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my students interest in science...

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IN OUR COUNTRY STUDENTS ARE INTERESTED IN SCIENCE AND TECHNOLOGY.

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My students interested in science and mathematics beacuse They are between 16-18 age.Also Their branch of is life science , and They are used technology .STEM is very suitable my students.

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My students interest in science...

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The activities that I draw with my students are of extreme interest.

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my students have an interest in knowing.

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My students interest in science.

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My students interest in science. I think
the  situation in my country is blu.

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High achievers-we have very well-trained students for future professions - especially IT

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my country don't have high technology and engineering. but some 

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My  students are aged 10 to 11.My students should be guided in the direction of their talents in the future.

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I also think that in my country, here is a huge gap between employment and te skills required. Lot of practical based curriculum is required to be framed to fill up this gap.

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I also think that in my country, here is a huge gap between employment and te skills required. Lot of practical based curriculum is required to be framed to fill up this gap.

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It is also important that providing raw materials  and it's selling links

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As art students need for collaboration with other skills, hard skills are to be combined with soft skills

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As art students need for collaboration with other skills, hard skills are to be combined with soft skills

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Primary School students, as mine. are imaginative. There are not subjects about jobs and we deal with jobs in general.However in the Secondary Education the studens learn more.The question is: can the students of the Technical and Vocational Secondary Schools do the job they have studied?

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I believe that in my country the situation is blue.

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I can not think of anything in primary school 4th grade employment.

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My students interest in science .I think
the  situation in my country is blue

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My students are highly motivated and have a good or high support from their parents.

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my country don't have high technology and engineering. but some of my student interest in science. and ı promote them specially at stem careers. ı expect our curricula will reconstitute and my country will change. my students will have confidence in science.

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I think the situation in my country is blue.

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My students are dreamers. They think that they can do eveything what  they want, but when they grow a little they become  fighter. They have to do that to survive in our educational system, becouse his change very often. As a teacher is important we provide some opportinities to  understand and know them selves and introduce some  exempleSTEM careers .

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Küçük yaştan itibaren çocukların yeteneklerine göre yönledirme olursa,hem var olan potansiyelden yararlanılır. Hem de insanlar sevdikleri işi yapmış olurlar.

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Çocuklarda varolan yetenekleri keşfetmemizi sağlayacak bir bakış açısı ve yaklaşım onları geleceğe daha hazır hale getirecektir,zorunlu akademik bilgiler işlerine yaradığında cazip olacaktır.

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We must guide them to employment by taking into account the talents and wishes of the students.

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I'm a teacher in a primary school so my students are 7-11 years old. Their decision related to the job change all the time and they don't care about employability because they are too young. Also they don't know their skills truly for now. As a teacher I can present the models of jobs.

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It is very important for a student to work .He/She must understand where is very good .

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I work in a primary school and my students are 7-11 years old so my students are very young to think about employability. Their thoughts change frequently. The most important thing is to teach them to be a good citicen and person. Then we must show them models but mustn't lead them to one career. they should choose themselves later.

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SAKARYA/ TURKEY
my students are not yet setting up a lot of career plans for ages 5-6, but they are too much imagination. we need environments to support their creativity and talents

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My 8 grade students would be classified as nonbelievers so they are low for access and employability on the axis because they are not supported by their families and they don't believe in themselves , their skills or abilities. But on the other hand 15 of 60 students in 2 seven grades can be  classisfied as high- achievers,which puts them high level on the axis.Nearly 30 of them can be considered as persisters and medium level  for access and high for employability. The rest are strugglers,which means low for access and medium for employability.

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in suituation over here such things will be difficult for me.

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Unfortunately, the teacher has to live in big cities. those who are studying in small cities have very low chances of getting into the job. in small cities the rate of work is very low and salaries are inadequate. small cities should be evaluated.

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Here the link to the site of a wood processing company in my village (Italy), where it was founded a museum concerning carpentry, and a school for girls and boy from 14 years old.
http://www.museotinosana.it/
Please chek it!

