This is a copy of the address<\/a> given by John Phillips, an AustSTEM Foundation Director, to the above Symposium in its Solutions Session. It dealt with the problem of engineering invisibility and included the following recommendations.<\/p>\n\n\n\n STEM Education<\/strong> Industry Outreach<\/strong> <\/p>\n\n\n\n A 2019 survey of over 3000 Technologies teachers by the Design and Technologies Teachers Association (DATTA) revealed that 96% of schools were experiencing difficulties recruiting Technologies teachers; and that 84% of schools were using teachers from a variety of other learning areas to teach Technologies.<\/p>\n\n\n\n There is also evidence that schools have stopped offering a range of Stage 5 and 6 Technology subjects as they have not been able to staff them effectively. Anecdotally, the situation in 2023 is worse than predicted in the 2019 survey.<\/p>\n\n\n\n No matter how much money and effort is expended on teacher support programmes, they will not succeed if there are no teachers to support!<\/em><\/strong><\/p>\n\n\n\n Download the 2019 DATTA Technologies Teacher Survey<\/a><\/p>\n\n\n\n A recent survey<\/a> by Engineers Australia revealed that girls were not contemplating a career in engineering because they did not know what engineering is, or what engineers do.<\/p>\n\n\n\n The relative invisibility of engineering in early curricula years is not confined to Australia. Survey data gathered by the UK\u2019s Institute of Mechanical Engineers as part of their the STEM Ambassador training<\/a> revealed that 79% of 11\u201314-year-olds; 69% of parents ; and 42% of teachers don\u2019t know what an Engineer does.<\/p>\n\n\n\n If a student is not formally introduced to engineering concepts by the end of mandated subject learning in Year 8 then, unless they choose engineering-based electives in the remainder of their secondary education, they may never know what engineering is or what engineers do.<\/em><\/strong><\/p>\n\n\n\n Why is Engineering virtually invisible in the Middle School Years? Download this Engineering Education History<\/a> briefing paper to find out.<\/p>\n\n\n\n Download this “Barriers in the Engineering Education Pipeline<\/a>” paper which provides context, background, opinion, and the consequences if these barriers are not addressed. Examples of useful domestic support programmes aimed at lowering them are also discussed<\/p>\n\n\n\n This paper “Overcoming Australian education pipeline barriers to the supply of domestically educated engineers”<\/a> presents potential solutions to overcoming the barriers to the supply of engineers within Australia\u2019s education pipeline, along with examples of successful efforts from overseas.<\/p>\n\n\n\n Various strategies are explored to improve engineering education at different stages of the pipeline with an emphasis on the late primary\/early secondary years. These are the years where students firm up in their own minds the most appropriate education pathways to achieve their goals in life, and where they work out what they would like to do.<\/p>\n\n\n\n Drawing lessons from successful overseas initiatives, the paper highlights the UK’s STEM Ambassador program and recommends the establishment in Australia of a similar programme to recruit STEM Ambassadors.<\/p>\n\n\n\n Address to ATSE Symposium on Engineering Education: Can a crisis be avoided? August 2023 This is a copy of the address given by John Phillips, an AustSTEM Foundation Director, to the above Symposium in its Solutions Session. It dealt with the problem of engineering invisibility and included the following recommendations. STEM Education\u2022 Engage with school curriculum development.\u2022 Unpack Engineering from … <\/p>\n
\u2022 Engage with school curriculum development.
\u2022 Unpack Engineering from Technology.
\u2022 Put the E firmly back in STEM.<\/p>\n<\/div>\n\n\n\n
\u2022 Identify engineering as a brand.
\u2022 Create a company to market the brand.
\u2022 Deliver the message through STEM.
\u2022 Promote the message through STEM Ambassadors.<\/p>\n<\/div>\n<\/div>\n\n\n\nBarriers<\/h4>\n\n\n\n
Technology Teacher Shortage<\/h5>\n\n\n\n
Background<\/h6>\n\n\n\n
Engineering Invisibility<\/h5>\n\n\n\n
Background<\/h6>\n\n\n\n
Additional Barriers<\/h5>\n\n\n\n
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Background<\/h6>\n\n\n\n
Potential Solutions<\/h4>\n\n\n\n
Additional Briefing Papers<\/h4>\n\n\n\n
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It also defines and discuses engineering literacy, engineering design and the difference between Engineering and Technology in STEM education.<\/li>\n\n\n\n
<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"