# data[].attributes.body
Share your thoughts on the Teen Science Café experience. What did you find most interesting? Do you know of any similar experiences? Has it inspired you to set up a similar activity in your school?)

# data[].attributes.headline
8.5 Case study: The Teen Science Café experience in Malta

# data[].attributes.subject
8.5 Case study: The Teen Science Café experience in Malta

# data[].attributes.body
http://sciencecentremalta.net/

# data[].attributes.attachment_link.title
Case study: The Teen Science Café experience in Malta

# data[].attributes.body
Pick ONE main task for each of the phases (Planning - Implementation – Post event activities) and tell us why you think it is important)

# data[].attributes.headline
MODULE 8.4. STEM careers fair organization. Strategies for success

# data[].attributes.subject
MODULE 8.4. STEM careers fair organization. Strategies for success

# data[].attributes.body
1. Planning
establishing objectives
targeting an audience
planning a budget
https://www.youtube.com/watch?v=uAX-QoEC664

2. Implementation
From risk assessment to logistics, it will be essential to draw a masterplan that keeps the team and its activities together
https://www.youtube.com/watch?v=Ak5mQBgWv_s

3. Post event activities
It is essential to complete a number of post event actions, not only as follow up activities with different stakeholders, but also as a way to disseminate the main outcomes of the event and, most importantly, to evaluate its results
https://www.youtube.com/watch?v=IIGUkoXTTSw

# data[].attributes.body
tell us (in your opinion) which of the activities above is more suited to your students and why do you think so.

# data[].attributes.headline
MODULES 8.2. and 8.3. Types of STEM Career Events

# data[].attributes.subject
MODULES 8.2. and 8.3. Types of STEM Career Events

# data[].attributes.body
1. Student internships / job shadowing
2. STEM career fairs
3. Virtual job fairs
4.  Career talks / workshops / seminars
5. Career exhibitions

# data[].attributes.body
Share in the padlet any science fairs that are currently taking place in your country. Have you participated? What did you liked the most?

# data[].attributes.headline
MODULE 7.4.  Case study: Internship placement in Portuga

# data[].attributes.subject
MODULE 7.4.  Case study: Internship placement in Portuga

# data[].attributes.body
A case study of a secondary, vocational school in Portugal which collaborates with a local company, OGMA (http://www.ogma.pt/index.php?page=home)
VIDEOS
https://www.youtube.com/watch?v=YCGXF6DHf_o
https://www.youtube.com/watch?v=EqXg3J-uBmg

# data[].attributes.attachment_link.title
Case study: Internship placement program in Portugal (1))

# data[].attributes.body
ARTICLE
https://www.eurofound.europa.eu/sites/default/files/ef_files/pubdocs/2013/921/en/1/EF13921EN.pdf
Training programs and initiatives for students and/or graduates to smooth out work transitions or to develop the skills needed to succeed in the business environment:
http://www.amgenscholars.eu/
https://careers.microsoft.com/

# data[].attributes.body
ARTICLE
https://www.edutopia.org/practice/community-partners-making-student-learning-relevant
VIDEO

# data[].attributes.attachment_link.title
Community Partners: Making Student Learning Relevant

# data[].attributes.body
THE  Óbidos Technological Park.
http://www.pt-obidos.com/
https://www.youtube.com/watch?v=wV2Lb2lba-s
https://www.youtube.com/watch?v=feMLUhNr7NY

# data[].attributes.headline
MODULE 7.1. Business and education collaboration

# data[].attributes.subject
MODULE 7.1. Business and education collaboration

# data[].attributes.body
REPORT "E2E:Getting Europe´s youth into work" : there is a “failure of employers, education providers, and young people to understand one another”
http://www.mckinsey.com/industries/social-sector/our-insights/converting-education-to-employment-in-europe

