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8.4 STEM careers fair organization. Strategies for success

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8.4 STEM careers fair organization. Strategies for success

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Planning: It is very important to focus on the goals and meet the target audience. Advance advertising in the media is a good help.

Implementation: Have professionals motivated and able to communicate. Provide visitors with playful activities and give them enough information. Present cases of professional success.

Post-event activities: Event evaluation is important to organize new events. You can ask the guests for suggestions. Create question boxes...

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8.5 Case study: The Teen Science Café experience in Malta

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8.5 Case study: The Teen Science Café experience in Malta

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It's very interesting because it puts contact specialists of students in an informal way and allows to participate in experiences. I would like to try it .

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The school library (digital resource center) can organize Career talks / workshops / seminars at my school. She usually invites writers and artists with City Hall funding. It would be interesting to create a career support office where teachers and psychologists (team) in non-teaching time could organize job-related events and support students in their professional choice.

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In my country there are job fairs in different locations. Also companies make worhshop inviting students to attend lectures and demonstrations of work. Teachers also organize visits to workplaces. They invite experts to talk about their professional experience. Universities advertise the courses and job possibilities. But young people are dreamers and owners of their will, they continue to choose the area they like best. On the other hand the country does not absorb students with STEM courses. In my country there are many graduates. There has never been a youth as well prepared as it currently exists in my country,

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7.4 Case study: Internship placement in Portugal

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7.4 Case study: Internship placement in Portugal

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Advantages: Discover your vocation, show your skills and learn more about the profession.
Disadvantages: They neglect their personal training, in favor of technical and business.
They waste precious time to get along with their peers and learn from their peers.
They can be exploited because they do unpaid work
Enter the world of work, without rights only duties. They will be future employees without power of reenvindicación. They will be evaluated by production and little respected as people.

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My country is training young people at the university according to the needs of Europe. It is verified that with the economic crisis of the country, 30 000 young people emigrated and soon got work. Their social skills were good. The problem is in our country to create companies that need trained young people.

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7.1 Business and education collaboration Unfortunately my students do not have this opportunity to choose. However, observing other classes, I notice that the best students are looking for medicine, for their social status and for the opportunity to earn money. Others look for something that they think will make sense, do not think about the possibility of employment.

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7.1 Business and education collaboration

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7.1 Business and education collaboration

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Unfortunately my students do not have this opportunity to choose. However, observing other classes, I notice that the best students are looking for medicine, for their social status and for the opportunity to earn money. Others look for something that they think will make sense, do not think about the possibility of employment.

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I can be part of a school work team and create events that bring teachers and students from professional schools and university teachers. There could also be a partnership work with the City Council to finance the arrival of successful professionals in the STEM areas

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6.4 Bringing parents into career counseling

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6.4 Bringing parents into career counseling

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I think the approach to STEM should be the same as for other professional areas. The STEM is a theory that has led / can lead, in many places, to the disinvestment, to a greater or lesser degree, in the areas of Humanities and the Arts. Decisions in several countries to end offers in History, Philosophy and Arts (Australia, Japan, but there are also cases in the US) makes all this regrettable.
It is a reflection that must be made by all those interested in finding candidates for STEM without endangering other humanistic areas equally important to civilization.

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My students do not have many opportunities for choices. We have to integrate them in the work according to their possibilities and coloaboration of the society. But it would be interesting to organize a week in the school with guests, from directors of courses of the professional schools to responsible for several university courses that would bring former students, currently professionals.

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Ana Julia Cavaleiro, a researcher at the Center for Biological Engineering (CEB) at the University of Minho (UMinho) was recently awarded by NASA, the US space agency, within the framework of the 12th International Workshop on Environment and Alternative Energies. Held at the Kennedy Space Center in the US state of Florida.

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6.1 Role of teachers in career counselling

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6.1 Role of teachers in career counselling

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This is what is required for the STEM careers. It applies to all the others and to the different levels of education. My students have a great difficulty in integrating into a professional career, so they are integrated into groups that work the student's vocational skills. Then they are integrated a few days a week into companies, doing internship. Later, financially supported by the state companies can admit these students, with the supervision of other employees.

In the preparatory phase, in EVT classes they try different activities: cooking, gardening, agriculture, painting, carpentry, cleaning, etc. We visited workplaces. Participate in workshop organized in the school with guests. They are different students who need adequate answers to their characteristics (educational needs), but they are also useful citizens to society.
I use tutorial roles ( career informant and Pastoral support. Me and parents to provide within-subject...