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I would like to perform situation in my school and my scountry

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Our students are placed from the medium to high category..as most have access to good education ...My country is still gearing up for careers in STEM.
I am in total agreement  of a stronger collaboration between education providers and employers as this will strengthen and improve the situation.

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The Information Technology sector in India has built its reputation by providing cost-effective solutions and providing employment to millions of people in the process. However, the full-time research workforce in India was estimated to be just 2,00,000 in 2015 by UNESCO. Are we, as a nation, adequately promoting careers in Science, Technology, Engineering and Mathematics (STEM) subjects, and are we even able to generate enough talent for our own demand? Are we losing some of our best minds to other countries because of a lack of support and opportunities?

A recent survey from the job site Indeed has confirmed similar fears: despite producing the maximum number of graduates globally, the average level of the shortage of skilled talent in the STEM sector in India has increased from 6 percent in 2014 to 12 percent in January 2018. The survey noted that Information Technology and Banking and Financial Services are the leading sectors that hire STEM talent, mainly in the roles of software engineers, web developers, business analysts, software architects and SAP consultants. It also listed the top ten companies for those interested in pursuing STEM jobs: Capgemini, Wipro, JP Morgan Chase, Oracle, HCL Technologies, IBM, Magna Infotech, PwC, Barclays, and Citi Bank.

With 2.6 million of the 78 million fresh graduates in 2016 belonging to the STEM sector, India did reasonably well in producing a healthy number of STEM graduates; yet, it is witnessing an increasing talent shortage in the field. This seemingly paradoxical challenge has been attributed to the 'disparity between college curricula and industry expectations' in a Hindu Business Line news report. Let us take a closer look at this 'disparity' and attempt to understand the factors responsible for the current mismatch:

STEM sector in India: A brief look

The focus on building scientific prowess of the masses, and bet on specialized educational institutions to do the same, institutions like Indian Institute of Technology (IIT), Indian Institute of Science (IISc) and All India Institute of Medical Science (AIIMS) were founded and promoted with the intention to develop the country's scientific and technical manpower, and in the process help the society and economy prosper. However, with time, these institutes have largely been reduced to as stepping stones for a well-paying career. Especially in the last two decades, the relentless quest of students, and their parents, to ensure admission in such premier institutes has given rise to an astronomical coaching classes industry as well. This has categorically damaged two of the most important goals of establishing such institutes: one, having an inclusive and diverse student population, and two, focusing on research, creativity and innovation in science.

The average level of shortage of skilled talent in the STEM sector has increased from 6 percent in 2014 to 12 percent in January 2018

A particular blow to STEM education came when All India Council for Technical Education (AICTE) liberally allowed the setting up of engineering institutes across the country a few years ago. The move was undertaken in anticipation of a huge demand for engineering studies. However, this not only eroded the value conferred on an engineering degree but also compromised the quality of education and training provided on a fundamental level. Although over the past few years, the trend has reversed, the number of B. Tech seats in the country has been continually shrinking. An Indian Express report also stated that several colleges established in the engineering wave are now struggling to attract even a single student for several of their departments, and several others are staring at a closure altogether.

STEM Careers in India: Contemporary Challenges

A consistent ideological challenge encountered by STEM enthusiasts is the half-baked understanding of what actually entails a career in sciences and technology. Because the narrative has been so focused on engineering and medical studies, fields like pure sciences and research have not gotten their due attention. Additionally, the almost singular and ubiquitous focus to equate a career's success with the salary it can command, adds to the woes. Since there is lack of information and awareness regarding the careers in the field, there are very few points of attraction for students or their parents.

A 2011-12 study by the Ministry of Human Resources and Development showed that less than 0.5 percent of the students enrolled for higher education in India went onto pursue Ph.D., which points to a general lack of interest in the field of research, owing to lack of awareness and incentives.

Institutes that are expected to impart quality STEM education need to possess two critical resources in order to do so: state of the art facilities and trained educators to transfer focused knowledge in sufficient numbers. While the former incurs heavy financial investment, the lack of latter continues to be a major reason why the Indian education sector, on the whole, continues to operate inefficiently. Apart from a handful of premier institutions, many struggle to provide their students with basic infrastructure, let alone specialized laboratories and centers, as the Indian Express investigation revealed. The focus to make students employable has come at the cost of making them scientists, researchers and scholars.

