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I am an English teacher from Ukraine. I have been teaching for more than 20 years already but I am always eager to learn something new, share ideas and teaching techniques and meet new friends. I am looking forward to starting this course as I would definitely want to know more STEM careers and how schools can promote them.

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I am teaching in Taras Shevchenko Gymnasia. It's not very big, only about 800 students. I teach English to 5-11 graders. Usually we have 4 hours of English a week. We are using authentic textbooks Laser, Wider World and Focus. I have a computer and wi-fi in my classroom so I involve my students in various international online projects such as Etwinning, PenPals etc. We also use Google classroom with all our classes.

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Do you think there is a shortage of STEM skills in Europe?If so, what is the main reason for that?If not, why are employers finding it difficult to employ workers?

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Do you think there is a shortage of STEM skills in Europe?If so, what is the main reason for that?If not, why are employers finding it difficult to employ workers?

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There is a problem with STEM professionals in Ukraine, as well as in Europe. First of all, more and more young people choose to study Humanities, and taking into consideration the level Sciences and Math are tought at schools, it's no wonder. Also, we must take into account that this jobs are usually not very well paid, at least in my country, so this is another reason why young people don't want to pursue STEM careers. I guess we could solve this problem combining the efforts of the governement in raising the prestige of such professions as well as changing the system of education, making it more STEM-oriented. That is what is being done in Ukraine at the moment but it is still first steps and we have a long way ahead of us.

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In my school we don't have a special person assigned as a career counsellor. There are some tests done by a school psychologist on what careers could be suitable for a student, and there are some field trip to nearby enterprises, but there is no awareness about the connection between what they are taught in the classroom and their future career. Only lately we started speaking about STEM careers and still teachers lack knowledge and skills in how to make them interesting for students

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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Every day, new patents are filed, prototypes are built and a technology brings us that much closer to science fiction. But, our real progress and innovations are much more compelling and significant than+ those found in fantasy. As we continue to develop new ideas and solutions, we're simultaneously making the world a better place by improving technology's accessibility and speed. One industry that's feeling this the most? Engineering. The future of engineering is limitless, but here are a few emerging trends and innovations that we see on the horizon.
Sustainability Advancements
Every century is marked and defined by an energy revolution. First, it was hydropower and harnessing the energy of falling water to power mills and create electricity. Then, with the discovery of coal, petroleum and natural gas, we created systems that ran on fossil fuels. Today, we're moving away from these environmentally harmful fuels and utilizing more renewable energy sources, like wind and solar energy.

With the looming threat of climate change, our current energy practices no longer apply. Alternative fuels and energy sources will become the norm. Companies like Tesla, Inc. are already driving impact with their electric supercars, and countries like Sweden and India are turning biomass waste into energy, fueling their nations' efficiency and sustainability. The next generation of scientists from top engineering colleges will be under incredible pressure to develop new sustainable energy systems - and with commercial demand, it's anyone's guess how sustainability will look in the coming years.
Data Is King
According to IBM, we create 2.5 quintillion bytes of data every day - that's the equivalent of hundreds of thousands of GPS signals, vacation photos and videos that need to be housed in massive data warehouses.

Data and software engineers are the brains behind the global data storage operation and are working diligently to maintain and protect our information. But as access to the Internet continues to grow across the globe, future engineers will need to create better, more efficient systems that can accommodate this increase in data.

Students studying data analytics will soon find themselves in lucrative and valuable STEM careers with newer, more efficient tools that will help make data-driven decisions easier and more insightful.
Future Health Care, Medicines and Technologies
Every year, billions of dollars are spent on medical research in just the States alone. As we learn more about the complex networks and systems of the human body, advanced research pushes the boundaries of what is possible.

Engineers now flock to medical and health care professions, utilizing their expertise in complex electric systems, chemistry and nanotechnology to develop treatments for cancer, build cybernetic technologies and improve diagnostic tools.

Ambitious companies are also looking for solutions to improve current blood testing methods. Using advanced sensors and microchips, they can screen small amounts of blood for illnesses and improve testing efficiency while helping patients get treatment sooner. Testing for cancer with a simple drop of blood or growing viable organs in labs isn't that far away - especially as more companies show a vested interest in this technology.