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5.4 Projects about gender equality in STEM

Public institutions and other organisms have not stayed quiet about the STEM gap. On the contrary, several initiatives and campaigns have been put in place to promote gender inclusive STEM education and to encourage girls to take on STEM careers. Below we present a few recent initiatives. Feel free to explore them and share any other that you may know in through the activity below.

Stemettes

Stemettes is an award-winning social enterprise that mainly operates across the UK and Ireland to motivate and support young women into STEM careers. Among other activities, the project runs panel events, hackathons and the Student to Stemette mentoring programme.

Hypathia

In the Hypatia project, science centres and museums work together with schools, industries and academics to promote gender inclusive STEM education and communication. The initiative offers an accessible, practical and ready-to-use digital collection of activities for teachers, researches or for informal learning organizations. Moreover, to deliver a sustainable basis for these activities to be carried out in different educational systems throughout Europe, the project has created national Hubs, led by science centres and museums.

Mind the Gap

The Mind the Gap project works with both STEM teachers and girls between 16 and 18 years old, who are studying STEM subjects or who have dropped out or completed study but not entered STEM jobs. The main aims of the project are:

-    To help teachers in each participating country to recruit and retain more girls in their STEM courses;
-    To support and inspire girls to continue their STEM education and to pursue STEM careers by helping them develop different soft skills needed to work in male-dominated environments.

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5.4 Projects about gender equality in STEM

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5.4 Projects about gender equality in STEM

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https://translate.google.pt/translate?sl=en&tl=pt&js=y&prev=_t&hl=pt-PT&ie=UTF-8&u=http%3A%2F%2Fwww.unesco.org%2Fnew%2Fen%2Fnatural-sciences%2Fpriority-areas%2Fgender-and-science%2Fimproving-measurement-of-gender-equality-in-stem%2Fstem-and-gender-advancement-saga%2F&edit-text=
In my country I find this example
http://www.cienciaviva.pt/mulheresnaciencia/

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. Marie jCurie discovered the radiation and helped to use it in the X-ray field.She was the only one and one of the first women to win the Nobel Prize twice.

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5.2 Gender equality in the the job market and in the classroom

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5.2 Gender equality in the the job market and in the classroom

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I try to get boys and girls to work and study together; I present activities with the inversion of social roles; I give fair distribution of responsibilities. I present women who have affirmed themselves in the labor market or in research.

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5.1 Gender equality and the gender gap in STEM

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5.1 Gender equality and the gender gap in STEM

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I think the interest of girls is similar to that of boys, and their performance is often superior. The problem lies in the prejudice of society giving less opportunity. The social roles  reduce the availability of time to devote to leadership. But it is not the real problem... How do you explain that women are the ones , over the centuries, who have always cooked and kept the cooking secrets and there are more male chefs than female chefs?

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4.3 STEM career activities: teacher practices

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4.3 STEM career activities: teacher practices

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Workshop on professions,
Listening to professionals, including family members
Participate in professional activities.

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4.2 STEM career activities: types and uses

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4.2 STEM career activities: types and uses

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http://designthefuture.pt/

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4.1 STEM career activities: how to use them?

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4.1 STEM career activities: how to use them?

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-- Visits to places of work. Inviting professionals to come to school, for example, family members. -- Have joint work experiences in the workplace.
-- Visit professional schools.
-- Search the net
-- workshop about jobs
-- - Consultation with psychology on vocational guidance

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3.5 STEM skills and STEM careers. Tools for match-matching

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3.5 STEM skills and STEM careers. Tools for match-matching

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My class participates in several eTwinning projects, in which it has used several very important tools for the development of personal skills. Here are some of them: Monkeyjam is an animation stopmotion program that allows the creation of several scenarios; Useful in any discipline; Storybird is a tool that allows, from "Artistic" images to create stories; Very useful for the development of written expression; Ourboox is a tool that allows the construction of e-books with possibility of integration of videos, music, animation, maps; Very easy to share on the web.
They are more:  ClassDoj,storify,popplet.powtoon,canva.scratch,goanimate.flipsnack.thinglink.zondle.sway.propofs.livebinders.tagxedo.kizoa. IssuAurama, QR Code...