Women in STEM

Under-representation of women and gender pay gaps are well-recognized global challenges in STEM sectors. While Indian Technology firms can still boast of a relatively better female-to-male ratio, according to UNESCO estimates, only 14 percent of the researchers in India are women. Even engineering colleges have skewed gender ratio in favor of male students, and according to a Kelly Global Workforce Insights (KGWI) survey, 81 percent of the women in STEM fields in India have perceived a gender bias during performance evaluation. The annual 'Girls in Tech' MasterCard research indicates that while interest in STEM careers is increasing gradually, women are still less likely than men to pursue a career in STEM, and also less likely to remain in the field for their entire career, owing to male-dominance in the fields. The notion that a woman's commitment to her family and children will impact her job is more pronounced in STEM jobs, and there is a lack of support or encouragement for women to progress in the field. India, with its deeply embedded patriarchy, would have witnessed negligible women participation in science and technology had it not been for the expansive IT sector.

Making STEM a priority

The first step towards fixing what's broken is the identification and acknowledgment of the present challenges and understanding the context in which they arise. In other words, the government and the private education sector must make a genuine attempt at understanding their shortcomings, and reflect on why so few Indian institutes are recognized for quality STEM education and training. Establishing global partnerships with countries that have built sophisticated STEM expertise is critical to paving the way for knowledge exchange and skill development. While American and European universities are known for their focus on STEM education, countries in the networks of BRICS and ASEAN could also prove to be beneficial partners. This also needs to be backed by a healthy funding to develop independent institutes that focus on research, pure sciences and other derivatives of STEM subjects.

The Indeed survey showed that job seekers in the age group of 21-25 were 12 percent more inclined towards jobs in STEM sectors than in others. Inculcating innovation and creativity in young minds and encouraging them to pursue dedicated courses right from the moment they stepped in the formal education system is essential. However, in the present system, STEM studies might simply be added as an additional layer to the existing curriculum and would increase pressure on students and teachers alike. Thus, integration of STEM studies as opposed to their mere addition in the school should be the aim. Private players in the domain of education have realized that the existing exam-centric educational learning discourages innovation and exploration, and have launched STEM-focused after-school programs in several metros. While collaborating with them will help educational programs to be more inclusive and accessible, tying up with leading companies in the domain can provide easy access to quality training infrastructure.

The National Science Foundation of USA predicted way back in 2011 that nearly 80 percent of the jobs created in this decade will require some form of mastery in technology, science or math. An attempt to change the way we approach STEM education and jobs in India needs the participation of multi-disciplinary experts and stakeholders, and more than that, a willingness to foster a conducive environment. Building and strengthening of a knowledge economy is a continuous and dynamic process, one that needs attention, resources, and focus. While the government has done well by promoting programs like 'Make in India' and 'Start-Up India,' it also needs to feed into these dreams by increasing the share of the education budget and skilling in the GDP. An environment that encourages young talent to take up research and related careers by incentivizing them, alongside providing them with the resources and infrastructure to gain skills is crucial.

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Despite producing the maximum number of graduates globally the average level of shortage of skilled talent in the STEM sector in India has increased from 6 percent in 2014 to 12 percent in January 2018 Lets take a look at the gaps behind this

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I think the situation in my country is blue

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My students are living in a village. So they have problems to reach informations about STEM careers by themselves. We are trying to guide them but I think It's not enough. They should be connected more expert for learning careers from them

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access to technology is unfortunately not at the desired level. I want to do robotic coding exercises in my class, but economically the level of class does not fit.

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In our country, education system is based on the results of tests; we do not really teach soft skills formally. Since future jobs requires a lot more than just exam results, it seems like our students will fail in finding jobs when they graduate. When it comes to desire for employability, again since they do not know what they should do to get the job, the do not get it, do not have a desire to do so. And degree of success falls down accordingly.

