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With data indicating a precipitous decline in maths and science education in Australia, how can we meet the demands for a high-skilled workforce?
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Startling data released in December has cast a shadow over Australia’s long-term science, technology, engineering, and mathematics talent pool, showing a precipitous decline in high school STEM education since 2000.
The Programme for International Student Assessment (PISA), a three-yearly assessment of mathematics, reading, and scientific skills for 15-year-olds across the OECD, revealed that just over half of Australian students have reached the National Proficient Standard in the three key subject fields.
Compared with Singapore, which topped each of the three subject areas, data indicated that only 12 per cent of Australian students were considered to perform to a high level in mathematics, compared to Singapore's 41 per cent.
A report published by the Australian Council for Educational Research contended that while Australia’s results have been slipping since PISA was first introduced in 2000, results have begun to steady.
Though, while Australia has re-entered the top 10 performers across the three fields, Australia’s improvement in ranking was due primarily to dropping OECD standards as opposed to improved local results.
“While it’s encouraging that Australia’s results have stabilised, it’s important to recognise that our position in the top 10 is largely due to the performance of other countries dropping below ours,’ ACER senior research fellow and report co-author Lisa De Bortoli explained.
“Just over half of Australian students achieved the National Proficient Standard – 51 per cent in maths, 58 per cent in science, and 57 per cent in reading – so a significant number of students are failing to demonstrate they have more than basic skills in those areas.”
Declining STEM results cast doubt over Australia’s ability to deliver key defence sector programs.
Last year’s Defence Strategic Review (DSR) highlighted that the ADF, APS, and defence industry would experience significant workforce constraints, curtailing Australia’s ability to maintain readiness, crew ships, and even compel the ADF to make short-term trade-offs.
“Navy faces the most significant workforce challenges of the three services,” the DSR read.
“Assuring an adequate workforce to sustainably meet enterprise priorities and transformation, government-directed tasking, readiness for future contingencies, and transitioning new and technologically advanced capabilities into service is Navy’s biggest challenge.”
The document continued to outline: “New capability requirements coupled with sustainment demand for existing capabilities and the need to address severe workforce pressures will require difficult decisions and trade-offs to manage the Defence budget over the immediate period.”
As reported in The Australian in March 2023, estimates have indicated that nuclear-powered submarines would each require 27 nuclear physics PhD holders with 20 years’ experience.
The success of Australia’s defence industry, and in no small part the ability for Australia to undertake the domestic manufacture of nuclear-powered submarines, rests on building a smart, curious, and resilient workforce.
Without broadening and deepening its STEM talent pool, Australia’s declining STEM capabilities may create a substantial long-term liability for Defence and defence industry.