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3.4 Classroom methodologies to promote STEM skills

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3.4 Classroom methodologies to promote STEM skills

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"3. Project based learning (PBL): Project based learning approach can be defined as “the ongoing act of learning about different subjects simultaneously”. When engaged in project-based learning, students will be assigned a project or a number of projects guiding them to identify, through research, a real-world problem and to develop its solution using evidence to support the claim. This approach usually requires students to use diverse skills (such as researching, writing, interviewing, working in teams, speaking in public, etc.) to produce different pieces of work (like research papers following experiment results, multimedia presentations or video documentaries, among others).
✓ Watch this Introduction to Project-Based Learning to learn the basics to this approach and the video on Five keys to Project-Based Learning to learn how to implement it properly.
Finally, find below a summary of tools mentioned in the video “Development of hard and soft STEM skills for your students” and that (combined with the approaches above) can help boost skills in the classroom.
Kahoot is a free game-based learning platform that helps educators create a collection of questions on specific topics while creating a game-like learning environment. Through this platform, you can create quizzes, discussion and surveys about any topic of your choice.
Classflow is cloud-based platform that allows teachers to create interactive lessons in a single place, while (at the same time) pulling in resources from anywhere.
PhET simulations are free, interactive, research-based science and mathematics simulations. These are written in Java, Flash or HTML5, and can be run online or downloaded from any computer. PhET is designed to encourage scientific inquiry and to provide interactivity among students. "

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The soft skills of I think are the most important within STEM fields are psychology, justice, time manager. ICT.
I would address them in the classroom through PBL where there is planning, task distribution, discussion, criativy and presentation of results within a well-defined time frame. Self-assessment and p eer review would be used in class

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3.2 STEM skills of the future. In focus: ICT and digital skills.

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3.2 STEM skills of the future. In focus: ICT and digital skills.

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My class has special characteristics ( special needs), but I have been working in the sense that they are not info-excluded citizens. Daily ICT use and eTwinning projects have been instrumental in the introduction of new technologies. I try to develop skills in the students in order to be users of them. I use tools not only for pedagogical purposes, but primarily for daily use and at the service of their lives and knowledge of the world in which they live.

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The definition of STEM includes science and technology development, knowledge in Science, Technology, engineering and mathematics based on divesificada knowledge and critical. It needs the collaborative work of different areas to develop. Non-STEM , for instance, management in business history, music, philosophy, political science... but we need to take as many STEM courses as possible, because of how technologically advanced the world is.

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I did not know this until I enrolled in this course. I will continue to follow STEM through the internet and in training, if they arise ...

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2.4 Current STEM industries and professions

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2.4 Current STEM industries and professions

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In my island i think the most  highly looked medicine, agriculture industrial, tourism and renewable energy.

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In addition to thefuture jobs described in the modules , I think it is necessary to have a career as an emotion manager, a time manager, a creator of amusements and events to balance the emotional aspect and improve relationships between people, post-work with the goal of maintaining the mental health of workers and their families.

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I think that 21st Century Competencies are the answer to this problem.
Are relevant will problem solving, critical thinking, negotiation and cognitive flexibility and emotion inteligence in all process.

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https://www.thebalance.com/hard-skills-vs-soft-skills-2063780

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I am afraid that this revolution will create social exclusion. There will be students who, although they have access to education, will not have to work, not because they do not have adaptability and training, but because there will be competition from universities. The poorest will go to cheaper universities, then they will not have good job opportunities.

I think this revolution has started long ago. The school has not yet adapted to this change. The new technologies have created a parallel life, that is, the students learn much more alone, with the Internet than with the training that the school conveys to them.

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Students need to understand their professional career as a dream that can be realized and not as a fatality according to the needs of the job.
I think, We often speak in more difficulty finding jobs than in the possibilities that a good education can help to find employment.
We make visits to workplaces, we invite professionals to visit the school and talk about their work. We took to think about how pupils imagine to be their job and what they need to know and do to get it.

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I do not understand why Portugal did not enter this study. We know that Portugal is one of the most country they are graduate young  in the different areas. We know that more than 30,000 graduates in recent years have been absorbed by European countries. In our country I think that the problem is not no graduate STEM, but in the young find the work market that admits them.
young

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I work with students with special, deep educational needs. However, I like to update myself on what is done with normal classes so that I can guide my students and thus not distance themselves from the real world more than their handicap allows. I would not want to see my students away from the STEM world.
It is important to encourage and demonstrate to students the STEM path. Valuing this, brings up curious and new talents.Society is in parmanente change and needs the contribution of all in the various areas,