Although Swedish universities offer among the best engineering educations in the world, just one-third of today's students graduating from high school in Sweden have the formal qualifications necessary to enter these university engineering programs.
Linköping, 29 June 2010. Dr. Helen Dannetun, Dean of the Linköping University's Institute of Technology, addressed the annual midsummer ”mingle” at Mjärdevi Science Park attended by guests from 150 of the park's companies. Dr. Dannetun asked provocatively:
- Who wants to be an engineer?
Whilst Sweden has seen a slight incline in numbers in the last couple of years, the fact remains that the number of young people throughout the industrialized world who want to become engineers has decreased. According to the Global ROSE (1) project, 85-90 percent of students in Uganda and Ghana have become scientists while students in Scandinavia and Japan are demonstrating the least level of participation. The International TIMSS (2) for measuring performance among primary and secondary students in maths and science also shows students of nations like India and China excelling in mathematics over students in nations like Sweden where scores used to be very strong. Dannetun emphasized that China's engineering students have increased from 1 million in 1997 to 7 million in 2007 while in the same period of time, the applicants to engineering programs in Sweden has decreased from 13000 to 8000—despite a 25% increase in the number of 20-year-olds during that time thanks to baby boom progeny.
Dr. Dannetun attributes the decline to an age-old problem:
--We have failed to convey the relevance of what we are working with. We have not succeeded in conveying this to the girls. Many have a picture of that technology is dull and boring when in fact it is about helping to develop workable solutions to problems.
She speaks with enthusiasm and even warmth about engineering and its opportunities, but recognizes the gap evident in communicating these possibilities to younger students. She cited a recent satisfaction survey conducted with engineering graduates in Swden. In fact, Linköping University engineering alumni proved the most satisfied.
Helen is a member of the National Technology Board. They share concerns about the West's declining technology skills with similar advisory boards throughout Europe.
--Society is facing many challenges that require both general knowledge, problem-solving skills and engineering skills. Unfortunately, the interest in teacher training in scientific and technical subjects is catastrophically low; moreover, the Swedish definition of qualified teachers remains more focused on teaching skills rather than subject knowledge. Regardless of how good a teacher you are remains relatively moot if you need to teach maths and don't know how to do maths!
The Technology Advisory Board (3) has proposed measures to reverse the decline in engineers and to increase the number of students taking up maths and science at university. They have recommended that top political leadership adopt a national strategy with clear and measurable goals with a focus on developing teachers' subject-area skills, improved education in schools, and a more effective transition from school to college as well as more collaboration between industry and the education community to set shared goals.
- In order for the strategy to succeed, long-term and concerted efforts with strong support among the Swedish municipalities, businesses, associations and other key players is required. A national commission with responsibility for both implementation and monitoring should be formed to see the actions through.
Just a few of the proposed actions include:
1. The establishment of Engineering and Science municipalities - inspired by the Danish Science Municipalities.
2. Teacher training (with input from industry) that leads to applicable and relevant research and work.
3. Effective direction of a portion of the marketing resources currently earmarked for the new teacher education agenda (2011) towards natural sciences, engineering and mathematics.
4. Abbreviated pedagogical training/certification for those who already have advanced training in science and technology in order to attract more teachers with deep subject knowledge.
5. Profiling of technology and science applications as relevant to social issues that are important to discuss at all levels of education.
Dr. Dannetun's message, while urgent and frank, was all but heavy. And it was clear that the audience shared her passion and understanding for engineering's role in solving both local and global problems. In closing, she wished everyone a very pleasant summer, but with some reading suggestions saying:
- Now think about this in your hammocks and then come with suggestions on how we can collaborate on the best way!
(1) The Relevance of Science Education (ROSE), http://www.ils.uio.no/english/rose/
(2) Trends in International Mathematics and Science Study (TIMSS), http://www.skolverket.se/sb/d/3279/a/18384
(3) Technology delegation's final report is available here: http://www.teknikdelegationen.se/Bazment/teknikdelegationen/sv/nyheter.aspx
Translated by Mary Spaeth from the original article in Swedish by EvaMarie Tornström, Mjärdevi Science Park
