Innovatia

• Reducing regulation and incentivising investment in STEM start-ups in line with global best practice.

application of this knowledge. Engineers are indispensable in employing scientific and mathematical acumen to develop tangible solutions for real-world issues such as cli- mate change and supporting Australia’s sub- marine capability. To ensure Australia’s productivity and so- cietal prosperity, it is also crucial to bolster the pipeline of engineers. In Engineers Aus- tralia’s recent submission to the Govern- ment’s Pathway to Diversity STEM review we outline a key aspect of achieving this lies in embracing diversity within the engineer- ing workforce. Currently, over 60 percent of Australia’s engineering workforce comprises overseas-born engineers, who bring valua- ble experience and knowledge to contribute to the nation. Unfortunately, unconscious and conscious biases often hinder their job prospects, preventing them from leveraging their expertise fully. Then we have the glaring gender imbal- ance. While women make up 27 per cent of the overall STEM workforce, the engineering profession lags, with only 16 per cent of Aus- tralian engineering graduates and 13 per cent of the engineering workforce being female. The government must prioritise initiatives that encourage students to embrace STEM subjects, provide better support for teach- ers, and promote diversity and equal oppor- tunities within the engineering profession. By fostering a more inclusive environment and encouraging diverse perspectives and experiences, we can unlock the full potential of research and innovation in Australia.

“STEM underpins everything we do as a society.”

Does Australia have the right mix of en- gineers for the 2020s and beyond? STEM underpins everything we do as a so- ciety. Australia’s success, progress, and pros- perity are intrinsically linked to our ability to embrace STEM education and skills. It’s anticipated 75 per cent of all new jobs will require STEM skills in the future, and the former National Skills Commission predicts STEM occupations will increase by 12.9 per cent over the coming years. However, the engineering workforce in Australia is confronted with a pressing is- sue—the dwindling interest in science and mathematics subjects among students. Over the years, Australian students’ per- formance in mathematics has declined com- pared to OECD countries. A contributing fac- tor is an alarming statistic that 38 percent of secondary education teachers have taught subjects outside their areas of expertise, in- cluding mathematics, science, and technolo- gy. This situation has contributed to a short- age of qualified students pursuing higher or vocational engineering education. While science, technology, and mathemat- ics provide the necessary theories and tools, it is engineering that allows for the practical

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INNOVATIA

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