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ANNEX C
HMIE REVIEW OF SCIENCE CENTRES NOVEMBER 2002
Summary of key points from the review
General
- The Scottish science centres largely offered mutually exclusive provision and, between them, represented all of the main areas of science and technology. However, the extent to which they co-operated with each other was outweighed by the extent to which they competed. There were clearly unexploited opportunities for centres to share good practice, ideas, exhibits and presentations. There was no effective national mechanism for promoting the co-ordination of the centres' contributions in order to establish a working balance between co-operation and competition, and to ensure value for money.
- Most of the centres had worked hard to find ways of attracting and retaining contacts with visitors. They had done this through the refreshment of exhibits, as finances allowed; the hire of travelling exhibitions; the provision of workshops and presentations for pupils and the public; and by hosting corporate events and children's parties.
- In the main, the centres were financially fragile and relied to a large extent on sponsorship of various kinds.
- Some of the centres made a significant contribution the local tourist industry, and to the local economy, through offering a popular visitor attraction, and by providing employment for local people.
- Most of the centres evaluated visitors' views of provision and took action, within the limits of finance, to address any concerns.
- Whilst most centres publicised their facilities well, some required to be more proactive in this area.
Science centres' contribution to formal science learning
- The service provided by science centres was greatly valued by schools, especially primary schools. The exciting and highly interactive nature of many of the exhibits, and the provision of materials, talks and workshops for pupils, were found to be particularly useful.
- The service provided by the centres complemented, rather than duplicated, the pupils' school science learning. In both the primary and secondary sectors, the centres provided stimulating enrichment of the pupils' school science experience.
- Whilst there was some variation across the centres, most had established good working relationships with schools, particularly primary schools, and several of the centres offered a programme of workshops and talks tailored to the 5-14 science curriculum. Most centres were exploring ways of developing further links with secondary schools.
- Most of the centres had worked with teachers and other representatives of the educational sector to ensure that talks and presentations, based on a centre's exhibits, met the needs of particular pupil groups, including those with special educational needs, and of the curriculum.
- Primary schools wished to visit the centres more frequently but were prevented by the cost of entry and transport. These costs prevented many schools from visiting the centres at all. Use of the centres would be much more extensive and effective if school visits were subsidised.
- Some centres provided outreach facilities but there was scope for much more of this. The further provision of travelling exhibitions and workshops would be welcomed by both primary and secondary schools. Some of the centres were planning to meet this need, but finance was a limiting factor.
- The centres currently made little contribution to initial teacher training or continuing professional development, but some were keen to offer this provision. Primary teachers indicated that they would welcome training built around 5-14 science topics, and that they would appreciate some local delivery of such training.
Science centres' contribution to informal science learning
- In line with the Government's objectives for science centres and A Science Strategy for Scotland, the centres made a key contribution to promoting public awareness, appreciation and understanding of science.
- Most of the centres provided the public with access to topical science matters and current research through well-chosen exhibits, talks and presentations.
- Many visitors to the centres were very positive about their experiences and the extent to which their scientific horizons had been expanded.
Areas for future development
The centres should consider the following areas for development.
- Establish a more systematic network of contacts with school education personnel in order to publicise the centre's facilities and get advice on the development of materials and presentations for schools.
- Provide further support for science courses and units at the middle and upper secondary stages.
- Make contributions to programmes for initial teacher training and continuing professional development, with particular reference to the demand which exists in primary schools. Teacher secondments might also be considered.
- Provide outreach facilities including local presentations to schools which are remote from the centres, and training opportunities for teacher groups in their own localities.
- Work more closely with each other to strike a balance between competition and co-operation through, for example, exchanging ideas, good practice, staff, exhibits and presentations. This could include the development of links with UK science centres outwith Scotland.
Ministers might wish to consider the following
- Establish an overview body to promote a common sense of purpose across the science centres, and to encourage co-operation through the sharing of ideas, good practice, exhibits and presentations. Membership of the body should include representatives from each science centre, the range of educational sectors, the business world and the public.
- Provide funding to cover the cost of school visits and transport to the science centres. This would ensure that no schools are excluded from using the centres by reason of location or finance, and would strengthen the centres financially.
HMIE
November 2002
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