Professional development

ECEC and teacher support is the key to enticing female professionals to engineering

Freya Lucas

Apr 01, 2022

Save

A new report from the Engineering Taskforce for Australia has indicated that teachers, early educators and school leaders play a crucial role in sparking and fostering an interest amongst girls in all that engineering has to offer – including dispelling the myth that it’s a “hard hat and high vis” career path.

Founded by the Deans of Engineering at the University of New South Wales (UNSW), Monash University and Australian National University (ANU), the Engineering for Australia Taskforce aims to close the gender gap in university engineering programs by addressing barriers to women’s participation.

“Women make up 47 per cent of all employed people in Australia, yet only just over 11 per cent of working engineers are women, Women in STEM Ambassador Professor Lisa Harvey-Smith said.

“Problem-solving is fundamental to engineering. More perspectives equal better solutions, new ideas, and better financial results,” she added, noting that bringing more women to engineering will not only strengthen Australia’s economy, but will also increase Australia’s capacity to address global challenges such as climate change and the transition to a carbon-neutral future.

Research shows that children’s understanding of engineering is developing around the same time as ideas and stereotypes about gender. As such the report outlines actions that schools, government and industry can take to:

encourage girls to participate equally in engineering, maths and science lessons and discussions
promote women as role models in engineering, maths and science, to show children what’s possible
create learning environments around engineering where girls can feel a sense of belonging

“There is a critical window in early childhood education, as girls form their identity and ideas about what they’re capable of. We must all work together – industry, government and education – to ensure girls’ interest in engineering is recognised and nurtured”, Monash University Dean of Engineering Elizabeth Croft explained.

The report also recommends teaching engineering as a distinct learning area, not just as a part of maths and science.

“There are many STEM initiatives and activities, but few address engineering as distinct from science, technology and maths. As a result, teachers and students don’t associate what they’re doing as ‘engineering’. Girls might not realise they have aptitude in this field, and that these skills create opportunities for a rewarding career,” Taskforce Chair and Engineers Australia Chief Engineer Jane MacMaster emphasised.

“We don’t want to be having this same conversation in 20 years, which is why we are calling on all sectors to take action now that supports teachers and early educators to build the engineering identity,” Professor Harvey-Smith said in closing.

“We need girls to know that they can succeed as an engineer.”

Image credit: UNESCO Girls’ and women’s education in science, technology, engineering and mathematics (STEM)

Don’t miss a thing

New Geccko course simplifies payments, fees and CCS obligations for ECEC services

A new online learning course launched on the Geccko platform is helping early childhood education and care (ECEC) providers better understand how to manage payments, gap fees and Child Care Subsidy (CCS) entitlements in line with Family Assistance Law.

What is ARACY and how can The Nest support early childhood services

The Australian Research Alliance for Children and Youth (ARACY) has shaped the national conversation on child and youth wellbeing for more than two decades. Its flagship Nest Wellbeing Framework is increasingly used by organisations to align strategy, measure outcomes and strengthen collaboration.

Skilled migration opportunities for early childhood teachers to teach in Victoria

New opportunities are available for qualified early childhood professionals to build meaningful careers through the state’s skilled migration program.

Edge Early Learning becomes first QLD provider to embed Life Ed wellbeing and safety program across all centres

Edge Early Learning has announced a new statewide partnership with Life Ed Queensland that will see a comprehensive wellbeing, safety and school-readiness program embedded across every Edge centre in Queensland from January 2026, the first early learning provider in the state to take this integrated, whole-centre approach.

Looking ahead: What the ECEC sector can expect in 2026

As 2026 begins, early childhood education and care (ECEC) services across Australia are preparing for a year of substantial reform, focused on strengthening child safety and raising the bar on national standards. Following a series of agreements by Education Ministers in 2025, new changes to the National Quality Framework (NQF) and the Education and Care Services National Law will take effect progressively throughout the year. These reforms reflect the shared commitment of educators, families, communities and governments to place child safety and wellbeing at the centre of early learning environments.

New Geccko course simplifies payments, fees and CCS obligations for ECEC services

What is ARACY and how can The Nest support early childhood services

Skilled migration opportunities for early childhood teachers to teach in Victoria

New opportunities are available for qualified early childhood professionals to build meaningful careers through the state’s skilled migration program.