State of the Nation: STEM subjects needed for new economy

“We cannot become an innovative and high-productivity nation unless our citizens are well-educated...key skills and higher levels of achievement that starts early in our school system,” he said.

Mr Pyne outlined the Commonwealth’s ‘Students First’ policy, focusing on the areas with the greatest potential for positive impact:

1. Increasing school autonomy, involving greater flexibility for schools and principals to meet student needs and local conditions.
2. Ensuring a robust and relevant curriculum, ‘decluttering’ the curriculum to give teachers more time for the basics of core literacy, English, science, and mathematics.
3. Promoting parental engagement, and
4. Improving teacher quality, the cornerstone of the government’s priorities.

According to Mr Pyne, teacher quality is the single greatest determinant, contributing 80 per cent to students’ success.

Hence, Mr Pyne said the Commonwealth is focusing on improving teacher education and mandating specialisation for primary teachers with a priority on STEM subjects.

Mr Pyne also said he is keen to make science or mathematics compulsory in Years 11 and 12.

Regional Australia Institute CEO Sue McClusky, reinforced the importance of education for the sustainability of regional communities.

Ms McClusky expressed support for efforts to increase involvement and autonomy at the local level, and stressed the need for national accreditation of skills training, especially given the mobility of regional workers.

University of New South Wales Vice-Chancellor, Professor Caroline McMillen, agreed that the future workforce will depend on global connectivity of business and education towards greater professional skills.

Ms McMillen also stressed the importance of eliminating the current state boundaries to national skills recognition, to enhance student mobility and reduce inequality across regional Australia.