1. Understand the relevance of STEM studies for students and society; 
2. Understand the importance of STEM career in the job market; 
3. Understand the importance of integrating STEM career guidance in lessons, curriculum and what are the benefits for their students.

• Is there a STEM skills shortage in Europe? Analysing the evidence, and in
• Is there a STEM skills shortage in Europe? Challenging the evidence

1. Awareness
2. Relevance
3. Engagement
4. