The situation regarding science has become so serious that the Royal Irish Academy recently held a meeting to bring together experts to examine the issue. As a result, a sub-group has been set up to make a proposal to the Minister for Education and Science to establish a task force to address the issues.

"If the Minister fails to set up a task force which is seriously committed to focusing on all dimensions of the problem and proactively seeking solutions, then nothing serious will happen," comments Maynooth's Prof Jim Slevin.

"A lot of people are doing different things but it needs some co-ordination." Slevin argues in favour of greater links between schools and universities. "The Minister is addressing the issue by offering physics and chemistry in-service. A new syllabus is coming in next year.

"However, we have severe problems of communications and linkages between second and third level in these areas. Staff in universities are not seriously involved with teachers and schools. Universities should and could do more." Some educators argue that the Minister has got to recognise reality and be prepared to spend money to attract physicists and chemists into teaching. "Not all disciplines are equal," says a third-level teacher. "Some command more money than others in the marketplace. The Government has to recognise this and be prepared to give people better job prospects." In Britain, the number of maths and science graduates going into teaching has increased thanks to government "hello money".

Some educators argue that even a revised Leaving Cert chemistry syllabus, due to be introduced into schools in September 2000, will fail to attract more students.

"The exams have to change," asserts one academic. "The standards of professionalism and examination could be improved. You can get As in Leaving Cert chemistry without answering questions on one-third of the course. "Even though chemistry is now regarded as a subject for the more able student, only a restricted number of As are awarded."