Why?
Our society is shaped by science. In economic terms, we are focusing more and more on research- and knowledge-intensive fields of work. At the same time, demographic change is creating a high replacement demand for academically trained people, especially in the so-called MINT subjects: mathematics, informatics, natural sciences and technology.
Concerns regarding the quality and quantity of young talent in the natural sciences and technology are being expressed with increasing volume and clarity by the business and scientific communities. It is to be feared that the lack of specialists could develop into a serious impediment to innovation and a competitive disadvantage for Germany as a business location. The demand for MINT specialists is already high and set to increase in the medium term. The most recent study by Stifterverband (German Science Foundation) predicts that there will be a shortage of specialists of around 230,000 by 2020, which means a training gap of 20,000 graduates every year – predominantly in engineering subjects. According to an estimate by the Cologne Institute for Economic Research, the Federal Republic of Germany suffered lost earnings of approx. 3.5 billion euros in 2006 as a result of lack of engineers.
To remedy this situation will take time. Although Germany succeeded in moving up in terms of mathematical and scientific competence since the first PISA study from a lower-middle position in 2000 to very respectable results higher than the average for the OECD countries in 2009, the gap to the leading countries is still significant. Moreover, the overall picture is also very heterogeneous and the positive development does not affect all educational strata and also varies regionally: Hamburg, for example, regularly occupies one of the bottom places. Yet the improvement of competencies is only one side of the coin. It is just as important for schools to interest more pupils in MINT subjects and to sustain this interest, as demonstrated for example by their selection of corresponding subjects in the senior grades. This challenge continues at universities, where it must be ensured that study conditions are improved and more young people are brought to graduation. This is essential if, for example, the disproportionately high dropout rates in these subjects are to be reduced to a significant extent.
However, this challenge goes out not only to the educational institutions themselves, but also to education policy-makers who must provide corresponding framework conditions. Besides the provision of human and institutional resources, this also includes the reliable establishment of the MINT subjects in the curricula and the reform of the training and further education of teachers. And not least the "customers", i.e. business and industry, are called upon to make a major contribution. This includes collaboration with schools as well as the provision of a wide range of traineeships, support for extracurricular learning, participation in dual study programmes and last but not least the availability of attractive jobs for graduates of Bachelor's and Master's degree courses.
In our view, however, MINT education is not just about the economic safeguarding of our prosperity, nor is it only about the mere opening up of individual career opportunities for our children and youths. What it is about first and foremost – and this is one of the driving forces of our commitment as a foundation – is securing the scientific and technical "literacy" of our society as a whole. Against a background of the growing technologisation of practically all spheres of life, this is an important key to democratic participation and the responsible shaping of our future.
Besides our concrete project work we see it as our task and our particular opportunity as a quasi neutral institution above all to network the different players in this field. Only if schools, universities, business and politics grasp the challenges to be mastered as shared challenges, is there a prospect of success.
