Chemistry for a better life

Chapter V
The key requirements
for the chemistry discipline
Consultation and analysis revealed a number of issues and
requirements from key stakeholders. For more details see
Appendix 9. The requirements are consistent with a variety
of other inquiries into the sector over the last decade. 1,2
Industry value chain requirements
• All segments of the Australian chemistry community
need to develop a unified and collaborative approach for
overcoming the causes and impacts of ‘chemistry illiteracy’
and its poor image with the public. All segments need to
take on the responsibility for the way chemistry is portrayed
in the media and to work on ways to improve its public
image.
• Australia needs more science-literate leaders, policymakers
and advisors in government, who can better understand
technology-driven change in industry and society.
• The science literacy of the Australian general public needs
to be improved, so that Australia can have better informed
public debate on global issues which require chemistry for
effective solutions.
• Australia needs to be more pro-active in adopting
successful models of innovation policies, strategies and
schemes from countries that are leading the innovation
rankings.
• New chemistry research translation mechanisms need to
be developed that are advantageous for all participants.
This must be achieved in the current environment of
limited industry profitability and limited government
support. In particular, mechanisms that facilitate access
to translational opportunities for proof-of-concept work
are urgently required. However, there remains a strong
need for large-scale chemical industry development funds.
1 Australian Research Council. Mapping the Nature and Extent of
Business-University Interaction in Australia. Canberra: Commonwealth
of Australia, 2001.
2 (a) Department of Education, Science; and Training. Mapping Australian
Science & Innovation: Main Report. Canberra: Commonwealth of Australia,
2003; (b) Department of Education, Science and Training. Measuring the
impact of publicly funded research. Canberra: Commonwealth of Australia,
2005.
School education requirements
• There needs to be at least one science-trained teacher in
each primary school in Australia.
• The gaps in science literacy of teachers, especially primary
school teachers, needs to be addressed as a matter of
urgency. It is vital to engage students, to pique their
curiosity and to support their interest in science to prevent
it from declining prior to entry into secondary school.
• Chemistry education models and engaging teaching
materials need to be developed that are easily accessible
by teachers in all Australian schools including regional,
remote and disadvantaged schools.
• Professional development mechanisms must be developed
for easy access by chemistry (science) teachers in regional
and remote locations. It is also important to provide
secondary school staff with opportunities to undertake
upskilling and updating of their knowledge of science.
• Engaging information material needs to be developed
for parents and middle school students on the types of
employment pathways that a solid chemistry education
in secondary school facilitates. This needs to include
up-to-date information about developments in the
chemistry-related job market.
Higher education requirements
• New higher education models are required for providing
chemistry graduates and postgraduates with the skill sets
demanded by the industries of the future. This includes
more transferable skills such as mathematics and problem
solving skills for increased flexibility, as well as more
practical industry experience during their studies.
• To be attractive to the more demanding employers of the
future, graduates should have cross-disciplinary expertise
in a second science discipline such as maths, biology,
engineering, toxicology, physics or earth science.
• Higher education providers must develop distinct
programs that cater for different career pathways
(academic, industry and teaching) to prevent overcrowding
of the academic pathway. The current cookie-cutting
Chapter V The key requirements for the chemistry discipline
THE DECADAL PLAN FOR AUSTRALIAN CHEMISTRY 2016–25 29