This opinion was written for ScienceNetwork WA in response to the Staff in Australia’s Schools 2007 survey and the Federal Government’s reaction.

The report confirms for us that there is a significant staff shortage of maths and science teachers at a time when Australia has a desperate skills shortage in science technology, engineering and mathematics.

In addition a large proportion of our teachers will retire within the next decade; at least a quarter of our Year 11 and 12 maths, physics and chemistry teachers are underqualified in their discipline; and, many of our new teachers are unsure about a long-term career in teaching.

The Commonwealth Government’s announcement that it will halve HECS contributions for students studying maths and science, and halve again contributions for those who go on to teach these subjects, is a helpful response, particularly given that many science programs attract higher levels of HECS charges, and for some students cost is a barrier to university study.

However given the urgency of the situation and that it takes four years to ‘train’ a school leaver to be a teacher additional measures are required.

For example, scholarships that provide a training wage to support graduates completing a Diploma of Education will produce new teachers in 12 months.

Recent responses by the Western Australian Department of Education and Training to introduce scholarship programs to support the training of maths, science and technology teachers and the retraining of teachers who wish to change teaching fields are positive responses.

A reduced teaching load for first year out teachers and the support of a fully resourced mentoring program would also reduce the high level of attrition amongst early career teachers.

A comprehensive response is required to ensure that schools are adequately staffed with well qualified teachers and this will required co-ordinated action from both Commonwealth and state governments.

Professor Mark Hackling is Professor of Science and Technology Education at Edith Cowan University. He co-authored the 2001 report The Status and Quality of Teaching and Learning of Science in Australian Schools and has been involved in the development of many leading professional learning programs for science teachers, including the highly successful Primary Connections program.