Even though predicting the future is not an exact science, based on today's innovations and discoveries, it's safe to say that the future of engineering will build off this momentum. In the next decade, it's likely that we'll see engineers continue doing what they do best - innovating and helping move the world forward.

Author: Scott Rhodes - Vice Provost of Enrollment. With an 18-year background in higher education, Scott Rhodes leads enrollment and recruitment strategies for Florida Polytechnic University. His responsibilities encompass undergraduate admissions, graduate enrollment and enrollment marketing, financial aid, student records and registration and enrollment market research.

Tags: engineering, health care, medical research, sustainability

Posted in Uncategorized | Leave a response | Follow the post

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Every day, new patents are filed, prototypes are built and a technology brings us that much closer to science fiction. But, our real progress and innovations are much more compelling and significant than+ those found in fantasy. As we continue to develop new ideas and solutions, we're simultaneously making the world a better place by improving technology's accessibility and speed.

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Evolution of STEM careers – James Branam, CA Technologies

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Just what skills do students need today to succeed in the future? We asked 7 leaders in STEM education what they think classroom teachers should focus on to prepare kids for jobs we haven't even conceived of yet.

Many of our interviewees cited a diverse range of skills, but we challenged them to name at least one key ability they believe will be more critical than the rest in order to succeed in future STEM fields.

We were surprised by the equal mix of "soft" and more traditional academic skills mentioned, from creativity to statistics. Read on for more of what our experts had to say:

1. Statistics

"If I were to choose one specific discipline for students to study, it would be statistics, a course that can be applied across all STEM fields. You don't need higher levels of calculus or physics for all STEM careers, but you do need statistics. A deep understanding of statistics means understanding probability and error rates, concepts that cut across almost any type of problem you want to solve in STEM."

- Gregg Fleisher, president, National Math and Science Initiative, Dallas, Texas

2. Problem-Solving

"What binds together the STEM movement is the notion of modern skills. Employers talk about problem-solving. Society requires problem-solving. Doing your taxes requires problem-solving. Those are the types of skills that really matter. A practicing engineer will tell you, 'I didn't use the calculus I learned to solve problems on paper, but the way it taught me to solve problems and to think about problems was really important.'"
-James Brown, executive director of the STEM Education Coalition in Washington, D.C., and a nuclear engineer by training
3. Creativity

"Creativity can be simple and complex at the same time.We don't always teach to think outside of the box. You've got to look at a problem from a different perspective sometimes. Teachers can nurture this by asking open-ended questions. In math and science, you can show different models so students get varying ideas of how it might look to bring together one idea. Or don't show a model at all and leave it a little open-ended so they have to come up with a solution on their own. Ask: 'Why do you think this is?' Reflecting and explaining what they did to solve a problem can foster creativity and teach collaboration -another important skill."

- Jenny Nash, education sp ecialist with in Boston, former middle school teacher and teacher-preparation instructor

4. Argumentation
-Eric Brunsell, associate professor of science education and director of the teacher education program at University of Wisconsin, Oshkosh
"The act of arguing is using evidence to support a claim. In the STEM fields, this means using analytical and critical-thinking skills to look for patterns in data, trying to determine what those patterns mean, and then using that data to support a claim. This skill transfers across all disciplines. In an elementary school science class, for example, if you give students a lot of different experiences with noisemakers-everything from tuning forks to speakers to whoopee cushions-they have the experience of collecting data. And then they will be able to use that data to make the argument that sounds are caused by vibrations."

5. Intellectual Curiosity
-Ted Wells, vice president and chief strategy officer at STEMconnector®, in Washington, D.C.
"The days of coming into an organization and having the same role forever are over. Many people will have two-year stints and then are moved into a different role. That's the nature of modern career paths. Beyond mastering content, individuals need to be innovators, learn from failures and keep moving on. You need to cut across disciplines and be able to ask the questions that help build connections. People need to be lifelong learners and be driven by an intellectual curiosity to try to figure things out."

6. Data-Driven Decision-Making

"Students need to be able to make a decision not just based on what they think or feel, but on scientific data that supports the best solution. Everyone needs to know how to do this. It doesn't matter whether you go on to a career in STEM or not-you need to know how to use data to make informed decisions in your life."