# data[].attributes.attachment_link.title
Business and education collaboration – Julie Baxter, CA Technologies

# data[].attributes.headline
ACTIVITY 4 IN MODULE 6.4. Bringing parents into career counseling

# data[].attributes.subject
ACTIVITY 4 IN MODULE 6.4. Bringing parents into career counseling

# data[].attributes.body
Regarding point 4, I think it is important to advise parents about the immense variety of resources that exist on the internet for students to learn, experiment and have fun. Since our students spend hours with their mobiles and tablets, parents should be encouraged to allow them to use them but to guide them to achieve a more rational use.
In addition to this, I find it important point 2, let the children experience at home, if you think about the mess they can do.
Finally, parents need to be encouraged to provide their children with educational toys and lots of reading

# data[].attributes.headline
MODULE 6.4. Bringing parents into career counseling

# data[].attributes.subject
MODULE 6.4. Bringing parents into career counseling

# data[].attributes.body
ARTICLES
https://phys.org/news/2010-02-parental-child-science-career-decision.html
https://hackbrightacademy.com/blog/6-ways-parents-can-encourage-love-science-tech-kids/
http://www.ic.gc.ca/eic/site/013.nsf/eng/00001.html
https://www.edutopia.org/blog/encouraging-science-at-home-bob-pflugfelder

# data[].attributes.attachment_link.title
A message from a physicist to parents - Neil DeGrasse Tyson

# data[].attributes.headline
ACTIVITY 3 IN MODULE 6.3. STEM PROFESSIONALS

# data[].attributes.subject
ACTIVITY 3 IN MODULE 6.3. STEM PROFESSIONALS

# data[].attributes.body
We have just acquired in our school three 3D printers to work in different areas (Technology, Control and Robotics, Plastic Education, Technical Drawing, Mathematics, Science Laboratory, Science applied to professional activity).
I would like to invite a companion who is dedicated to entrepreneurship and a movement maker to explain to students the possibilities of 3D printing and the fields in which this technique is helping to develop new paths.

# data[].attributes.body
Alex Kingham and James Branam
VIDEOS
https://www.youtube.com/watch?v=371QH29qhIw
https://www.youtube.com/watch?v=P_q0luYuTrs

# data[].attributes.body
Since my school is in a small town, an alternative to a meeting with a scientist is to participate in the following initiative:
https://somoscientificos.es/
It consists of interacting with scientists in a contest over the internet.

Another possibility is to access podcasts in which scientists are interviewed, or television programs or lectures recorded with interviews with people who are making important advances in science
https://www.ivoox.com/podcast-hablando-cientificos_sq_f11448_1.html

A very relevant example for me is that of Nieves Cubo, an engineer in Industrial and Automatic Electronics and a Masters in Materials Science and Engineering by UC3M, who has built the 3D printer called Wendy with which he has managed to print human skin using cells from the own patient

https://www.youtube.com/watch?v=aSxl9p7_Fts

# data[].attributes.attachment_link.title
Imprimiendo piel humana | Nieves Cubo | TEDxMadrid

# data[].attributes.attachment_link.description
Con Wendy, su fiel impresora 3D, por ella fabricada, Nieves ha logrado impirmir piel humana utlizando células del propio paciente. La impresora capaz de reproducir este proceso se está patentando para que pueda estar pronto en todos los hospitales del mundo. Video realizado por Daniel Goldmann y editado por Xavi Fortino.

# data[].attributes.body
VIDEOS
https://www.youtube.com/watch?v=qXn7fnUUrqM
https://www.youtube.com/watch?v=x1AjZP7wXXg
https://www.youtube.com/watch?v=PWYA6BBfdp8

# data[].attributes.attachment_link.description
Uploaded by EU Space Awareness on 2016-09-16.

# data[].attributes.body
I generally use  Tutorial roles.
Regarding Teaching roles, i apply the Within-subject role. I try to develop core employability skills using the curriculum. Nevertheless I would like teachers would be more active in this role, when it comes to visiting companies and organizations, and to invite speakers from the world of science and business. This does not always depend on the teacher, but on working in a locality that propitiates it. Otherwise, the teacher must resort to articles, videos or reports to bring that reality closer to students.

# data[].attributes.body
https://medium.com/@paolaguimerans/educaci%C3%B3n-stem-to-steam-137197b3ebc8
https://www.edutopia.org/
https://innovacioneducativa.fundaciontelefonica.com/maker-space-school/
http://ineverycrea.net/comunidad/ineverycrea/recurso/aula-stem-the-value-of-a-stem-education-teorema-de/84b35079-231e-448f-a754-d87813d1883c
https://www.ivoox.com/podcast-hablando-cientificos_sq_f11448_1.html

# data[].attributes.body
Thank you for sharing the initiative, I did not know it and I find it very interesting. I have to analyze it in time to see if we can take advantage of it in our school
http://talent-girl.com/
http://creations-project.eu/resources/toolkit/resources/

# data[].attributes.headline
5.4 Projects about gender equality in STEM

# data[].attributes.subject
5.4 Projects about gender equality in STEM

# data[].attributes.body
http://stemettes.org/
http://www.expecteverything.eu/hypatia/
http://mindthegapproject.eu/

# data[].attributes.body
I share the calendar that the STES teaching union published in 2016 with different women who researched in different fields of science, as a proposal to work with the students.

# data[].attributes.body
Articles
http://news.nationalgeographic.com/news/2013/13/130519-women-scientists-overlooked-dna-history-science/
To know more about female scientists that changed the world:
https://ec.europa.eu/research/audio/women-in-science/pdf/wis_en.pdf
http://www.smithsonianmag.com/science-nature/ten-historic-female-scientists-you-should-know-84028788/#2EScWgUsCxmO5s6d.99
http://listverse.com/2013/10/14/10-groundbreaking-women-scientists-written-off-by-history/

# data[].attributes.attachment_link.title
Women in STEM – Julie Baxter, CA Technologies

# data[].attributes.body
I always try to be egalitarian when working with my students, and fight for the visibility of women in all fields. But what I love to do in class is to reverse the roles that my students expect to hear when I pose them a problem. I put forward statements with female architects, engineers, and male nurses or cleaners. And I am happy to see that it does not surprise them as much as I expect, but if I amaze them, I already have an excuse to generate a debate with them and to make them aware of the enormous change that has, fortunately, given our society in this regard.

# data[].attributes.headline
5.2. B. Gender equality in the classroom

# data[].attributes.subject
5.2. B. Gender equality in the classroom

# data[].attributes.body
“Your guide to ensure gender equality in the (STEM) classroom”

# data[].attributes.headline
5.2. A. Gender equality in the job market

# data[].attributes.subject
5.2. A. Gender equality in the job market

# data[].attributes.attachment_link.title
Women in STEM – Gabrielle Ferguson, CA Technologies

# data[].attributes.body
I think there is a significant gap between the number of men and women studying STEM careers in our country. This difference is very small in areas related to Health and Biology, but still very large in areas related to Technology, Engineering and Computing. However, I am optimistic that this situation of difference between men and women will be equated in the coming years. In our school we have 64 students in the Baccalaureate of Sciences versus 37 students in the Baccalaureate of Social Sciences. And in the Bachelor of Science, there are 39 girls, which is 61%. Education today is more parity, and teachers encourage students to study science. I also believe that girls have greater perseverance and failure resistance, so the number of boys and girls in STEM racing will end up equating. I quote some articles referring to the gender gap in our country: http://www.elmundo.es/espana/2015/07/27/55b025f7268e3e3b6e8b459b.html
http://noticias.universia.es/educacion/noticia/2016/09/30/1144149/rol-mujeres-carreras-stem.html
Proyecto Women at Technology:
http://paginasdemujeremprendedora.net/susana-garcia-espinel-desigualdad-carreras-stem-aras-cambio/

