A crisis has arisen in science. Although the modern world is entirely dependent on science-based technology, student uptake of science courses, particularly physics and chemistry, has been on the wane for some time. This dilemma prompted the Government to set up a special Task Force on the Physical Sciences, which recently published its report and recommendations.

Dr Danny O'Hare, task force chairman and former president of Dublin City University, didn't mince words in a brief foreword to the report. He wrote: "Ireland's economic future depends critically on the supply of an increasing number of people qualified in science and engineering.

"But, at the very time this demand is increasing, there has been a sharp fall-off in interest in the sciences throughout the education system. The task force found that, if anything, the extent and importance of the problem has been understated. Unless there is a major national effort to reverse the fall-off, any other money we spend on attracting overseas investment will go largely to waste."

The problem begins in our primary schools,where little or no science figures on the curriculum. This is a major flaw because the earlier a young mind is exposed to an interesting and fulfilling subject, the greater the chances that this subject will become a lifelong preoccupation. On the positive side, this situation will begin to change in 2003 with the implementation of a new science programme within the primary curriculum.

At the moment, science formally enters the picture at second level. In the junior cycle, almost 90 per cent of students study a three-stranded science curriculum of physics, chemistry and biology. More than 10 per cent of all students do not study science, and in all-girls schools, the non-participation rate is 20 per cent.

The declining interest in science at second level naturally feeds into third level, where recruitment into science, engineering and technology (SET) courses is below capacity in many instances. CAO figures have shown a steady decrease in demand for SET courses.

The first-preference choices for science/ applied science in 2002 (4,863) are significantly down on those for 2001 (5,257). The first- preference figure for engineering/technology was 7,223 this year compared with 9,423 in 2001.

The relative lack of interest in science at third level has lowered the level of points required for entry to science courses. Many certificate and diploma courses now offer places to "all qualified applicants". Students with a weak capacity/low interest for science opt to try out this course, which contributes to high non-completion rates.

Courses in SET have the highest non- completion rates at third level. These rates range from over 20 per cent for the university sector to over 40 per cent for the institutes of technology sector. The task force recommends a wide- ranging programme that will cost €178 million, with annual recurring costs of €66 million, to implement. It also emphasises that the recommendations must be implemented as a package or else the overall impact will be greatly minimised.

The major recommendations are as follows:

Provision of new laboratories in schools and colleges, costing more than €143 million;

Speedy introduction of practical science assessment at Leaving Certificate level;

Implementation of the long-delayed primary school science curriculum;

New incentives to encourage science teachers;

Enhanced teacher allocation to schools where there is strong take-up of science;

Establishment of a national forum on science education;

Establishment of a national science promotional programme.

I agree, largely, with the analysis of the problem presented in the report and with the recommendations. I am happy that much of what is recommended concurs with my own ideas, expressed in an essay published in Beyond the Ivory Tower: The University in The New Millennium (eds. J.J.A. Heffron, A. Howey-Heffron, Mercier 2001).

But to my mind, one critically important factor stands out as essential for the successful promotion of science/technology as a career. There is a widespread perception among young people, and their parents, that jobs in SET are relatively scarce and poorly paid. If all other obstacles in the path of increasing interest in science among young people are abolished but this perception remains, then we will not have advanced very far.

The task force report acknowledges this problem and calls on employers of science graduates to make greater efforts to promote careers in science. However, in my opinion, this aspect is not highlighted sufficiently in the report.

Finally, numerous surveys have confirmed that the general public gets most of its information on science and technology through the media, mainly newspapers and TV. No efforts to promote science among the public could hope to succeed without strong media support. And yet I failed to find any mention of the media in this 197-page report. Hello out there, task force!

William Reville is associate professor of biochemistry and director of microscopy at UCC.