Science, Technology, Engineering and Mathematics

The Hon. J.M. GAZZOLA (14:48): I seek leave to make a brief explanation before asking the Minister for Science and Information Economy a question about STEM.

Leave granted.

The Hon. J.M. GAZZOLA: Career options for STEM graduates are diverse and exciting: an aerospace engineer, an environmental manager, developing new software or vaccines, or creating the next Google, indeed. Will the minister update the chamber on this year's Science and Engineering Challenge?

The Hon. G.E. GAGO (Minister for Employment, Higher Education and Skills, Minister for Science and Information Economy, Minister for the Status of Women, Minister for Business Services and Consumers) (14:48): I thank the honourable member for his most important question. Mr President, we know that STEM lies at the heart of the future of the South Australian economy and, in order for us to transition from a traditional manufacturing economy, we need to ensure that students are equipped with the right skills for the state's future jobs.

One of the ways that South Australian students are being inspired to consider and pursue STEM subjects and careers is through the annual Science and Engineering Challenge, which is taking place this week. As part of the challenge, year 9 and 10 students will be pitted against each other to undertake a variety of tasks which challenge stereotypes about what it is to be a scientist and an engineer. Anything from constructing a hovercraft to creating an earthquake-resistant tower or crafting an environmentally sensitive model house will be used to encourage students to undertake science, technology and mathematical subjects at SACE level and beyond.

This year marks South Australia's 14^th year of participating in the challenge. Last year, the challenge involved more than 800 schools and 24,000 students, including more than 2,000 students from 70 South Australian schools. This experience is vital for giving students a non-traditional learning method and exposing them to aspects of science and engineering they otherwise might not experience.

Feedback tells us that students learn best when science is taught in the context of its application to everyday life, and the government is pleased to contribute funding of $30,000 in order to offset the cost of participating in the challenge. The challenge is also supported by the state's leading universities—UniSA, Adelaide and Flinders. Last year, South Australia had three schools placed within the top six in the finals: Prince Alfred College, which came third; Loxton High, fourth; and Cummins Area School, sixth. I would like to congratulate those schools.

The government's commitment to STEM is evidenced through our Investing in the Science Action Plan. For example, we are investing in several new STEM specialist schools, such as the $2.3 million Advanced Manufacturing Centre at Seaview High School; the over $600,000 defence specialist school at The Heights; and the $200,000 for a STEM specialist school at Hamilton Secondary College. This adds to the existing Le Fevre Maritime High School and the Australian Science and Maths School.

We are supporting an industry-led pilot program to encourage more girls into STEM, recognising that girls are often underrepresented in many STEM areas, especially IT and engineering. At tertiary level, the government funds the Defence and STEM Scholarships and Internships program which will enhance students' learning by linking their studies through joint projects and internships with local defence and STEM companies.

This week's challenge is being held at UniSA's Mawson Lakes campus, with other events being held at Flinders' Tonsley campus, Mount Gambier, Port Pirie and Whyalla in the lead-up to the state final on 25 August. I wish all students participating the very best of luck and hope they are inspired to pursue STEM careers.