# data[].attributes.headline
MODULE 5.1. Gender equality and the gender gap in STEM

# data[].attributes.subject
MODULE 5.1. Gender equality and the gender gap in STEM

# data[].attributes.body
“Inspiring the next generation of female engineers”
Debbie Sterling (founder and CEO of GoldieBlox, a toy company that produces construction toys for girls)

GoldieBlox: Through the integration of storytelling and STEM (Science, Technology, Engineering and Math) principles, GoldieBlox creates toys, books, apps, videos, animation and merchandise; the tools that empower girls to build their confidence, dreams and ultimately, their futures.
https://www.goldieblox.com/pages/about

# data[].attributes.attachment_link.title
Inspiring the next generation of female engineers | Debbie Sterling | TEDxPSU

# data[].attributes.headline
MODULE 5.1. Gender equality and the gender gap in STEM

# data[].attributes.subject
MODULE 5.1. Gender equality and the gender gap in STEM

# data[].attributes.body
SECONDARY EDUCATION
https://www.slideshare.net/OECDEDU/the-abc-of-gender-equality-in-education
https://www.youtube.com/watch?v=2Oexo0jpstk
http://www.oecd.org/pisa/pisaproducts/pisainfocus/PIF-49%20(esp).pdf
http://www.oecd.org/pisa/keyfindings/PISA-infographic-gender-ideas_ESP.pdf
THE DRAW-A-SCIENTIST TEST
https://www.edutopia.org/blog/quick-draw-a-scientist-ainissa-ramirez

# data[].attributes.attachment_link.title
STEM and gender equality – Marina Jimenez, European Schoolnet

# data[].attributes.body
3 practices I already use:

1.- Utilize career materials in science texts/journals/articles
2.- Integrate experiential activities in the classroom
3.- Share personal experiences

3 practices I am NOT currently using but I would like to implement in my classroom/school:

1.- Incorporate authentic research
2.-  Invite guest speakers
(I would like parents share personal experiences, something like PaGBS-Parents go Back to School-)
3.- Expose students to worksites and outside opportunities

# data[].attributes.headline
MODULE 4.3 STEM career activities: teacher practices

# data[].attributes.subject
MODULE 4.3 STEM career activities: teacher practices

# data[].attributes.body
http://www.golabz.eu/

# data[].attributes.attachment_link.title
Online laboratories and Citizen Science for STEM careers – Teresita Gravina, Scientix Ambassador

# data[].attributes.attachment_link.description
Presentation by Teresita Gravina, Maths & Science teacher from Italy and Scientix Ambassador, on the topic of online laboratories and Citizen Science as educational tools for introducing students to STEM careers. This video is part of the 'Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

# data[].attributes.headline
MODULE 4.3 STEM career activities: teacher practices

# data[].attributes.subject
MODULE 4.3 STEM career activities: teacher practices

# data[].attributes.body
https://www.nwabr.org/sites/default/files/pagefiles/teaching-STEM-career-awareness-PRINT.pdf

https://scistarter.com/

What is citizen science?

Science is our most reliable system of gaining new knowledge and citizen science is the public involvement in inquiry and discovery of new scientific knowledge. A citizen science project can involve one person or millions of people collaborating towards a common goal. Typically, public involvement is in data collection, analysis, or reporting.

The fields that citizen science advances are diverse: ecology, astronomy, medicine, computer science, statistics, psychology, genetics, engineering and many more. The massive collaborations that can occur through citizen science allow investigations at continental and global scales and across decades—leading to discovery that a single scientist could never achieve on their own.

"Amateur science," "crowdsourced science," “volunteer monitoring,” and "public participation in scientific research" are also common aliases for citizen science.

https://www.zooniverse.org/
Discover, teach, and learn

The Zooniverse enables everyone to take part in real cutting edge research in many fields across the sciences, humanities, and more. The Zooniverse creates opportunities for you to unlock answers and contribute to real discoveries.

