Schools Pathways Program

Question

1. The Schools Pathways Program ran as a grant opportunity over two financial years, 2024?25 to 2025?26. Can the Department confirm the total number of schools and students who participated in the program across each year of its operation, disaggregated by state and territory? 2. One of the program's stated intended outcomes was that the Schools Pathways Program achieve participation from students in traditionally underrepresented groups. What data has been collected on the participation rates of First Nations students, students from low socioeconomic backgrounds, students with disability, and girls? Have any of those targets been met? 3. What measurable student outcomes has the Department tracked? Has the department monitored changes in students' STEM subject enrolment rates, STEM performance, ATAR choices? 4. The program is described as providing practical career awareness activities and creating links between schools and the defence industry. How was the educational content of the program developed ? was it designed by qualified educators and curriculum specialists, or primarily by defence industry stakeholders? What oversight did the Department of Education exercise over that content? Was there any independent pedagogical review of the program's design? 5. Funded activities under the program include things like immersive virtual reality, 3D modelling and coding. How does the Department ensure that these activities constitute genuine, transferable STEM learning rather than brand exposure for defence industry participants? 6. Is there a plan to extend or expand the program beyond 2025?26? If so, on what evidential basis will that decision be made? 7. Were participants and caregivers informed that the program's primary policy driver is the Defence Industry Development Strategy? Was explicit informed consent sought from families before students participated in activities promoting the defence industry? 8. What is the government's response to concerns that directing funding toward building defence workforce pipelines may distort curriculum priorities and commercialise the educational environment?