167 new teachers added to address chronic shortages, with 40% STEM-qualified to empower future innovators in underserved areas

167 new teachers added to address chronic shortages, with 40% STEM-qualified to empower future innovators in underserved areas

Tuesday 25 February 2025

In response to the nationwide teacher shortages, 167 new educators have entered classrooms in disadvantaged areas across the country this month, supported by education charity, Teach For Australia.

Of these new teachers, over 40 per cent are teaching science, technology, engineering and mathematics (STEM) subjects, with nearly half placed in regional, remote or rural areas nationwide.

Recent data from the Federal Government’s Tertiary Collection of Student Information (TCSI) tertiary reveals a significant decline in domestic STEM enrolments, underscoring the critical need for more qualified STEM teachers.

“We need STEM educators educating our kids today, so that when they go on to further learning and tertiary education, they then choose to study STEM subjects,” said Ms Potts Rosevear.

“This will not only foster future innovation through powerful role models who will inspire our next generation of scientists, agricultural specialists, inventors and changemakers, but it will also help reduce the reliance on out-of-field teaching.

“This shift is crucial for restoring Australia’s dwindling STEM workforce pipeline and will help support our economic prosperity.”

The charity’s flagship Leadership Development Program provides an ‘earn and learn’ pathway into teaching, attracting talented individuals who may not have considered a career in education.

Before switching to teaching, Jimsheena Valiyakath Karakkat was a university researcher in science and biochemistry. She is currently in her second year of the program, teaching science at Manor Lakes P-12 College in Melbourne’s west.

Ms Valiyakath Karakkat was inspired to become a teacher after she had to teach her son during COVID and loved the tangible impact she was making. She passionately believes in the transformative power of education, having seen the challenges her mother faced due to limited educational opportunities.

“I come from an Indian background where educationally we were backwards, especially for women,” said Ms Valiyakath Karakkat.

“None of my cousins or mother got a chance to learn. I lost my father when I was 1.5 years old, and my mum was not working. I have seen the struggle that she went through because she didn’t have a stable income. She could not raise her voice because she didn’t have an education. I thought it was very important for me to get an education so that I could get my voice back. I have a voice for myself and my family.”

Recognising the significantly lower participation rates of girls in STEM education compared to boys, Ms Valiyakath Karakkat is determined to break down gendered barriers for her students.

“My goal is to support women in STEM. When I know that these students have the talent for STEM subjects, I hope to encourage them into higher studies,” continued Valiyakath Karakkat.

“When women come to science, more women can come. They can see you as role models so that more women can come forward and contribute to scientific advancements.”

Applications for TFA’s next Leadership Development Program cohort are now open.

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Media contact: Saraya Musovic, Media and External Affairs Manager, 0407 091 383, saraya.musovic@teachforaustralia.org