- Stacy Klein-Gardner, director of Center for STEM Education for Girls at Harpeth Hall School in Nashville, Tennessee. She is a biomedical engineer and on faculty at Vanderbilt University.

7. Flexibility

"People are now required to adapt quickly to new demands and new situations. They need quantitative skills to manipulate data well. They need to be able to communicate clearly. There is a broad set of skills that, I would argue, everyone needs. Just look at the sheer number of people in manufacturing who were skilled at what they did but who now need a whole new set of skills, often late in their careers, to be viable in the job market. They need to know statistics, technology, quality control. They need to understand programming and systems to ensure the automated production technology is operating correctly. The trick for teachers is to give their students authentic problems to tackle in school, problems that require students to draw on different areas of knowledge and skill."
Teachers, what are your thoughts? Do you have any focus skills that you particularly try to instill in your students? Please share in the comments!
- Claus von Zastrow, chief operating officer and director of research for Change the Equation in Washington, D.C.

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The 7 Most Important STEM Skills We Should Be Teaching Our Kids

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We asked 7 leaders in STEM education what they think classroom teachers should focus on to prepare kids for jobs we haven't even conceived of yet.

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Soft skills for STEM careers   Gabrielle Ferguson, CA Technologies

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Hard skills for STEM – Carlos Cunha, Scientix Ambassador

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http://stemstudy.com/stem-careers-glossary
https://www.thetechpartnership.com/tech-future-careers/how-do-I-get-there/%C2%A0
http://www.stemalliance.eu/chat-1-after
http://www.space-awareness.org/en/careers/
http://www.scientix.eu/
https://www.careerwise.mnscu.edu/careers/stemcareers
https://www.stem.org.uk/
https://imzo.gov.ua/stem-osvita/

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eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital

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Evolution of STEM careers – Alex Kingham, CA Technologies

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Future Classroom Lab Regional Network (FCL Regio) - FCL

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The Future Classroom Lab Regional network, with the help of innovative teachers/ICT advisers nominated by all partners of the project developed future classroom scenarios and learning activities involving the use of mobile devices and K-12 cloud services produced as a result of a collaborative work which started at EUN Future Classroom Lab in Brussels and continued afterwards between the schools.

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http://datascience.nyu.edu/applications/
http://www.vault.com/rankings-reviews/industries-professions/best-stem-industries
http://skillspanorama.cedefop.europa.eu/en/useful-resources-type
https://www.ecnmag.com/blog/2015/05/why-you-should-pursue-stem-career-agriculture

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FCL Regio : Stress in Structures: A Collaborative Project for Two Schools in Catalonia

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FCL Regio: collaborative project of coding between two schools in Sweden

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Just what skills do students need today to succeed in the future? We asked 7 leaders in STEM education what they think classroom teachers should focus on to prepare kids for jobs we haven't even conceived of yet.

Many of our interviewees cited a diverse range of skills, but we challenged them to name at least one key ability they believe will be more critical than the rest in order to succeed in future STEM fields.

We were surprised by the equal mix of "soft" and more traditional academic skills mentioned, from creativity to statistics. Read on for more of what our experts had to say:

1. Statistics

"If I were to choose one specific discipline for students to study, it would be statistics, a course that can be applied across all STEM fields. You don't need higher levels of calculus or physics for all STEM careers, but you do need statistics. A deep understanding of statistics means understanding probability and error rates, concepts that cut across almost any type of problem you want to solve in STEM."

- Gregg Fleisher, president, National Math and Science Initiative, Dallas, Texas

2. Problem-Solving

"What binds together the STEM movement is the notion of modern skills. Employers talk about problem-solving. Society requires problem-solving. Doing your taxes requires problem-solving. Those are the types of skills that really matter. A practicing engineer will tell you, 'I didn't use the calculus I learned to solve problems on paper, but the way it taught me to solve problems and to think about problems was really important.'"
-James Brown, executive director of the STEM Education Coalition in Washington, D.C., and a nuclear engineer by training
3. Creativity

"Creativity can be simple and complex at the same time.We don't always teach to think outside of the box. You've got to look at a problem from a different perspective sometimes. Teachers can nurture this by asking open-ended questions. In math and science, you can show different models so students get varying ideas of how it might look to bring together one idea. Or don't show a model at all and leave it a little open-ended so they have to come up with a solution on their own. Ask: 'Why do you think this is?' Reflecting and explaining what they did to solve a problem can foster creativity and teach collaboration -another important skill."

