STEM Education in Australia

Impediments and Solutions in Achieving a STEM-Ready Workforce

Bibliographic Data

ID22048124
AuthorsBrendan Bentley (0000-0003-4375-3080, The University of Adelaide, corresponding author), Rob Sieben (The University of Adelaide), Paul Unsworth (0000-0002-2336-3272, University of South Australia)
Year2022
Volume12
Issue10
Pages730
Publication date2022-10-21
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12100730
OpenAlexW4307270722
LanguageEN
Citations received2
References cited15

Recent government and industry priorities have led to a call to raise the quality of STEM learning to meet the future needs of industry and workforce skills. In Australia, education jurisdictions have responded to this challenge. Consequently, education is now considered critical in developing the skills required to meet these future needs. However, several significant issues have hindered STEM education’s advancement. These impediments if not resolved may impact Australia’s future STEM workforce and subsequent economic prosperity. This paper seeks to address some of the key impediments identified within the research literature by making a series of recommendations that provide insight into possible improvement to help recalibrate future STEM education initiatives and support Australia’s long-term economic growth

Business · Economic growth · Economics · Political science · Prosperity · Public relations · Workforce · Education Systems and Policy · Educational Assessment and Pedagogy · Mathematics Education and Programs · Marketing

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