Gordon Stone (PICSE, Program Mgr) PICSE: A partnership strategy
to develop Australias greatest future resource
Slide 2
This presentation Three key issues 1. What is PICSE and how
does it work including Evidence of its success and its Impact stats
2. Strategic positioning a Think Tank on How To Get Young
Scientists to support Australias Food Security 3.Why is this Case
Study relevant to regional universities ?
Slide 3
A Mammoth Problem! By 2012 35% shortfall Aging Scientific
Workforce Competition from other Sectors Rural / Regional Drain
Decline in Yr 8 -12 Science Fewer Quality Undergraduates Teachers
Negative Perceptions Irrelevant School Curriculum Skills Shortage
Increasing Skill Gap in Industry.
Slide 4
What The Australian Council of Deans of Agriculture report: Job
market > 4000 graduate jobs / year ~ 700 graduates per year (and
declining) Capacity decline
Slide 5
Capacity Building Supply Chain Yrs 11-12 Senior High TAFE 123
University 1234 Primary School Yrs 1-4Yrs 5-6
PrimarySecondaryTertiarySecondary Employment 123 Industry Upper
Primary Science to 1 st Year Uni Science School to Employment PICSE
Activities Classroom Camps Investigations Placements Teacher PDs
High School Yrs 7-8Yrs 9-10 Research 123 PhD Scholarships Resources
Mentoring Careers Evaluation
Slide 6
A multifaceted Schools Program Builds Aspirations of students
to pursue a tertiary science study path into Careers in Agri-foods
/ fibre industries in regions. A Partnership funded by schools,
universities, government, primary industries, peak industry bodies,
CRCs and Rural R&D organisations. An Intensive Program of
science investigation awards, industry placements, study camps,
experiential learning and mentoring for students. Primary Industry
Centre for Science Education 1. What is PICSE?
Slide 7
PICSE Objectives Improve Awareness and Interest amongst school
students and science teachers of the career opportunities available
in science-based AgriFood Industries; Increase the number of
students enrolling in tertiary science courses who are planning a
career in AgriFood Industries and related research; Enhance the
quality and quantity of highly skilled science professionals
available to the AgriFood Industry sector; Promote science
professionals to return to rural and regional Australia following
completion of their studies.
Slide 8
PICSE Integrated Model: Building Relationships Relevance of
Science: run by Science Education Officer
Slide 9
PICSE is funded by the Federal Governments Diversity and
Structural Adjustment Fund (DEEWR), University of Tasmania (UTAS),
University of Western Australia (UWA), University of New England
(UNE), University of Southern Queensland (USQ), University of the
Sunshine Coast (USC), Flinders University (FU) and the Grains
Research and Development Corporation (GRDC), Horticulture Australia
(HAL), Fisheries Research and Development Corporation (FRDC),
Cotton Research and Development Corporation (CRDC), Dairy Australia
(DA), Cotton Catchment Communities CRC, Dow AgroSciences, Murray
Darling Basin Authority and National Centre for Groundwater
Research and Training. PICSE Infrastructure 6 National Staff 10
Activity Centres located at universities 14 Science Teachers (SEO)
15 years Experience Quantitative/Qualitative Tested Process
Innovation
Slide 10
Hub + Local Community Nodes: School-University-Industry
Partnerships Focus of Activity Centres Ag Sc Food Sc Cotton Ag Sc
Hort SeaFood Science
Slide 11
1)Provide exciting and relevant science activities (SIAs)
2)Promote the relevant sciences that underpins Agriculture 3)Build
relationships with Science Teachers (Resources and PDs) 4)Build
relationships with Students (in class, SIAs, camps, IPS) 5)
Building relationships with local industries (IPS) 6)Relationships
with school, university, RDCs and industry partners 7)Provide an
integrated package for schools, year in, year out 8)Select a
passionate team of Science Education Officers as mentors. Lessons
learned from encouraging students into Science (Years 5 to 12)
Slide 12
Science Investigation Awards (SIA; Years 5 -12) Focused Class
Visits (Years 11/12) Teachers Professional Development Program
Industry Science Camp (Yr 11/12 & Yrs 9/10) Yr 11/12 Industry
Placement Scholarship (IPS) IPS Reporting Back Session Input to
National Teaching Resource (CD) Independent Monitoring and
Evaluation. Outcomes: PICSE Activities Nationwide
Slide 13
87% of Industry Placement Students changed their view on
AgriFood Industry 22% not previously interested, now interested in
AgriFood Industry careers
Slide 14
Over 10yrs presented to 44,450 students in 2,272 yr 11/12
science classes and selected 778 students for camps and placements
PDs with 850 secondary science teachers Secured $12 mill over
10-yrs to grow the program ACs have increased from 7 to 10 over the
last 2 yrs 154 teachers in 2010 PDs, up from 102 in 2009/10 152
students in Yr 11/12 camps, up from 120 in 2009/10 136 students in
IPS, up from 90 in 2009/10. More stats on the Outcomes:
Slide 15
For Agriculture, PICSE is: Promoting a more positive image
Combating community ignorance Demonstrating its relevance Embedding
it in core sciences Making teachers our ambassadors Selecting top
science students Providing career pathways Helping fill the skills
pipeline AND it could be a Whole of Industry approach!
