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An estimated 2.5 million more engineers are needed in sub-Saharan Africa to tackle its development challenges, yet, as things stand, the region falls short of meeting this demand. What is the missing link?
Science, technology, engineering, and mathematics (STEM) represents a vast and crucial domain of knowledge. Integrated STEM Education, a dynamic pedagogical approach, surpasses traditional teaching methods by intentionally weaving these four fields into a single cross-disciplinary program. It cultivates both technical and 21st-century skills through real-world problem-solving.
In principle, STEM skills encompass a blend of technical and soft skills acquired through authentic integrated STEM programs. However, globally, STEM skills typically refer to the technical competencies acquired through STEM education, without strict adherence to a specific pedagogical approach.
The question now is: Can STEM skills unlock Africa’s path to prosperity?
Unlike overcoming the educational and integration dysfunctions that have created the skills supply shortfall, reducing the brain drain is in the hands of business. Most firms have traditionally looked to the education and immigration systems to produce an adequate STEM skills supply. That attitude must change, both for their own financial survival, and that of our nation.
Canada faces a serious shortage in employees with digital and science, technology, engineering and mathematics (STEM) skills amid a tight labour market and rising demand for digital-oriented jobs.
To address this, Canada needs to increase its supply of people with digital skills by developing and attracting talent as well as investing in reskilling and upskilling its workforce
In November 2020, the National Academies of Sciences, Engineering, and Medicine convened a multi-day virtual symposium on imaging the future of undergraduate STEM education. Speakers and participants pondered the future and the past and shared their goals, priorities, and dreams for improving undergraduate STEM education. Expert speakers presented information about today's students and approaches to undergraduate STEM education, as well as the history of transformation in higher education. Thoughtful discussions explored ideas for the future, how student-centered learning experiences could be created, and what issues to consider to facilitate a successful transformation. This publication summarizes the presentation and discussion of the symposium.
Learn how Michael Justason, Program Chair, Civil Engineering Infrastructure Technology and Assistant Professor in the Faculty of Engineering at McMaster University, uses a Lightboard to teach online both synchronously and asynchronously to engage his engineering students.
Why are women in Africa still being held back from studying science and technology?
Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices.
Science and engineering technicians (or associate professionals) is a wide occupational group where employees perform technical tasks relevant to science and engineering.
What are the benefits of STEM education, especially in low-income countries?
Engineering is missing out because of latent prejudice and unconscious bias preventing women from entering the profession
Maya D’Alessio, a PhD student in microbiology at the University of Waterloo, makes time to speak with younger women and girls about what it’s like to work in a STEM field – science, technology, engineering and mathematics.
If an apprenticeship is to have credibility and worth for both individuals and employers, it must end up with a recognised qualification. And why would you have an apprenticeship without any formal assessment and feedback as part of that process? Assessment is a critical part of learning and improving
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Building a skilled and diverse science, technology, engineering, and mathematics (STEM) workforce is crucial for economic development, cross-border trade, and social inclusion in South Asia. However, underrepresentation of girls and women in STEM education and careers remains a persistent issue. What kinds of macro and micro socioeconomic interventions are needed to increase girls’ and women’s access to and participation in STEM education and careers in South Asia?
As technical and vocational education and training (TVET) continue to occupy a prominent position in Africa’s development, addressing the growing concerns about young women’s under-participation in science, technology, engineering, and mathematics (STEM)-related TVET has become urgent. This paper draws on the critical capability approach of vocational education and training (CCA-VET) to critique the TVET policy discourse on the participation of girls and women in STEM-related TVET. The paper employed the practical argumentation approach, a critical discourse analysis approach to achieve the paper’s aims. The paper’s central thesis is that for education policies to transform young women’s under-participation in STEM-related TVET, it is urgent to move beyond human rights-based, and human capital approaches to adopt a comprehensive theoretical approach, such as the critical capabilities approach. The paper concludes that breaking this hegemony of human rights and human capital approaches to TVET policy can be achieved by re-conceptualising TVET policy discourses. The re-conceptualisation of TVET policy discourses can be achieved by admitting the critiques of these dominant theories that underpin most TVET policies and then adopting the CCA-VET as a better alternative approach to framing TVET policies.
STEM education opens up a world of possibilities In 2022, the program is expected to continue its course with another group 250 adolescent girls. Its goal will remain the same: actively involving girls in STEM (Science, Technology, Engineering and Maths) education to open up their career options and pathways to financial autonomy.
Professional skills are foundational for both safety and success in the workplace, so why are we seeing a gap in their development by STEM graduates? In Electricity Human Resources Canada (EHRC)’s review of university and college engineering and technology programs, we found that there are gaps across the board when it comes to active listening, speaking, self-awareness, social perceptiveness, collaboration, time management and active learning.
In both Canada and the United States, immigrants are a large source of labour supply with training in science, technology, engineering and mathematics (STEM). In Canada, adult immigrants accounted for 44% of all individuals aged 25 to 64 with a university degree in a STEM field in 2016, compared with 24% in the United States.
Indian students have an almost 134-year documented history of obtaining a foreign degree from Western nations and they constitute one of the world’s largest groups of mobile post-secondary students, especially in the STEM fields (science, technology, engineering and mathematics).
New data on Science, Technology, Engineering and Mathematics (STEM) occupations reveal the extent to which women are employed in this field across countries.
New technologies are dramatically transforming work and the global economy every day. Science, technology, engineering, and mathematics (STEM) careers hold tremendous promise for millions of girls and women—but only if new policies tackle access and education problems first. The education gender gap costs the world $15 trillion-$30 trillion in human capital. The U.S. should increase its investment in STEM education for girls in the developing world
The underrepresentation of women in STEM (science, technology, engineering, and mathematics and computer science) has attracted considerable attention, and many have wondered whether women are more likely than men to quit STEM programs at university. Using data from the Education and Labour Market Longitudinal Platform (ELMLP), this study follows a cohort of students who enrolled in a STEM program in 2010 over a number of years, in order to see the extent to which women and men persist in and eventually graduate from STEM programs.
The disciplines related to science, technology, engineering, and mathematics (STEM) continue to evolve in response to new technology, economic and societal trends, and changing demographics. One of the most significant opportunities is developing and supporting a workforce that can respond and adapt to changing needs.
Discover how to adapt your curriculum to link to careers in science, design & technology, engineering, computing and mathematics.
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