Australia's Chief Scientist Reports on Mathematics, Engineering and Science
in the National Interest. (May 10, 2012)
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News & Views item - May 2012 |
Australia's Chief Scientist Reports on Mathematics, Engineering and Science
in the National Interest. (May 10, 2012)
Coinciding with the release of the 2012/13 national budget papers the Prime Minister has made publicly available the Chief Scientist, Professor Ian Chubb's report to her regarding his recommendations for the means to encourage greater participation in mathematics, statistics, science and engineering courses of study at Australia's universities. Therefore, the report "focuses largely on schools—where most students clearly identify their future study options, and teachers, who have the greatest influence on the choices students make. While universities need to examine how they offer science and mathematics to their students, especially in the early years, we need to ensure that the school sector maximises interest and provides opportunities for all students to study high quality mathematics and science leading to careers in those disciplines and in engineering".
Professor Chubb concludes his introduction: "I have identified five key areas that need to be addressed (in priority order) and present recommendations for each below. The recommendations are broadly in priority order, commencing with those of highest immediate priority, and followed by those that will have longer lead times to impact on Australia’s future."
However, nowhere in the report are there specific references to the remarkable success of the Finnish pre-university educational system for attracting and retaining the nation's intellectual elite.
The 47-page report lists 17 recommendations given below. To date the government's response consists of a budgetary allocation of $54 million over 4-years which will include:
$20m for outreach programs,
$11m for improving university teaching of maths and science,
$6.5m for scientists in schools programs and an extra
$5m for Nobel Physics Prize laureate Brian Schmidt's pet science education project, Primary Connections.
At this stage it remains to be determined just how these allocations will be utilised, but unless the government demonstrates a comprehensive initiative to meaningfully implement Professor Chubb's recommendations, that $54 million looks more like fobbing off the Chief Scientist rather than treating his recommendations with the seriousness the nation deserves.
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Professor Chubb in introducing the report's recommendations says: "policies are
emerging around the world that focus on science, technology, engineering and
mathematics (STEM) and which seek to grow the supply of graduates with the
skills and knowledge developed through a quality education in the STEM subjects.
The reason is straightforward: the world’s dependence on knowledge and
innovation will grow and not diminish and to be ahead in the race, a community
needs the skills to anticipate rather than follow.
"[Inaction] by Australia would see the gap between our capacity and those of
others widen further. In turn that would see us as followers not anticipators
and restrict our opportunities to develop a high technology, high productivity
economy."
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RECOMMENDATION 1:
Reinforce commitment to AITSL standards with the goal that only teachers
who are qualified or accredited to teach mathematics and science
subjects do so. RECOMMENDATION 2: Education employing authorities should use AITSL Professional Knowledge Standard 2.1 to certify and/or accredit formally a teacher’s knowledge and capability if they do not (yet) have a major and/or a minor in a field or fields. (2.1 - Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
(2.1 - Proficient) Apply knowledge of the content and teaching
strategies of the teaching area to develop engaging teaching activities.
RECOMMENDATION 4:
Introduce up-front financial incentives that will encourage
high-achieving students to consider entering the tailored program
(Appendix B). RECOMMENDATION 5: As
part of Compact negotiations, the Commonwealth should encourage
universities to establish internships in schools for mathematics,
engineering and science undergraduates not enrolled in education
programs, for credit, as is done with other potential employers. RECOMMENDATION 6: The
Commonwealth Government encourage more focused and better quality
professional development for MES teachers and act as appropriate to
ensure equitable access to relevant opportunities for teachers anywhere
in Australia.
RECOMMENDATION 7: The Commonwealth Government provide focus on its
support for mathematics and science through the establishment of a
National Centre for Mathematics and Science Teachers to facilitate
equitable access to support systems for schools and teachers wherever
they may be in Australia. (Appendix C)
RECOMMENDATION 8: The National Centre should include two Advisory Committees, one on science and engineering and one on mathematics. Their role would be to advise both the National Centre and separately the Government (through the Chief Scientist) on matters related to the disciplines.
RECOMMENDATION 9: Remove any financial barriers that may inhibit teachers from renewing their qualifications or attending professional development programs. RECOMMENDATION 10:
Negotiate with universities to ensure that structured development
programs for teachers lead to credit towards a qualification and that
any credits are transportable between universities. RECOMMENDATION 11:
Connect regionally-based mathematics, engineering and science
facilitators to the National Centre. RECOMMENDATION 12: Urge
universities to send accurate signals about the value of mathematics,
engineering and science to schools, students, teachers and careers
advisors. RECOMMENDATION 13:
Offer research scholarships to students as part of the new Joint
Research Engagement Engineering Cadetship scheme to attract students and
demonstrate employment pathways for mathematics, engineering and science
graduates. RECOMMENDATION 14:
Continued support for school leadership and the further development of
their skills should remain a priority. RECOMMENDATION 15: Fund
the proposed science collaboration programs detailed in Appendix D at
levels that maximise their reach into Australian schools. Ensure
coordination using the National Centre. RECOMMENDATION 16: Fund
the proposed pilot program from the Australian Council of Deans of
Science (Appendix E) so that innovative practical programs can be
offered to secondary school students. RECOMMENDATION 17:
Expand effective programs for encouraging more women into mathematics,
engineering and science. Use the National Centre to ensure appropriate
career advice and support is offered to women contemplating mathematics,
engineering and science studies at university. |
Professor Chubb concludes:
Teachers must be trained well and be knowledgeable in their subjects.
They need to teach the areas of their specialisation, wherever possible.
They need access to good school leadership, and good curriculum material.
They need to meet professional standards, and undertake professional development.
They need to be supported in their classrooms.
And turning to the pre-university students: "Students, both male and female, need to be aware of and see value in mathematics, engineering and science career pathways, including as mathematics and science teachers themselves.":
Students should be encouraged to pursue these pathways.
University courses should be innovative and of the highest quality.
The pool from which mathematics and science teachers are drawn needs to be broadened.
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He then fires a final rhetorical question:
And if we fail to act? A decline in our productivity growth relative to our region’s leading economies would put us at a growing disadvantage in maintaining our national wealth and security.
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