European Commission statistics show that just eight per cent of Maltese students had undertaken some form of post-secondary scientific studies last year, less than half the EU average.
This statistic may have worried some people, but it does not come as a surprise to keen analysts of our educational system. Only last year, another Eurobarometer survey revealed that the majority of Maltese students found science unappealing. So what are the reasons that make us laggards in yet another important educational achievement metric?
Students’ lack of enthusiasm for studying the enabling sciences – physics, chemistry and mathematics – worries both scientists and governments who see scientists as important enablers for economic growth.
The term ‘science’ includes other disciplines like engineering , information technology, health studies and agriculture and environmental studies. While no in-depth studies have been made as to why Maltese students choose not to study science, research conducted in other countries like Australia confirm that the factors at work in this issue are various. Most Maltese students are rational people who make decisions about their studies on what they perceive to give them the best results for the years they spend in university.
The traditional view of a first degree in science is a preparation for a career in science, technology or a science-related field. Some educators argue that 30 years ago an honours degree in science landed you a good technical job in industry or at least a guaranteed one in teaching.
A post-graduate degree in science often led to an academic teaching post in University. Today there are limited opportunities for ‘entry-level’ science-related positions in academia and industry so only few students see a science degree as a guarantee for a good job.
Graduates with a first degree in science in most Western countries follow more diverse paths that lead to a broader range of career destinations. A study conducted in Australia found that “science graduates actively choose to follow non-traditional pathways, including other professions and management positions”.
We need not be surprised with this as the chairs of two of our most important business organisations – Air Malta and the Malta Financial Services Authority – are scientists by profession.
Our educational leaders need to ask our students why they are not so attracted to follow a science degree in University. Studies conducted in other economically advanced countries found that BSc students had more liberal views of university education, in contrast to students in some other fields such as education and health who tend to be far more vocationally oriented and instrumental in their decision making.
Put simply, most students choose to study for those degrees in which they have an intrinsic interest. Students in all disciplines rate interest in their chosen field as an important factor in their decision to go to university. This theory arguably applies to Maltese students and indicates there may be a fundamental flaw in our educational system.
The European Commission study found that Malta was on target when it came to the number of students studying science at school. At the same time the study concluded that just a third of respondents answered questions on how science affected their daily lives.
These findings raise the question on the view of science that our primary and secondary schools create among students.
We need the best available teachers to project science training as “empowerment for tackling big issues facing society, such as climate change and sustainable resource management”.