Press Release
Embargo 00.01hrs Friday 9th July 2004

The Association for Science Education

SUPPORTING SUCCESS:A CAREER STRUCTURE for SCIENCE TECHNICIANS in Schools and Colleges

"There appears to be no real career structure to the job. Although appreciated by the science staff, no recognition is given for length of service or commitment to the school, by senior management. At this school all technicians are on the same pay scale point regardless of length of service or relevant qualification"
Survey of science technicians in schools and college, 2001

The elimination of situations such as that described in the above quote is a step nearer today with the publication of a career structure for science technicians in schools and colleges. The framework will be announced at the 8th National Conference for Technicians in Schools and Colleges to be held on Friday 9 July at University of Manchester Institute of Science and Technology. The structure will for the first time provide the basis on which technicians can plan and develop their careers.

The four-level structure is recommended to all schools and colleges.

The development of this career structure is a significant milestone in the long running collaboration between The Association for Science Education (ASE), the Royal Society (RS) and the CLEAPSS School Science Service in support of science technicians in schools and colleges. This phase of the work was facilitated by funding from the Department for Education and Skills (DfES).

The structure has the support of a large number of other organizations, including those who have signed up to the National Agreement (Raising Standards and Workload, January 2003), and by a range of professional bodies with an interest in science and science education. (A full list is given at the end of this press release). It also takes account of the National Joint Council (NJC) guidance for school support staff.

A pamphlet outlining the career structure will be sent to all schools in England, Wales and N Ireland.

Dr Derek Bell, Chief Executive of ASE, said "This is major step towards recognizing the special contribution that technicians make to the teaching and learning of science in our schools. Every science teacher knows the value and importance of having good technicians as part of the science team. With such widespread support we hope that the proposed framework will improve career prospects and professional development opportunities for all technicians in our schools and colleges."

Dr Peter Borrows, Director CLEAPSS School Science Service, said "The CLEAPSS Helpline takes calls and e-mails from dozens of technicians every day. There is no doubt that most technicians are carrying out a highly responsible job, often under very trying circumstances and with little understanding by senior management of their role. In fact, they are vital to the effective functioning of a successful science department and, with the publication of this leaflet, there is now the chance that this may be properly recognised."

Nigel Thomas, Head of Science Communication at the Royal Society said "The role of science technicians in schools has been misunderstood and undervalued for far too long. Everyone in science education hopes that this new career structure for technicians, alongside the ongoing school workforce reforms, will at last herald an era in which technicians receive the professional status and recognition they deserve."

Anyone with an interest in unlocking the potential of science technicians is urged to implement the four level structure.

Further information

The last two years have seen the issues of school technician supply, career structure and conditions rise significantly on the political agenda. The ASE/Royal Society survey of science technicians in 2001 and subsequent policy report, together with work by CLEAPSS, led both the Sir Gareth Roberts review and the House of Commons Science and Technology Committee to highlight issues relating to lack of career structure and continuing professional development (CPD) for technicians and the impact this has on the quality of science education.

The development of this career structure arises directly from one of the recommendations made to the Department for Education and Skills (DfES) in a report produced in June 2003 by The Association for Science Education, the Royal Society and the CLEAPSS School Science Service: Supporting success: Developing a career structure for science technicians in schools and colleges.

A four level career structure

As part of that report, a questionnaire was sent out to 5380 schools to gauge the extent to which the initial proposals on a four level career structure would be acceptable. 1690 replies were received. Almost all (95%) of respondents thought that a career pathway with four levels would make the job attractive to potential recruits. This four level structure is given below, and is in line with earlier recommendations published by ASE and the Royal Society in January 2002.

Assistant Technician
Technician
Senior Technician
Team Leader Technician

Furthermore, many (66%) thought such a career route would be helpful to them. The proposed structure takes account of the National Agreement Raising Standards and Workload (January 2003) and the National Joint Council (NJC) guidance (October 2003). The majority of technicians would follow the Curriculum Resources Support route (described in the NJC guidance) but some might wish to undertake a Supporting and Delivering Learning route working towards Higher Level Teaching Assistant status qualification.

National Vocational Qualifications

The survey showed many technicians (66%) felt that if the career route were related to an NVQ (level 1-4) they would be interested in working towards the qualification. Most (83%) said they felt funding was available for professional development and that the Head teacher or Principal would support their application for an NVQ (78%).

The new Laboratory and Associated Technical Activities (LATA) NVQ is now offered at levels 1 to 4 and this has been led by the sector skills council Science Engineering and Manufacturing Technologies Alliance (SEMTA). This is outlined below and further underpins the career structure being recommended. In addition, Modern Apprenticeship Frameworks for technicians are being developed at Apprenticeship and Advanced Apprenticeship levels.


NVQ Level 1: Assistant Technician
NVQ Level 2: Technician
NVQ Level 3: Senior Technician
NVQ Level 4: Team Leader Technician


What Next?

ASE is currently working with a number of organisations to identify what training is available, including the new courses being developed by the National and Regional Science Learning Centres and other organisations such as CLEAPSS, ASE INSET Services, the Institute of Science Technology and LEA's.
In addition, ASE is working to develop, with others, a centre that can help technicians with the process of registering with one of the awarding bodies for NVQs. An announcement on progress with such a scheme is likely to be made in the Summer. This would build on existing provision and other opportunities that currently exist, or that could be developed, to meet the needs of technicians.