Slide 16
For regional communities, PICSE could contribute by: Expanding
this successful program into additional sites Building on the
regional experience into other regions Focussing on specific
industries appropriate to particular regions Creating additional
partnerships and relationships.
Slide 17
PICSE is well thought of nationally due to its stats and runs
on the board Science and primary industry careers are robust and
resilient occupations with good prospects Partnering and
relationships are strong this fits with DEEWR views on key future
roles for universities DEEWR is encouraging strategic thinking /
reviewing of university courses Innovation is crucial in future are
young personnel capable of this and engaged? 2. Strategic
positioning the Think Tank:
Slide 18
The whole food and fibre value chain needs smart, passionate
and committed young people (Woolworths) Global mega-trends
recognise food and fibre as growth industries (Dow AgroSciences and
ACDA) Science teachers are crucial ambassadors to encourage school
students to enter tertiary pathways Seeing is believing for young
people and teachers Federally the Research Workforce Strategy is
only one initiative dealing with these issues. 2. Strategic
positioning contd:
Slide 19
Linkages and partnerships between schools (feeder into unis);
universities (managing and retaining tertiary students) and
employers (end users and beneficiaries) Expansion into remote and
regional areas is warranted what does this mean for regional unis
(beneficiaries of these young people)? Lower socio-economic
audiences many of whom have an affinity for food, fibre,
environmental issues PICSE in tertiary settings mentoring,
scholarships, etc. 2. Strategic positioning more:
Slide 20
3. WIFM for regional unis? The federal government is focussing
on: Strong community engagement - by developing robust community
links Creation of partnerships Promoting science and innovation
Promoting engagement with young people Developing strong
collaborative arrangements. Also focused on regional engagement for
universities to link to local schools, local industry, national
industry to increase participation of students.
Slide 21
WIFM for regional unis contd PICSE students at the Think Tank
commented: Doing something I am passionate about Connecting with
other passionate people I had no idea what careers in science /
primary indust I have changed my mind (actor/engineer) . I was
uncertain about my options, I now have certainty. I had the wrong
idea about those careers until I saw I can see myself doing this
job, enthusiastically Now that I am at university, I just love
(bacteria) .
Slide 22
WIFM for regional unis contd PICSE graduates, now in the
workforce, said: PICSE made the industry real to me. This has been
a rewarding career for me. I pass on my enthusiasm to others by
mentoring PICSE students I wanted to see clear pathways to my
career. You have to understand young peoples thinking and
motivators. They have to relate to something that is relevant to
them. It worked for me I love working in the seafood industry
Slide 23
Why engage with PICSE? Create strong industry and community
partnerships Develop stronger community engagement . And be seen to
do so Increase numbers of students from school to uni Engage with
lower socio-economic target audiences Engage with UTAS as a lead
organisation for collaborative HEPPP funding based on a successful
case study All based on access to a successful model with data that
validates its success. Why re-invent the wheel?