Science, ICT and Mathematics Education in Rural and Regional Australia: The SiMERR National Survey

This large scale two phase study was conducted by the National Centre of Science, ICT and Mathematics for Rural and Regional Australia (SiMERR Australia) at the University of New England. The study was motivated by research showing that students in rural and regional schools achieve at a lower level in science and mathematics than their peers in metropolitan schools, and that many rural teachers feel professionally isolated.

In the first phase of the study, nearly 3000 primary and secondary teachers in over 1400 schools across Australia identified their staffing, professional development, resourcing and learning need priorities. Comparisons were made across the MCEETYA Schools Geographic Locations categories to identify significant differences in teachers' needs. In addition, almost 1000 parents provided their perspectives on the key issues in science, ICT and mathematics in their children's schools.

In the second phase, researchers in the eight state and territory hubs of SiMERR Australia interviewed over 550 teachers, students and parent/caregivers in 38 Provincial and Remote schools to further explore these key issues. The hub reports are presented in the companion volume, Science, ICT and Mathematics Education in Rural and Regional Australia: State and Territory Case Studies.

These reports identify the extent of staffing difficulties in rural and remote schools, and highlight many inequities in the quality of science, ICT and mathematics education available to students in different locations. The findings generated 23 recommendations, the foremost of which is the establishment of a whole of government approach to addressing these issues through the establishment of a National Rural School Education Strategy.

Report: view website