The development of Foundation degrees for technicians is also being explored.
All the key references, with further information and copies of key publications mentioned in the pamphlet will be made available on the ASE website at the following address:

www.ase.org.uk/careerstructure.php

The pdf file can also be downloaded from the ASE website at the address given above.
In case of difficulty, contact ASE at info@ase.org.uk or telephoning 01707 283000 for further help and advice.

8th National Conference for Technicians in Schools and Colleges

The 8th ASE National Technicians' Conference is being held on the 9th July 2004 from 9.30 to 16.00 at the Renold Building of the University of Manchester Institute of Science and Technology, (UMIST), Sackville Street, Manchester M60 1QD .

The conference will be opened by David Bevan, Chair-elect of ASE and speakers include Michael Fuller MBE, MRC Cambridge and Jan Green, Manchester Metropolitan University and Amanda Smith Director of NW Science Learning Centre.

Workshops and exhibitions also form part of the event.Full details, including a programme, is available on the ASE website at:

http://www.ase.org.uk/htm/conferences/area_meetings/techs/techs.pdf

Contact details:

The Association for Science Education (ASE) www.ase.org.uk

The Association for Science Education is the largest subject association in the UK for teachers, technicians and others interested in science education. Working closely with the science professional bodies, industry and business, ASE provides, a UK-wide network bringing together individuals and organizations to share good ideas, tackle challenges in science teaching, develop resources and foster high quality continuing professional development.

Association for Science Education, College Lane, Hatfield, Hertfordshire, AL10
9AA

Tel: +44 (0) 1707-283000 Fax: +44 (0) 1707-266532
E-mail: info@ase.org.uk Web: www.ase.org.uk
Registered Charity 313123

Press Contact Dr Derek Bell, Chief Executive, ASE derekbell@ase.org.uk

The Royal Society www.royalsoc.ac.uk

The Royal Society is the world's oldest scientific academy, having been at the forefront of enquiry and discovery since its foundation in 1660. The backbone of the Society is its Fellowship of the most eminent scientists of the day elected by peer review and entitled to use FRS after their name. Throughout its history, the Society has promoted excellence in science through its Fellowship and has remained independent of government by virtue of its Royal Charters. The objectives of the Royal Society are to:

- strengthen UK science by providing support to excellent individuals
- fund excellent research to push back the frontiers of knowledge
- attract and retain the best scientists
- support science communication and education
- ensure the UK engages with the best science around the world
- provide the best independent advice nationally and internationally
- promote scholarship and encourage research into the history of science

The Royal Society, 6-9 Carlton House Terrace, London SW1Y 5AG

Tel: +44 (0) 20 7451 2578 Web: www.royalsoc.ac.uk
Registered Charity No 207043.

Press Contact Nigel Thomas, Head, Science Communication, education@royalsoc.ac.uk

CLEAPSS School Science Service www.cleapss.org.uk

The CLEAPSS School Science Service is an advisory service supporting the teaching of practical science and technology in schools and colleges from nursery through to A-level or equivalent. It covers health and safety, laboratory design, technicians and their jobs, chemicals, equipment, living organisms and other resources to support practical work.

CLEAPSS School Science Service, Brunel University, Uxbridge, Middlesex, UB8 3PH

Tel: +44 (0) 1895 251496 Fax: +44 (0) 1895 814372

Press Contact Dr Peter Borrows, Director CLEAPSS, Peter.borrows@cleapss.org.uk

Key References

Survey of science technicians in school and colleges ASE/RS July 2001 ISBN 0 85403 5664 A summary is available at www.ase.org.uk or www.royalsoc.ac.uk

Supporting success: science technicians in schools and colleges ASE/RS January 2002 ISBN 0 85403 5710 A summary is available at www.ase.org.uk or www.royalsoc.ac.uk

SET for Success: the supply of people with science, technology, engineering and mathematics skills. The Report of Sir Gareth Roberts Review, April 2002.

Science education from 14 to 19 A report by the House of Commons Science & Technology Committee July 2002.

L228 Technicians and their jobs CLEAPSS December 2002

L234 Induction and Training of Science Technicians CLEAPSS Feb 2003

Supporting success: Developing a career structure for science technicians in schools and colleges ASE/RS/CLEAPSS (for the DfES) June 2003

LSC School Support Staff Sector Plan for 2004-05 and Beyond LSC March 2004

School Support Staff and Development Our plans for 2004-05 DfES April 2004

Further Reading

Report of the Sub-committee on Laboratory Assistants SSR March 1940, Vol. XXI/ No.83 pages 978-989

Articles: IST Science and Technology: April 2003 (No. 52) the official publication of the Institute of Science Technology.

Organisations supporting the pamphlet:

ASE
ATL
CLEAPSS
DfES
EdExcel
GMB
IOB
IOP
IST
NAHT
NASUWT
NEOST
PAT
RS
RSC
SEMTA
SHA
T&G
UNISON
VQSET
Welsh Assembly Government

Abbreviations

ASE The Association for Science Education
CLEAPSS The Consortium of Local Education Authorities for the Provision of Science Services
CPD Continuing Professional Development
DfES The Department for Education and Skills
LEA Local Education Authority
NJC National Joint Council
NNSLC National Network of Science Learning Centres
TA Teaching Assistant
RS The Royal Society
SEMTA (Sector Skills Council) Science, Engineering and Manufacturing Technologies Alliance
NVQ National Vocational Qualification