Getting the formula right: Pathways to science and maths occupations

Participation in post-compulsory science, technology, engineering and mathematics (STEM) subjects is declining. This presents a major concern for government, industry and educators in Australia and internationally, especially given that the labour market is increasingly reliant on technology.

To better understand the reasons for this decline, the Department of Education, Employment and Workplace Relations commissioned NCVER to investigate participation in STEM subjects while at school and after.

This study also investigated the proportion of 25-year-olds working in a STEM occupation and their educational pathways into these occupations. Data from the Longitudinal Surveys of Australian Youth was used in this research.

The research showed that, while over 60% of students undertook at least two STEM subjects in Year 12, only about half of them then went on to post-school STEM study.

Reasons individuals gave for undertaking post-school STEM subjects included: the good employment prospects they provide; being good at STEM subjects; and wanting a STEM career.

Those who did not study STEM post-school stated they had no desire for a career in this field or that they were discouraged from doing so by career advisors or parents.

This research also confirms the influence teachers have on students’ motivation to study STEM subjects, pointing to the importance of improving the quality of STEM teachers, as noted in the recent Bradley review of higher education.

From STEM to leaf: Where are Australia's science, mathematics, engineering and technology (STEM) students heading? is available at www.dest.gov.au/sectors/career_development/publications_resources/profiles/documents/STEM_report_OP03890_100908_pdf.htm.