# data[].attributes.attachment_link.title
Citizen Science for STEM careers – Jose Vinas, Scientix Ambassador

# data[].attributes.headline
MODULE 4.2 STEM career activities: types and uses

# data[].attributes.subject
MODULE 4.2 STEM career activities: types and uses

# data[].attributes.body
Nanotechnologies: Where should they take us? Have your say
http://nanopinion.archiv.zsi.at/

MASCIL PROJECT: mathematics and science for life
http://www.mascil-project.eu/
EJEMPLOS:
http://www.mascil-project.eu/classroom-material?adresse=toepassingen/28308
http://www.mascil-project.eu/classroom-material/classroom-material-2
Snowflakes Dynamic snowflakes
Tesselation Dynamic tesselations
Play with Puzzles Using puzzles to understand areas and equidecomposability
https://www.youtube.com/watch?v=Xv1nNLaqM6I
https://en.wikipedia.org/wiki/Euclidean_tilings_by_convex_regular_polygons
XPLORE HEALTH PROJECT (página en español)
Descubre nuestros recursos para promover la salud en el contexto de la investigación actual
http://www.xplorehealth.eu/es
CITIZEN SCIENCE
THE SPACE AWARENESS PROJECT (página en español)
http://www.space-awareness.org/es/

# data[].attributes.attachment_link.title
Classroom activities for STEM careers – Victor J. Perez-Rubio, European Schoolnet

# data[].attributes.headline
MODULE 4.2: Collaboratively database of resources (materials, activities, games) to introduce STEM careers to your students

# data[].attributes.subject
MODULE 4.2: Collaboratively database of resources (materials, activities, games) to introduce STEM careers to your students

# data[].attributes.body
https://docs.google.com/spreadsheets/d/1-6KyxHjso23eTq5YuqpxeBLXNVhYKrwqN2nQb8jh6Qg/edit#gid=1237780864

# data[].attributes.body
I choose "Help students see scientists as real people" combined with "Embed Reflection". The second is done daily in the classroom: students should try to explain their exercises to peers, not just solve them in your notebook or on the board.
As for the former, it would conduct a research activity on the network about those trades and careers that attract them most, and the current professionals and scientists whose work in the chosen fields impresses them most. Then each student would send a letter or e-mail to one of them to get the information that interests them directly from that person, and invite them to the school to tell us about their work.

# data[].attributes.body
STEM career activities: how to use them?

# data[].attributes.body
I did not know these tools, and I think it will be very useful to make them known to my students. I liked it because of its simplicity and because it does not require registration: https://www.thetechpartnership.com/tech-future-careers/ However, I consider that the Skillage tool is poor, although it may serve our students for a first approximation to their ICT skills

# data[].attributes.body
It would be desirable for the whole center to be involved in a multidisciplinary project. Students would reach the required skills and work it from all areas. Congratulations to the project of the center Delicias of Valladolid, and to Javier Manzano, a great teacher. I was fortunate to receive a course from Javier at the CFIE in Ciudad Rodrigo.

I believe, however, that we must find a balance between traditional methods, new technologies and new learning methodologies. The students must also face, on many occasions, tasks that must be done individually and must also develop the skills to do it.

# data[].attributes.body
If content standards, and end-of-year exams remains in education, they may constrain the success of any integrated STEM program.

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

# data[].attributes.headline
MODULE 3: ARTICLE in the International Journal of STEM Education:A conceptual framework for integrated STEM education

# data[].attributes.subject
MODULE 3: ARTICLE in the International Journal of STEM Education:A conceptual framework for integrated STEM education

# data[].attributes.body
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

# data[].attributes.body
How to stimulate STEM skills and soft skills in the classroom.

# data[].attributes.attachment_link.title
Development of hard & soft skills for students – Carlos Cunha, Scientix Ambassador

# data[].attributes.body
PROBLEM SOLVING
COMMUNICATION
COLLABORATIVE WORKING

I believe that the three can be approached with the proposal of activities like those that I name:

Work through a project with Scratch that develops one of the topics treated in the classroom. Then they will have to explain to the rest of the companions how they have done it and what knowledge they have used.