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In my country , this is problem

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They are persisters... high wish but no access

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Our students a bit lucky about choosing their carrier. It s an tecnological high school and they must do internship. They can choose where can they want to do practice about their area( ICT, climate technology, wood, metal...)

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My students are aged 9-11 so it is too early to talk about their career plan in my country.

if I need to make an assessment of my country: The unemployment rate in my country is very high and there are young people who can not find a job even though they are university graduates. This is because the main reason is that there is not enough guidance when making vocational choices for young people. elections should be made according to the skills while vocational trainings are being determined.

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We educate our students with an examination system centered. However, if we educate individuals in their own expertise and collect them, they will positively influence the future of the country

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The imagination of the students is very advanced. Students should be directed towards their talents

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We have serious problems with employment. we can only help them if the teachers are predictive and forward-thinking about directing students.

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I couldn't say that all students belong only to one category. There are students who are dreamers, strugglers, persisters...
One action could be the collaboration among education providers, employers and young people, as it is referred in this session. It would be really helpful.

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this problem is in the my country.

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In my country, to tell the truth because of the blind cirriculum and exams, the ss cannot have any oppourtunity tı acces of their desie even they cant know what it is.. To improve it, as school and teachers, we try to meet their real life skills to find their desire for employability

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Today many countries want colloboration between school and work..this problem is forever and educators should find solution for this

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My students are small. They dream of what they will become. I think it's important for them to have a learning discipline, to develop soft skills such as spoken communication and work ethic. Later, they need to be helped to develop the skills and competencies needed for employment. It is very important that "education providers can work more closely with employers to make sure they are offering courses that really help young people prepare for the workplace."

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My students are dreamers. They think that they can do eveything what  they want.But when they grow a little they become a struggler. They have to do that to survive in our educational system.They want a job no matter what it is.As a teacher we must provide some opportinities to  understand and know themselves. And olsa we can introduce some  STEM careers .

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In my school, there is a big diversity of students situation related to this dimensions.

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as a vocational high school, we have to work together with companies in stem to guide where they can improve themselves in the right places in their internships.

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I think , in my country education isn't connected with employers at all and it is a great pity, because of it our students are at the level of dreamers.

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In our country, students are occupied by a stereotypical curriculum and examinations, usually because of their education and exam scores. For this reason, most individuals lose their skills and interests without being discovered. As a result of this system, even though there are vacancies in many business fields, the unemployment rates do not decrease because there are no graduates with experienced and adequate equipments. In order to correct this situation, first of all, the teaching programs should be made more suitable and adapted to the learning model by living. Students should be directed to their interests and talents from an early age and should be able to find opportunities to contact experts in their fields. However, it is possible to close the gap between the educational world and the business sector.

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students should be directed towards their talents

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I believe many of my students would be classified as dreamers. They are lower-middle class, most are not encouraged by their parents to be driven educationally or to excellence in their careers so they are low on the axis for employability and access. I teach 6&7 grades. So I hope to introduce to career goals and employability skills and I also want to work with my educational peers at the upper levels to help encourage them with the things I’ve learned in this course

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I think I can find students in every category mentioned in this graph. Every person has a story and has a certain way of action and it can perceive the reality in a specific and a very personal way. For some people, school seems to do a lot for contributing to their success. It is not even necessary to have a supporting family behind them. For some students, school and family together are doing a lot and, somehow, students fail. I think there is not a recipe for having success. I think that those soft skills are very important together with a lot of academic work. I think it is very difficult to have success in life. You have to be prepared to work hard, to fail sometimes, to spend time and money for learning. How many of our students are taught to do this, to invest in themselves? Perhaps not too many ...

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I think the situation in my country is blue :(

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Turkey
I think most of my students are dreamers. They only dream about their future but they are not realistic. They do not take into account their capabilities and their interests. They are not aware of the importance of education. They are less motivated. In order to enable students to see the collaboration between the business and education, there may be seminar and workshops at schools and so students could be motivated. Also teachers could organize visits to vocational schools. Curricula could be designed in accordance with business needs.

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The schools show a lot of things.

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Kayseri
I agree with that. Today's school shows that if the family and business world cooperate, the school is a part of life.

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Students in our country are at a high level due to youth unemployment.
Employability;
It is the ability and the ability to maintain this level of knowledge and skill that a person can work in.
This situation is against both young people in our country and in Europe.
Higher education is no longer an advantage here.
According to me,
Curriculum integrated actions.
Systems integrated actions,
Learning actions from each other,
Educational skill addition actions,
We can count replicable actions such as

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My students are dreamers, maybe strugglers since they are only 10-11 years old. They're searching for their way in life...

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My students are placed dreamers.  Their level of access and desire for employability isn't present since they are in primary school. The situation can change if we take action - make a new curriculum, offer good modern education that will proved well payed jobs (no need to go aboard).

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In order to develop business and education cooperation, it is necessary for the students to be trained in the fields that their business areas need or need in the future

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In order to develop business and education cooperation, it is necessary for the students to be trained in the fields that their business areas need or need in the future

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Mesleki ortaokullar kurulmalı, öğrenciler amaçsız şekilde sınıfta tutulmaya zorlanmamalı  ilgileri yönünde mesleğe yönlendirme imkanı sağlanmalıdır

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They are still young but I think we could them teach even from now how to think on this

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M y students are between 7-11 age.they still find themselves,tryıng to fınd out more about the professıons of their parents.

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I teach at secondary school and they haven't chosen their careers yet.To me ,The level of unemployment is very effective to choose careers .

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My students are only second grade. It's hard to say them "choose your career". But doing experiments in the classroom some how take their attention. However, only the dreams is the way to be real on the future.

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in our country, observe that employability is low. I think it is important for STEM education to become widespread for this

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I teach primary school children, so it is premature to talk about their level of access and desire for employability.

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My students are placed at Dreamers, as they are passionate, keen observer, smart worker, innovative and creatively problem solver.
They are streamlined and dedicate for their respective career, as they know the in and out of what their interests are.

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meryem eğrioğlu
turkey
with my students at the university promotion fair

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When I think my students, they have a desire for employing. In our country, there isn’t strong relationship between schools and employers. Their level isn’t enough for employing. Because of this unemployment rate is high in our country.

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turkey
Cooperation between schools and industry is important in terms of training process
this should start in elementary school

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We have students that are motivate but they get fustrated when they see the high education professionals going to other countries searching for better opportunities.
I think we need a stronger relation between school and business companies, smaller and praticall programmes.

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Since my students are a small age group, it is too early to direct them to any profession. but at the end of the year we are trying to direct them by visiting vocational schools or visiting some factories.

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My students who are 16-18 years old are fighters and dreamers .. in Italy there is a modulation of small businesses but unfortunately many engineers and STEM professions tend to emigrate to England and Germany .. as a teacher I can try to provide softskills in order to face more possible solutions

In Portugal there is a flight of highly qualified young people to other countries of northern Europe and the USA. Young employment in Portugal is difficult. My students, 17-18 years, dream of having a career and a job success, within the STEM areas, in medicine, in the arts, etc.
At my school and in my classes, we try to help students choose a career and a college course successfully. Many choose Engineering, Medicine, Architecture. There are guests who offer their experience to the students. I try to be well-informed and provide students with good experiences for a better choice.

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My students are between 6 and 10 years old. At this age they still find themselves, trying to find out more about the professions of their parents.

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Hülya ÇALIK              In my country, there is little information about students' steam care. what can be done? A lot of things. We can draw attention to the awareness between talents and job opportunities.

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Hülya ÇALIK              In my country, there is little information about students' steam care. what can be done? A lot of things. We can draw attention to the awareness between talents and job opportunities.

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Fatma Guzin DULKADIROGLU / Ankara,TURKEY

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Fatma Guzin DULKADIROGLU / Ankara,TURKEY

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My students could be considered as strugglers.Their desire to be employed is moderate, they recieve little support on their path from education to employement and their degree of success is low. To improve this situation, I am trying to be a role model for them. I usually encourage them to get higher education, especially in STEM fields, in order to have better standart of living. They also need encouragement from their families but most of my students have problems with them.

