How and why do we use animals in research?

There are few topics as emotive as the use of animals in research, and few topics where public trust is so essential. This is your chance to have your say.

At a meeting recently, one of our clinical scientists described how she had given a talk to prospective medical students about her research. They expressed surprise that medical research involved the use of animals. How, she wondered, did they think new drugs were developed?

There is a lot of misunderstanding and, for want of a better word, ignorance, about how and why animals are used in research. At a series of recent focus groups, for example, participants believed that cosmetics were still tested on animals. In fact, this practice has not been allowed in the UK since 1998 and was outlawed across Europe in 2009, and from this year no cosmetics tested on animals can be sold in the EU, regardless of where the testing took place. 

It is misconceptions such as these that drive home the need for scientists to talk about their work and which partly underlie the Concordat on Openness on Animal Research being developed by Understanding Animal Research (UAR).

Animals are essential for improving our understanding of health and disease, from how mental illness arises from the circuitry in the brain, to improving surgical procedures and developing new medicines to keep us – and our pets and livestock – healthy. We are constantly refining our techniques: in many cases, we are able to replace animal use with new technologies. Of course researchers would like to see the day when animals are no longer required for medical research.  Unfortunately we are not there yet.

As a nation of animal lovers, it is understandable that many of us feel uncomfortable with the idea that we deliberately make our animals sick in the name of medical research. This is why we believe that scientists must be open about their work and what it entails so that the public can scrutinise it and hold them to account.

The UK has some of the strictest legislation in the world when it comes to research using animals. Every researcher who wishes to use animals must apply to the Home Office for a licence and must show why animals are required and that the eventual benefits of the research outweigh the harm to the animals involved. In addition, the Wellcome Trust, like all other major funders of research, insists that researchers demonstrate a commitment to the "3Rs" – the reduction, refinement and replacement of the use of animals in research.

We thought the research community was doing a reasonable job of communicating what they do and how they do it, but towards the end of last year we received a wake-up call. A survey carried out by Ipsos MORI on behalf of the government showed that the number of people who ‘could accept the use of animals in research’ had fallen – not by a huge amount, but a decline in support nevertheless.

Ironically, one reason for this decline may be the safer environment in which scientists now conduct their research. A decade ago, animal rights activists waged a campaign of intimidation towards animal researchers, with threats of physical violence, attacks on labs and even bombs. A small, but courageous, cohort of scientists stood up to them publicly, explaining their work and why it was important. Now, thanks to measures aimed at tackling extremism, such attacks are a thing of the past, but this has meant that scientists are no longer called on as often to explain why using animals is necessary for scientific and medical progress.

When the results of the survey were released, a group of funders, charities, learned societies, universities and pharmaceutical companies united to sign a "declaration of openness", committing to becoming more open about the use of animals. This declaration was only intended to be the start of the process, however; we also committed to developing a ‘concordat’ that would detail the measures that we would take to be more open.

Over the past year, UAR has been leading discussions to pull together this concordat. They have sought input from organisations that carry out or fund research using animals, and organisations that are concerned with animal welfare.

The final version of the concordat is due to be launched in spring next year, but today UAR is launching a public consultation to find out what people think about the proposals and what "openness" around the use of animals in research means to them.

Much is made in the scientific world about "public dialogue" and "public engagement" – the need not to talk at the public, but rather to talk and, crucially, listen, to them. There are few topics as emotive as the use of animals in research, and few topics where public trust is so essential. It would be very easy for the research community to assume it knows what people want to know. This is your chance to tell us what you really want to know.

To take part in the public consultation, please visit www.understandinganimalresearch.org.uk.

Nancy Lee is a Senior Policy Advisor at the Wellcome Trust

A labatory technician holds a lab mouse. Photo: Getty
Hamzah al Zobi
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Meet the Syrians using education to escape the refugee camps

On the bus to university with Syrian refugees in Jordan. 

The bus to Zarqa University leaves Jordan’s largest refugee camp at 7am sharp. The journey is one of the day’s highlights for the Syrian students who ride this route - a chance to plan weekend get-togethers, bemoan heavy course loads and even enjoy the occasional school-bus style sing-along. It’s also their daily ticket out of Za’atari camp and a means of escaping the dreary realities of refugee life.

“We are the lucky ones. Most had to give up their dreams of higher education” says 19-year-old Reema Nasser Al Hamad, whose family fled to Jordan five years ago when bombs destroyed her home in Dara’a, Syria. She shudders to think of the alternatives: aimless days spent sitting in a crowded caravan, or early marriage. “After the war, students in Syria lost their cities, their opportunities and their futures, so many of the girls just married when they got here. There’s a huge difference between the lives of those who study and those who don’t.”

Despite missing two years of school, Reema (pictured below) was able to pass her exams before securing a Saudi-funded scholarship to study Pharmacy at Zaraq’ University. “In Syria, I’d planned to do medicine and be a doctor because I always had high grades. There are fewer choices for us here but I’m happy to be studying at all,” she says. Hamza al Zobi, who’s studying Pharmacy on an the EU-funded EDU-Syria programnme, says young Syrians are hungry to learn. “We all have friends and relatives who didn’t get this chance and we feel so upset for them. If they’re not well educated, how can they go back and do the right thing for our country?”

More than a quarter of 18-24 year olds in Syria were enrolled in higher education when the war broke out. “Based on data provided by UNHCR we assess that around 20,000 young Syrians in Jordan would qualify for vocational education and higher education,” says Job Arts, Programme Manager Education and Youth, EU Delegation to Jordan, which is supporting some 1800 Syrians and disadvantaged Jordanians on degree courses in Jordan.

“While the number of places for Syrian students to pursue their education has increased dramatically over the past few years, there are still many more interested students than spaces available for study,” says Sarah Dryden-Peterson, non-resident Fellow at the Center for Universal Education at the Brookings Institution. “Without these possibilities, young Syrians will lose the kind of hope that is essential to productive futures.”

According to the Jordan Response Platform for the Syria Crisis, 1,250 Syrian youth were in higher education in Jordan in 2016. Building on commitments made by the international community at the London Conference on Syria last year, the Jordanian government hopes to secure funding to increase access to tertiary education and vocational training at the upcoming conference in Brussels this April.

“Jordan views higher education from a strategic point of view, specifically in terms of providing the Syrian youth with the education, skill and knowledge that will allow the opportunity to be part of rebuilding their country once the current situation comes to an end,” says Feda Gharaibeh, Director, Humanitarian Relief Coordination Unit at the Jordanian Ministry of Planning & International Cooperation.

Reema plans to return to Syria when the war is over. “After graduation a lot of students want to go to Europe. That would be fine for me too if it’s just to do a masters or doctorate, but then I want to go back to Syria and use what I’ve learnt to help my people.” Now four semesters into her course, she is making good progress but says adapting to the Jordanian education system was a challenge. “It’s really difficult for us. Classes are taught in English and the teaching style is different. They also have a lot more exams here.”

Only the brightest stand a chance of securing a scholarship but many young Syrians have seen their grades plummet after missing years of schooling. For, some, it’s too late to catch up. Accountancy student Ibrahim Mohammed, 23, came to Jordan in 2013 with his younger brother Khalil, now 19, who works in a print shop. “He stopped studying when he was 14. He didn’t even have a chance to get his high school certificate,” says Ibrahim.

Attempts to bridge the gap through open and distance learning programmes aren’t always effective. “It’s not a tool that is frequently used in the education environment in the Middle East,” explains Arts. Refugee students' access to electricity, internet connections, computers and space to study can be in short supply. Moreover, many students seek the escapism that a university education offers. “In our dialogue with parents and students, we often hear the phrase ‘being normal again’,” Arts adds.

Hamzah tries to help fellow students achieve this in his role as representative for the Syrian community at Zarqa University. He and Reema are part of a team that offers advice to new students and support for those from poorer families living in the camps. “There are 900 Syrian students here and each one has a different story of suffering,” says Hamzah, who organises group trips to restaurants and fairgrounds, helping to create a sense of regular student life. “It makes us forget what we are,” explains Reema.

During term time, she prefers to stay with her uncle in Mafraq, a city nearby. It’s hard to study in Za’atari. As soon as the power comes on at 5pm, her brothers switch on the TV, making it difficult to concentrate in the cramped caravan they share. There’s nowhere else to go; the camp is dangerous at night, particularly for young women. It’s even more crowded since the arrival of her baby sister. Reema remembers how her mother sobbed when she learned of the pregnancy, worried about bringing another child into the makeshift world of the camp.

But in five years a lot has changed. “In Syria, I had never left my village; now I feel there is another world to know,” says Reema. Like many Syrian students, she worries about life after university, particularly if they stay in Jordan where employment opportunities remain restricted for Syrian refugees. “It seems like work is forbidden to us Syrians and without a job we can’t take control of our lives. We’re studying hard but with no prospects,” says Hamzah. Few can see beyond graduation. “The future is opaque for us,” he adds, “We’re just living day by day.”

To date, the Jordanian government has issued some 39,000 works permits out of the 200,000 it pledged to make available for Syrians during the London Conference last February. However, with these opportunities built around low-income roles, primarily in the construction, agriculture, and textile manufacture sectors, the way for Syrian university graduates in Jordan still seems barred.

“Jordan is a small country with limited job opportunities,” says Ghaith Rababah Head of Projects & International Cooperation Unit (PICU) at the Ministry of Higher Education & Scientific Research. “Maybe the market will be better able to absorb educated Syrians at a later stage.”

In the meantime, higher education offers young Syrians a semblance of the security and stability their lives otherwise lack, Rababah continues. Given the opportunity to “use their talents for something good”, he adds, young people placed in difficult situations are less likely to fall prey to extremist ideologies and be “tricked into committing terrorist acts".