Working math through a trivia game called Trivial Pursuit. Some time ago I made one and my students do more math by playing a day than in a traditional classroom week. They have to address the challenge among all, discuss their resolve and agree on the response. All a waste of soft skills.

Expose to the class a somewhat complex problem, which has several stages. With Powerpoint presentation or simply with the wax and chalk

# data[].attributes.body
Gabrielle Ferguson, Talent Development Partner at CA Technologies.
A definition of soft skills and why these are important in pursuing a STEM career

# data[].attributes.attachment_link.title
Soft skills for STEM careers - Gabrielle Ferguson, CA Technologies

# data[].attributes.body
1.- I work with technology and ICT in the classroom using certain tools for certain topics.
For example, to impart vectors, I use a theme developed by me with Smart software for digital whiteboards.
To work geometry and arithmetic we do some programs in Scratch.
To work the functions and inequalities in the plane we work with tablets and with the Desmos program.
Sometimes I use Nearpod to review the topic taught.

But I consider that my use of technology is insufficient.
Ans each year we participate in the Hour of Code.

2.- I think the most important thing for a teacher is not to feel ever satisfied with the technology he uses in the classroom, and to always be willing to train and update himself.
We should be free from the tyranny of the curriculum, be brave and dare to innovate and offer our students different ways of learning, more imaginative and meaningful.
My dream is that someday I can get my students to have a digital journal (for example, a blog), in which they publish their progress, activities and research on the topics taught in the classroom. Each student imust be able to able to take responsibility for explaining a well-crafted activity to their peers, through a video or presentation.
I work to organize class times to be able to carry out this desire someday.

# data[].attributes.headline
VIDEO IN MODULE 3: “eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital to understand the Importance of IT and technology” 

# data[].attributes.subject
VIDEO IN MODULE 3: “eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital to understand the Importance of IT and technology” 

# data[].attributes.body
An overview of the skills needed in developing a career in IT, challenges in this field and some tips to work in the profession

# data[].attributes.attachment_link.title
eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital

# data[].attributes.body
carlos Cunha video: an overview on STEM skills an how to develope them in the classroom

# data[].attributes.body
I have seen in Internet an article titled "
STEM education as a trend and future perspective."

http://geneticcontent.blogspot.com.es/2015/06/educacion-stem-como-tendencia-y_23.html
In my opinion, the best definition of STEM skills is: "A series of critical skills for the use of new technologies that will arise and depend on, because they will help build and maintain high quality communities and improve the lives of all citizens"
, by Anders Hedberg.
This involves the hard STEMS skills but also other skills like problem solving, critical analysis, teamwork, networking, as Oscar(Spain) has commented.

Examples of non-STEM professions that use STEM skills are construction worker, carpenter, because they have to overcome obstacles in everyday work.

# data[].attributes.body
Documentaries from internet, scientific webs, YouTube Channels (TEDx), webinars, online courses, social network.

# data[].attributes.body
http://stemstudy.com/stem-careers-glossary/

# data[].attributes.body
STEM jobs in my country:
agricultural innovation , forestry engineering, renewable energy, material engineering, recycling research, computer science, maths.
In rural areas it is necessary to promote careers and jobs that improve the economy and well-being of the area to avoid the emigration of young people and depopulation.

# data[].attributes.headline
ome key points about employment in STEM professions and the role of teachers in encouraging STEM careers

# data[].attributes.subject
ome key points about employment in STEM professions and the role of teachers in encouraging STEM careers

# data[].attributes.body
Since we do not know for sure the jobs of the future, let us focus on the skills our students must develop.
To know to work in group, to look for information and to transmit it, to realize investigations, summaries and reports, to solve problems, adaptability to the changes, multidisciplinary works and much applied mathematics and programming.

