The European Physical Society (EPS) is an independent body funded by contributions from National Physical Societies, other bodies and individual members. It has over 80,000 members and can call on expertise in all areas where Physics is involved.

1. The Objectives of this Position Paper
Society is dependent on the future well being of physics. That depends greatly on the public attitude towards it and this in turn depends on the education in schools. It is the purpose of the European Physical Society to promote good quality education and the position of physics within it is the basis of this paper.

The paper is directed at all who are in positions of authority within the EPS and its constituent Physical Societies. It makes the case for a strong Division devoted to Education and sums up the needs of Physics Education.

It is to be read in conjunction with PP4, which makes the case for a greater representation of physics teachers within National Societies.

2. Physics Education as a Major Area of Attention
It is accepted that physics education should be an area of major attention within the EPS. Physics teachers should be fully respected members of EPS (see PP4) and the Education Division should have a status equal to that of all other (purely scientific) divisions.

3. Science Education Throughout European Countries
There is a wide range of science education programmes throughout European countries. It is agreed that there should be no lower and no upper age limit for the study of science and physics, but it would help national planning if there were wider awareness of the practices in other countries. The new Education Division should embark on the collection of information on national practices throughout European schools as EUPEN has done for university teaching. Dissemination of this information would be a major support to national planning.

4. The Need for Properly Trained Teachers
Satisfactory teaching is entirely dependent on an adequate supply of properly trained teachers and it is incumbent on National Societies to give encouragement to prospective teachers. Teaching needs to be seen as a worthwhile profession and to be recognised as such by the scientific community. It is also necessary that all teachers at any level of education should have awareness of science and have some training in it.

5. Science for 'Wonder and Delight'
It is accepted that for the youngest children there should be a place for 'wonder and delight' in their schooling. For these children the teaching should be informal and investigational and programs should be aimed at observation and classification. There need be no explicit mention of physics, but awareness should include, for example, the Sun, the Moon and the stars, plants and living things, objects floating and sinking, etc.

6. Science for the Age Group Around 8-11
The work undertaken at this level should aim at fascination, satisfying curiosity and enjoyment. The teachers need support from public programmes on the understanding of science to meet the needs of the pupils.

7. Physics for the Age Group 11-14
It is generally agreed that this is the age when physics begins to be recognised as such. Formal teaching should not detract from 'wonder and delight', but the teaching can begin to be a preparation for the academic work to come. The work is likely to involve electric currents, forces and motion, waves and simple experiments in light. There should be an increasing awareness of the contribution that physics makes to society.

8. Physics for the Age Group 16-19
For this age group, physics education needs to be diversified. It has to provide for the needs for students going on to study the sciences or engineering at a university, but it is equally important that the general education of future citizens should not be forgotten. Care must be taken that appropriate mathematics is provided for each of these categories. The excitement and relevance of modern physics should be brought into the curriculum, but only if it is feasible to make the points desired. In this case modern physics might replace more traditional physics. Wherever possible, applications of physics should be emphasised.

9. The Results of Curriculum Change
Changes in the physics curriculum should be accompanied by new teacher training and physics teaching in universities should follow and adapt to changes in the school curriculum. Note needs to be taken of changes in other disciplines: physics teachers need training in mathematics, chemistry and biology and some awareness of engineering would be advantageous.

10. Key Skills
Skills of communication, information technology and teamwork are implicitly relevant in aspects of physics education and need to be considered.

11. Other Needs
Ways to resolve the present crisis in physics education can include:
· making mobility and exchange possible at local and European level;
· improving contacts between teachers and universities;
· setting up a database and statistical information concerning physics education in Europe and elsewhere;
· holding regular seminars and workshops for teachers.

12. The Role of the European Physical Society
The above has suggested things that might be implemented. It has also suggested standards which might be achieved in schools throughout Europe. It is a formidable task to achieve these standards and it is necessary for there to be liaison between individual countries. This is where the EPS can give considerable support through its new Education Division.

The EPS Executive Committee