- Jenny Nash, education sp ecialist with in Boston, former middle school teacher and teacher-preparation instructor

4. Argumentation
-Eric Brunsell, associate professor of science education and director of the teacher education program at University of Wisconsin, Oshkosh
"The act of arguing is using evidence to support a claim. In the STEM fields, this means using analytical and critical-thinking skills to look for patterns in data, trying to determine what those patterns mean, and then using that data to support a claim. This skill transfers across all disciplines. In an elementary school science class, for example, if you give students a lot of different experiences with noisemakers-everything from tuning forks to speakers to whoopee cushions-they have the experience of collecting data. And then they will be able to use that data to make the argument that sounds are caused by vibrations."

5. Intellectual Curiosity
-Ted Wells, vice president and chief strategy officer at STEMconnector®, in Washington, D.C.
"The days of coming into an organization and having the same role forever are over. Many people will have two-year stints and then are moved into a different role. That's the nature of modern career paths. Beyond mastering content, individuals need to be innovators, learn from failures and keep moving on. You need to cut across disciplines and be able to ask the questions that help build connections. People need to be lifelong learners and be driven by an intellectual curiosity to try to figure things out."

6. Data-Driven Decision-Making

"Students need to be able to make a decision not just based on what they think or feel, but on scientific data that supports the best solution. Everyone needs to know how to do this. It doesn't matter whether you go on to a career in STEM or not-you need to know how to use data to make informed decisions in your life."

- Stacy Klein-Gardner, director of Center for STEM Education for Girls at Harpeth Hall School in Nashville, Tennessee. She is a biomedical engineer and on faculty at Vanderbilt University.

7. Flexibility

"People are now required to adapt quickly to new demands and new situations. They need quantitative skills to manipulate data well. They need to be able to communicate clearly. There is a broad set of skills that, I would argue, everyone needs. Just look at the sheer number of people in manufacturing who were skilled at what they did but who now need a whole new set of skills, often late in their careers, to be viable in the job market. They need to know statistics, technology, quality control. They need to understand programming and systems to ensure the automated production technology is operating correctly. The trick for teachers is to give their students authentic problems to tackle in school, problems that require students to draw on different areas of knowledge and skill."
Teachers, what are your thoughts? Do you have any focus skills that you particularly try to instill in your students? Please share in the comments!
- Claus von Zastrow, chief operating officer and director of research for Change the Equation in Washington, D.C.

# data[].attributes.attachment_link.title
The 7 Most Important STEM Skills We Should Be Teaching Our Kids

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We asked 7 leaders in STEM education what they think classroom teachers should focus on to prepare kids for jobs we haven't even conceived of yet.

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

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We recently shared the story of a Tasmanian school that has adopted a K-10 model based on shared and distributed leadership. So, what is distributed leadership? What does the evidence say? And, can it work for your school? Teacher asked Professor Alma Harris.

If we think about leadership as being confined to only those in positions of authority then we are wilfully ignoring the leadership talent and capability of many others. If leadership is fundamentally about influence, then within any school there are many sources of influence, both formal and informal.

Distributed leadership is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities. It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.

Distributed leadership means mobilising leadership expertise at all levels in the school in order to generate more opportunities for change and to build the capacity for improvement. The emphasis is upon interdependent interaction and practice rather than individual and independent actions associated with those with formal leadership roles or responsibilities.

In summary, it is 'leadership by expertise' rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.

In very practical terms, to be most effective, distributed leadership has to be carefully planned and deliberately orchestrated. It won't just happen and if it does, there is no guarantee that it will have any positive impact. Letting a thousand flowers bloom is not distributed leadership.

The implication for those in formal leadership roles is that they have a key role to play in creating the conditions for distributed leadership to occur. They have to create the opportunities for others to lead.
Why distributed leadership?
The evidential base about its impact and effect has been summarised in numerous books and articles (Leithwood et al., 2009; Harris, 2013). The evidence increasingly points towards a positive relationship between distributed leadership, organisational improvement and student achievement (Hallinger & Heck, 2009; Leithwood & Mascall, 2008). Many of these studies have identified the importance of distributed leadership as a potential contributor to positive change and school improvement.

