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Module 8: Career orientation events on STEM education

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Module 8: Career orientation events on STEM education

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Career events are an excellent opportunity for students, employers and higher education institution representatives to meet and exchange information and ideas about different career paths, potential employment options and training opportunities

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7.1 Business and education collaboration

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7.1 Business and education collaboration

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Although education providers are confident that students are being adequately prepared for transition to employment, in reality, employers are complaining that they do not find workers with the right skills.
Some practical steps:

1. Check out which are some of the big industry or corporate players in your town/city/country.

2. Usually, they should have a department/area of their organization allocated towards Corporate Social Responsibility (for example, Amgen has the Amgen Foundation, which offers the Amgem Scholars program) or a section on Careers, which almost always provides assistance to students/graduates who might be interested in a job with that company (like Microsoft for example). This information should normally be available on the company’s website.

3. See what types of activities they provide: these can be live ones, like trainings or workshops at their headquarters or live webinars. If they offer extracurricular study programs (like an Academy) see what are their aims, objectives, conditions and timeline.

4. Facilitate the connection with your students. Either in one on one discussions, in the classroom, or redirecting your students to that website.

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Role modelsA factor which plays an important role in students’ choosing a career or another is having a role model to identify and relate to

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Role modelsA factor which plays an important role in students’ choosing a career or another is having a role model to identify and relate to

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Parents also play an important role in the STEM career choices of girls and boys. Numerous research has shown that when parents provide opportunities to explore STEM for both boys and girls starting with a young age, and when they avoid labeling STEM activities as male activities then this will foster the interest of children in science.

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6Balancing the roles of teachers, mentors, and parents in Career and Employability Learning (CEL).  

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6Balancing the roles of teachers, mentors, and parents in Career and Employability Learning (CEL).  

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Teachers:
1. Tutorial roles:

a) Career informant
b)  Pastoral support
2. Teaching roles:
a) Within-subject
b) Delivering CEL
3. Leadership roles:
a) Leading CEL
b) Senior leadership:

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The current lack of girls taking on (some) STEM careers is still alarming.
Not only companies, but also teachers can make a big influence in a girl’s career choice:
1-   Consider your interactions with students
2-  Use gender sensitive instructional materials
3-to know more about female scientists that changed the world

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teacher practices:
1-Integrate experiential activities in the classroom: role-playing
2- Incorporate authentic research
3-Invite guest speakers:

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Classroom methodologies to promote STEM skills

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Classroom methodologies to promote STEM skills

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1. Engineering design.will provide with a context for learning through mathematical processes
2. Scientific inquiry/Inquiry Based Science Education inquiry prepares students to think and act like real scientists, ask questions, hypothesize, and conduct investigations using standard science practices.
3. Project based learning (PBL)L): act of learning about different subjects simultaneously”.  This approach usually requires students to use diverse skills (such as researching, writing, interviewing, working in teams, speaking in public, etc.) to produce different pieces of work (like research papers following experiment results, multimedia presentations or video documentaries, among others).
Tools: kahoot, classflow, phet simulation

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Project management skills, communication aptitudes and problem-solving abilities.
The acquisition of these skills will not only benefit students academically but it can also facilitate their entry and performance in the business world.

Soft skills such as resilience, self-control and time management can be incorporated through pedagogical approaches like project-based learning and inquiry based science education (which will be further explained in the coming sections).

In general, group work activities are always an opportunity to integrate soft skills in the classroom. Problem solving tasks can be a chance for pupils to engage in social skills. The freedom of working in groups will help students to develop time-management and self-control abilities, emphasizing the notion of self-regulation and time-on-task. Last, working in small groups can also encourage quiet students to express their thoughts in a more comfortable manner. (Concordia University, 2016)

Incorporating student self-assessment into lessons is another way to promote soft skills. While students can measure their knowledge attainment through tests, they do not always take time to reflect on their own work, on what is challenging them and in what areas are they succeeding. Having students review their own work will also help them develop resilience and add a goal setting approach to their educational experiences

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1-Are you using technology in the classroom? Yes, I do. But I am not well  prepared to do it and I have not good devices2) How would you develop digital skills in the classroom?First of all learning by myself

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1-Are you using technology in the classroom? Yes, I do. But I am not well  prepared to do it and I have not good devices2) How would you develop digital skills in the classroom?First of all learning by myself

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Very specific areas of knowledge and expertise will be much needed.
“well-rounded candidates with technical skills, broader competencies, such as mathematical capability, and practical work experience” (Bosworth, Lyonette, & Wilson , 2013) will be much in demand
It is necessary to start adapting science lessons and to focus them on teaching pupils the skills and competences they will need for future professions.
will need to engage and support evolving innovative situations, which will demand individuals to attain high levels of digital and ICT skills.
The first thing that comes to mind is the contrast between the use of technologies in everyday life and its limited application in schools

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STEM skills are defined as “those skills expected to be held by people with a tertiary-education level degree in the subjects of science, technology, engineering and maths.
But there are non-STEM professions that use STEM skills. There are also many STEM degree holders working in a non-STEM occupation who might still be using their STEM skills at work.
So we need to show students how the acquisition of STEM skills will open the doors to a variety of professions (both inside and outside of the STEM fields)

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Jobs of future. They may not be recruiting tomorrow for them, but in a few years, these or similar jobs will become more and more in demand. So, for me, it is impossible to have a clear idea now and this is the ragion I am here 

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Jobs of future. They may not be recruiting tomorrow for them, but in a few years, these or similar jobs will become more and more in demand. So, for me, it is impossible to have a clear idea now and this is the ragion I am here 

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Drawing a clear line between STEM and non-STEM related professions is clearly a difficult task, but generally, in the data collected at the EU level, STEM fields include natural sciences (i.e. physics, biology or chemistry), mathematics, engineering, architecture and computing, but other fields such as medicine or social sciences tend not to be included.
One way of overcoming this challenge is by establishing links with industries. This will not only ensure that STEM subjects are contextualized in a real-life environment, but you can also learn more about the possible demands for STEM subjects in your local area! We will see more on how you can effectively do this in future modules.

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Opportunities this revolution brings: increased growth, prosperity and efficiency, but at the same time, a very high risk of inequality.Teachers represent a critical ingredient in preparing the human resources of the future - in making sure that by the time the students have left school, they are able to enter the work field. We will see more on this in the upcoming modules.

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Here I am!
My name i s Alessandra , I'm 51 years old and a theacher from 1996. I teach in primary school, in this year maths in first grade