# data[].attributes.body
I do not see so near the day when machines are capable of doing all the work that humans do. And I think there's something they can never do, which is about creation and creativity.
That´s why teachers have to train our students to handle technology in a mature, critical and creative way. And it is imperative to introduce programming from an early stage. In addition, our challenge is to deliver the STEM disciplines with a practical and interdisciplinary approach.

# data[].attributes.headline
¿Cómo serán nuestros trabajos en el futuro?

# data[].attributes.subject
¿Cómo serán nuestros trabajos en el futuro?

# data[].attributes.body
it is critical for pupils to pursue higher education. If technology will eventually become biologically embedded in our lives, then labor skills will slowly become obsolete resulting in the “low-skill/low-pay” and “high-skill/high-pay” concept.

# data[].attributes.attachment_link.title
Andrew McAfee: ¿Cómo serán nuestros trabajos del futuro?

# data[].attributes.attachment_link.description
El economista Andrew McAfee sugiere que sí, que probablemente los robots tomarán nuestros trabajos, al menos los tipos de trabajo que ahora conocemos. En esta clarividente charla, habla de cómo serán nuestros futuros trabajos, y cómo educar a la generaciones futuras para obtenerlos.

# data[].attributes.body
http://blog.scientix.eu/2017/04/stem-studies-the-future-of-engineering/
https://www.nms.org/Home.aspx

# data[].attributes.body
The big companies and industries that are developing this change need trained youth people. The worst of the scenarios is that people with an average training can not intervene in the change that this revolution entails. That is why we must fight for governments to ensure that emerging industries work for the good of all. And education must be the engine of this change.

# data[].attributes.attachment_link.readable_text
Founder, Executive Chairman, World Economic Forum

Stay up to date:

Fourth Industrial Revolution

Follow

Don't miss any update on this topic

Create a free account and access your personalized content collection with our latest publications and analyses.

Sign up for free

License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

Global Agenda

The Agenda Weekly

A weekly update of the most important issues driving the global agenda

More on Fourth Industrial Revolution

See all

# data[].attributes.attachment_link.title
The Fourth Industrial Revolution: what it means and how to respond

# data[].attributes.attachment_link.description
The Fourth Industrial Revolution: what it means and how to respond, by Klaus Schwab

# data[].attributes.body
Teachers have to leave behind the fear of imparting the entire curriculum and begin to innovate in activities linked to the real world and interrelated with other disciplines. This involves a lot of work to keep our activities up to date

We must use in our classes the new technologies so that the students will be creative and can test the knowledge acquired in the classroom. And we must use the game and the competition as a way to motivate our students.

We need companies and universities to inform us of the skills students must have at the time of their entry.

We need universities and companies to open their doors to show us how they work and what are the challenges for the future in the field of science and technology.

# data[].attributes.body
I find it shocking that Spain, Greece, Croatia and Cyprus are the countries in which only 25% of the industries have problems finding employees. Perhaps because they are those in industries and less young people are trained in STEM studies.
I believe that in Spain the labor market is precarious and that our young people more prepared have to emigrate to other countries of Europe in order to find a job adequate to their preparation.
What happens in Spain is that we do not teach for the needs of industries and companies.
We urgently need to connect our studies with the world of work.

But on the other hand, we have very well-prepared young people, although few, in STEM studies.

# data[].attributes.body
Difficulties European economies are facing in order to recruit the next generation of scientists

# data[].attributes.body
Technology has already changed our lives and we must train our students to understand and improve it. In this way they can face the challenge of building a more just and developed society. Mathematics will be the tool to understand the world around us. STEM is the way to achieve it.

I recommend this post: STEM, STEAM, STEM+.

http://blog.elparquedelosdibujos.com/2016/02/stem-steam.html

# data[].attributes.body
I an a secondary mathematic teacher in Spain, at the Secondary School "IES Tierra de Ciudad Rodrigo"
I am interested in sharing educational experiences and resources to improve my teaching work