While the idea of distributed leadership is not without its critics, the contemporary literature continues to show a positive relationship between shared forms of leadership and improved organisational performance. It shows, for example, that the differences between high performing and low performing schools can be attributed to different degrees of leadership distribution. High performing schools widely and wisely distribute leadership (Leithwood et al., 2009).

In summary, the available evidence shows that distributed leadership is an important component of, and contributor to, improved organisational outcomes. While there are inevitably differences in the nature, quality and extent of distributed leadership from one school to another, it is still within the amalgam of factors contributing to high performance. The research evidence also indicates that certain forms of distributed leadership have a modest but significant indirect effect on student achievement (Leithwood & Mascall, 2008:546).
What are the challenges?
If you think about your school, I can guarantee that you experience a constant tension between doing what is important for the future versus managing the pressures of the present.

So often I hear, the comment 'I agree with distributed leadership but how can it be fitted into our existing system? It's simply not going work with the structures that we have.'

Usually I don't respond directly to the question, not because I don't have an answer but because it is the wrong question. It's like asking how to fit a Porsche engine into a tractor. The real question should be 'What type of leadership do we need in this school to secure the best outcomes for young people and how do we change our structures to make this happen?'

If our existing leadership approaches do not secure the best outcomes for learners, then why do we want to keep them? The common answer is that it will be difficult, disruptive, debilitating to change, plus there is no guarantee of success. True. But, keeping things the way they are isn't any guarantee of success either.

So, let me be clear. Distributed leadership is not the antidote to 'command and control' leadership or a much misunderstood, misaligned and misrepresented alternative to it. It is not a panacea or some esoteric approach to leadership. It does not mean that everyone leads and it is certainly not without its challenges. For example, there are the challenges of organisational trust, individual threat and the fear of giving others real, authentic responsibility. With distributed leadership comes distributed accountability, it is not some open-ended approach to leadership, in fact the converse is true.

When distributed leadership works well, individuals are accountable and responsible for their leadership actions; new leadership roles created, collaborative teamwork is the modus operandi and inter-dependent working is a cultural norm. Distributed leadership is about collective influence - it is not just some accidental by-product of high performing organisations but, as highlighted earlier, is a contributor to school success and improved performance (Hargreaves & Harris, 2010; Hargreaves, Boyle & Harris, 2014).
How do you make it happen?
First, there is no blueprint and if there were I would not be advocating it. Rarely does prescription lead to the right outcomes. Schools are not the same and should not be treated as such.

Second, while there are no neat formulas or easy ring binder solutions that can help address this question there are certain things that can be practically done to make distributed leadership authentic. One practical way forward is to create strong collaborative teams or professional learning communities where leadership is naturally and authentically distributed. The evidence about group learning is clear: purposeful and focused collaboration is a skill that has to be acquired, repeated and practiced in context.

If distributed leadership is to be authentic then the skills of professional collaboration are critically important. How can you share leadership if teachers cannot work together? Professional collaboration is the foundation for distributed leadership but this has to be purposeful and disciplined. It is not good enough to have working groups - teams or even professional learning communities - that cooperate rather than collaborate. Cooperation depends upon loose social connections and is a weak basis for improvement. Conversely, focused and disciplined professional collaboration has been shown to secure better learner outcomes (Jones & Harris, 2013).

Exceptional organisational performance is not a random event; instead, exceptional performance is achieved through careful planning, design and 'discipline' (Collins & Hansen, 2011). It requires organisational alignment, mutual understanding and flexibility, rather than rigidity, prescription or coercion.

For principals seeking improved school performance and better outcomes, the challenge is to create the conditions where professional knowledge and skills are enhanced, where effective leadership exists, at all levels, and where the entire school is working interdependently in the collective pursuit of better learner outcomes.
References
Collins, J., & Hansen, M. (2011) Great By Choice. Harper Business Press.

Hallinger P., & Heck, R. Distributed Leadership in Schools: Does System Policy Make a Difference? in Harris, A. (2009) Distributed Leadership: Different Perspectives. Netherlands Springer Press.

Hargreaves, A., Harris, A., Boyle, A., Ghent, K., Goodall, J. Gurn, A. McEwen, L. ... Stone Johnson, C. (2010). Performance Beyond Expectations. London: National College for Leadership and Specialist Schools and Academies Trust.

