to respond 51

Annex A Development of this consultation document 53

Annex B Measuring progress 54

What do we mean by Science and Society?

Back to Contents Page 3

Despite a great deal of excellent work to date, I believe we can, and

I believe we need a society that is excited by science; values its importance to

So I want to encourage everyone to be a part of this: the science community, third

Back to Contents Page 4

Back to Contents Page 5

What does this mean for us?

Back to Contents Page 6

• A public without improved scientific literacy, including an understanding of scientific

With the liberalisation of information, both knowledge and innovation

• Research shows there is a continuing demand for more information directly

• Society is increasingly user-driven. We depend on technology and other science to

Back to Contents Page 7

Back to Contents Page 8

Back to Contents Page 9

• A massive increase in science communication – science books regularly top the

The scientific workforce

Back to Contents Page 10

Engagement and public attitudes

Back to Contents Page 11

• government policy and decision-making is underpinned by robust scientific

Back to Contents Page 12

Back to Contents Page 13

• A society excited by and valuing science

Back to Contents Page 14

Science, Society, Policy

Science: includes areas where science is undertaken (universities, science-based

Society: includes schools, media, cultural institutions, citizens, communities.

3.6. Our objective for these three groups is simple:

A greater level and quality of engagement, thinking and collaboration between

Q. What steps can we take to co-ordinate better or streamline

Back to Contents Page 15

Q. How should we measure progress? What indicators do we

Back to Contents Page 16

Back to Contents Page 17

Back to Contents Page 18

Where does the UK stand now?

Public engagement and dialogue

4.5. The landscape in public engagement in the UK has changed significantly. As

What do we mean by Public Engagement and Dialogue?

Back to Contents Page 19

Professionalising public engagement

Back to Contents Page 20

Beacons for Public Engagement

The six Beacons – collaborative centres made up of a number of higher education

Q. How can scientists further improve and professionalise

Back to Contents Page 21

• A public without improved scientific literacy, including an understanding of scientific

With the liberalisation of information, both knowledge and innovation

• Research shows there is a continuing demand for more information directly

• Society is increasingly user-driven. We depend on technology and other science to

• A massive increase in science communication – science books regularly top the

Q. What steps can we take to co-ordinate better or streamline

Q. How should we measure progress? What indicators do we

4.5. The landscape in public engagement in the UK has changed significantly. As

Q. How can scientists further improve and professionalise

Q. How should high quality engagement be recognised and

Q. How can the scientific and policy communities make

Q. What contribution can science centres make to the science

Q. How can the media better support society’s need for

Q. How can the lack of quantity and breadth of science

Q. How can new technologies help empower all people,

Q. How can business better engage with society and policy

Q. How can policy makers better engage with society about

Q. How can we capture emerging issues effectively and feed

Q. How can we embed and communicate the principles of

Q. What more can the science community and the media do

Q. What more can the education community do to develop

Q. How can we develop the scientific literacy of the science,

B. Confidence in science funded by the private sector

5.13. Business has as great a responsibility as government to demonstrate competence,

Q. What more can the business community do to foster public

Q. How can we use technology better to empower more

Q. How can we ensure policy makers understand the benefits

Q. How can good practice in public dialogue be embedded

D. Better understanding of the role of science in policy making

Q. What additional mechanisms should be put in place to

Q. How is good practice by scientists engaging with policy

Q. What additional mechanisms should be put in place to

Q. How is good practice by policy makers engaging with

6.2. Government is committed to ensuring there is an appropriate supply pipeline of

Q. What further support do teachers need to help young

Q. What more do schools need to enhance the science

Q. What can the science and business communities do to tell

Q. How can we measure future demand for science skills in

Q. What can business do to make sure that its efforts in

Q. Is there a different way to teach science subjects which

Q. How can the science community and employers show

Q. What can policy groups and business do to address issues

7.2. We believe there is a strong leadership role to be played by government, in