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In my opinion, young people in Romania are in the Dreamers category: they appreciate that education offers them support to hire and about half of the high school graduates want to enter the labor market after graduation, the rest wanting to continue their studies at high level, because they are convinced that their chances of success in employment will be higher. At the level of the education system, the strategy of facilitating the transition from school to work is implemented by organizing the training, especially the practical one, at the economic agents. This strategy also provides benefits to economic agents who have more opportunities to recruit their workers.

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Öğrencilerin eğitim-öğretim hayatından sonra başarılı olmasını istiyorsak sanayi-iş dünyası-eğitim-müfredat ve öğretmen işbirliğini artırmalıyız. Ayrıca Eğitim bakanlığı-öğretmen-öğrenci ve iş dünyasındaki gelişmeleri yakından takip edebilecek uyum sağlayacak ve bunları yansıtabilecek şekilde işbirliği içinde olmalıdır. Bu bir proje değil devlet politikası olmalıdır.

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Google'ın ücretsiz hizmetiyle kelimeleri, kelime öbeklerini ve web sayfalarını İngilizce ile 100'den fazla dil arasında anında çevirin.

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Students are set up as dreamers. The situation in the economy is bad, and this is not a stimulus for students to learn. Pupils who finish their education do not usually work in their profession. There is no connection between economy and education. When they are employed, they get a small profit because the companies compared to developed European countries are still outdated technologies. There is a significant change in production in the application of new technologies (STEM) so that students can learn new skills needed for production.
>^..^<

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Cooperation

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I am with Selda on this one. My students are very young, ages 10-12 so they are very young. However, I will as their teacher drive a bit more into them, the importance of considering STEM areas when thinking of a profession. I shall incorporate STEM related activities in my lessons and not teach in isolation.

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I think that students do not use it appropriately for the purpose of technology. Every business that is made suitable for its purpose is successful.

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Students do not have any information about their field of study. Most of the young people go to secondary school, but they can not train in the field of study or in cooperation with companies.

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There is no purpose for the students. They do not want to learn. First of all, we must create awareness.

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Students in Croatia are at levels of worse European countries in Greece and Italy, that is, they are not satisfied with the education system and the knowledge and competences they receive by education. They do not believe it has enabled them to do a quality job. They want to work well and make good money but do not believe they can do it in Croatia.
Changing educational curricula to acquire the skills that are now sought in the labor market through education.

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To improve student prospects, education providers could work more closely with employers to make sure they are offering courses that really help young people prepare for the workplace

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Malesef Türkiye de de eğitim oldukça maliyetli. Sadece maliyet de değil. Alanında en iyi olan üniversitelerden mezun olanların iş bulmaları ihtimali yüksek. Fakat diğer üniversiteler için aynı imkan malesef ki yok denecek kadar az. Lise öğrencilerinin çoğunun o ana kadar( üniversite sınavına kadar)bir hedefleri yok.Cünkü yeteneklerinin neler olduğunu bilmiyorlar. Işte önemli sorunlardan biri de ilk okuldan itibaren yeteneği doğrultusunda yonlendirilmemesidir diye düşünüyorum. Eğer bu yapılabilirse işsizlik sorunu da büyük ölçüde çözülebilir diye düşünüyorum

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Benim ülkemde iş bulmak için çok iyi bir üniversiteden iyi bir derece ile mezun olmak gerekiyor. Ayrıca üniversiteden mezun olan öğrencilere maalesef yeteri kadar beceriye sahip olamıyorlar. Bunun için mutlaka öğretim hayatının her kademesinde iş yerlerinde staj yapılmalıdır. Ayrıca Sanayi bölgelerinde sanayiye elemen yetiştiren okullar açılmalıdır. Müfredat işverenlerle birlikte hazırlanmalı

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My students are aged 4-6 so their desire for the future is a job with lots of money and publicity.
Few of them are interested in jobs according to their interests