Hargreaves, A., Boyle, A., & Harris, A. (2014) Uplifting Leadership. Jossey Bass.

Harris, A. (2013) Distributed Leadership Matters. Corwin Press.

Jones, M., & Harris, A. (2013) Disciplined Collaboration: Professional Learning with Impact. Professional Development Today, 15(4), pp. 13-23

Leithwood, K., & Mascall, B. (2008) Collective Leadership Effects on Student Achievement. Educational Administration Quarterly, 44(4), pp. 529-561

Leithwood, K., Mascall, B., & Strauss, T. (2009) Distributed Leadership According to the Evidence. London, Routledge.

Have you recently incorporated distributed leadership in your school?

What were the results of making the change?

Has there been an improvement in learner outcomes?

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We recently shared the story of a Tasmanian school that has adopted a K-10 model based on shared and distributed leadership. So, what is distributed leadership? What does the evidence say? And, can it work for your school? Teacher asked Professor Alma Harris.

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3.2 How to implement a STEM strategy at the school level

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3.2 How to implement a STEM strategy at the school level

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First of all I would use problem-based learning, as it is important to teach them find various solutions to different problems. Besides, I would try to develop Career, Technology and Life skills through personalisation of learning and within each subject.

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Heads of Schools Interview Series - What is collaboration and how to support it

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P-TECH: How high schoolers are redefining their future

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Watch this micro-documentary from TED@IBM, a TED-curated event featuring a diverse group of speakers from across the IBM community.

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This is "Leadership and Vision" by Neil O'Sullivan on Vimeo, the home for high quality videos and the people who love them.

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Primary and Post Primary Principals speak about their vision for e-learning in their schools and the importance of establishing an e-culture throughout the school. Principal, Kathleen O'Connor, explains that children expect to experience technology in the classroom, they want to use it and are not afraid to use it.

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STEM and gender equality – Marina Jimenez European Schoolnet

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Women in STEM – Gabrielle Ferguson, CA Technologies

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In my country not so many girls choose to pursue STEM careers unfortunately.  But even those who choose can't find satisfying job upon graduation. Males prevail in STEM  careers and  especially in decision-making spheres.  But things are changing gradually.

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Girls' and women's achievement and progression within STEM studies

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School-level intervention that helps increase girls’ participation, progression and achievement within STEM education

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I find the ideas in the box really useful. I also try to break gender stereotypes and to raise students' gender awareness during lesson through discussions and debates. Also role models in STEM careers could be very useful.

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Stemettes (http://stemettes.org/)

Hypathia (http://www.expecteverything.eu/hypatia/)

Mind the Gap (http://mindthegapproject.eu/)

http://www.genderportal.eu/resources/ec-campaign-science-its-girl-thing

https://stemgenderequality.com/about/intro/

http://www.eiconline.org/

http://www.girlsinc.org/about/programs/eureka-goldman-sachs-gives.html

https://women.nasa.gov/nasagirls//

http://www.wes.org.uk/content/promoting-women-stem

https://www.collegeraptor.com/find-colleges/articles/college-majors-minors/7-organizations-working-to-promote-women-in-stem/

https://skookum.com/project_scientist_partnering_to_promote_girls_in_stem/

https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/factsheet_girls_in_stem_4_24_2012.pdf

http://biotalent.myspecies.info/

https://www.imena.ua/blog/stem-girls-hackaton/

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5.1 Towards integration of career advisory roles in STEM career counselling

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5.1 Towards integration of career advisory roles in STEM career counselling

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5.1 Towards integration of career advisory roles in STEM career counselling

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5.1 Towards integration of career advisory roles in STEM career counselling

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MindMup mind map: LIASON WITH STEM CAREER PROFESSIONALS

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5.2 Bring parents into career counselling

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5.2 Bring parents into career counselling

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5.3 Bringing professionals into career counselling

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5.3 Bringing professionals into career counselling

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5.3 Bringing professionals into career counselling

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5.3 Bringing professionals into career counselling

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In our school we organize study visits to the plants and enterprises in our city and in other cities in nearby regions. Also we invited parents to talk about their profession. This year we are planning to organize a STEM event and we are going to use Prodessionals go back to schools tool.

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6.1 Business and education collaboration

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6.1 Business and education collaboration

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Business and education collaboration – Julie Baxter, CA Technologies

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External school to work programmes The Óbidos Technological Park

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External school to work programmes Experiments at the Óbidos Technological Park

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Community Partners: Making Student Learning Relevant

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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6.1 Business and education collaboration

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6.1 Business and education collaboration

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According to Exhibit 1 our students are mostly Dreamers, however there is a small percentage of High achievers and Persisters.
The problem is that because of difficult economic situation in our country it's difficult to interest students in STEM careers, the majority choose Humanities, Law or Software Programing.
Recenly, our Ministry of Eductaion passed the Reform of Education and STEM direction in education and STEM careers are the focal point of this reform. So, quite possibly, the situation will be changing.

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First of all, we connect through our parents, we organized days when parents who are working in different spheres came to school and gave talks about their experience. Also we organize field trips or study visits to local businesses and enterprises.

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http://www.prosvitcenter.org/uk/pidtrumatu/korporatyvne-partnerstvo/

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The Amgen Scholars Program provides hundreds of selected undergraduates with the opportunity to engage in a hands-on research experience at many of the world's leading institutions.

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Module 6: Benefits of external school to work programs

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Module 6: Benefits of external school to work programs

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Case study Internship placement program in Portugal 1

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Module 6: Benefits of external school to work programs

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Module 6: Benefits of external school to work programs

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Case study Internship placement program in Portugal 2

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What do you think is one advantage and one disadvantage of such an internship?

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What do you think is one advantage and one disadvantage of such an internship?

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It's a really great way for the students to prepare for adult life, to understand what career they want to pursue, and to aquire necessary practical skills as well as some work experience.
Disadvantage: students from smaller towns or from rural communities don't have a wide range of internship to choose from.

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Module 7: Career orientation events on STEM education

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Module 7: Career orientation events on STEM education

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http://ec.europa.eu/research/eucys/index_en.cfm
https://www.thebigbangfair.co.uk/
http://www.fast.mi.it/gs2017/gs2017.htm
http://ungeforskere.dk/
https://www.jugend-forscht.de/

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Career orientation events on STEM education

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Career orientation events on STEM education

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STEM Education Fairs
Science Weekends (outdoor events organized in public parks at the weekends, where students and actually anyone willing can learn more about sciences and STEM careers.
They offer a very exciting way to engage young people into STEM

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I reckon STEM career fairs, STEM career talks and workshops are more suitable for our school as they are easier to arrange and not so time and money consuming. At the same time students can receive a lot of useful information, advice and insight concerning the careers that may interest them.
We are going to try PGB2S program this year.

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International Girls in ICT Day 2017 Toolkit_E_Final

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7.4 STEM career fair organisation: Strategies for success

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7.4 STEM career fair organisation: Strategies for success

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Planning

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STEM careers events organization. Part 1: Planning

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7.4 STEM career fair organisation: Strategies for success

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7.4 STEM career fair organisation: Strategies for success

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Implementation

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STEM careers events organization. Part 2: Implementation

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7.4 STEM career fair organisation: Strategies for success

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7.4 STEM career fair organisation: Strategies for success

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Post-event activities

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STEM careers event organization. Part 3: After

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European Science Fairs Evaluation Framework. 

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European Science Fairs Evaluation Framework. 

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7.4 STEM career fair organisation: Strategies for success

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7.4 STEM career fair organisation: Strategies for success

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Planning: it is important to define proper target audience and think of every detail (concerning venue, activities arrangement, and what professionals to invite)
Implementation: good time management is important so that all the students had an opportunity to visit all the professionals they want to consult.
Evaluation: to get feedback from both students and professionals if important in order to arrange next Fair even better.

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Case study: The Teen Science Café experience in Malta

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7.5 Case study: The Teen Science Café experience in Malta

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7.5 Case study: The Teen Science Café experience in Malta

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I really like the idea of the Teen Science Cafe and I believe we will try to organize them in our school. It's a great way for the students to meet professionals face to face and to ask them all the questions directly. Besides, the atmosphere is more cosy and suitable for a successful conversation then some bigger event like Fair where it can be quite noisy and a bit chaotic. And students can get confused about which speaker to visit first.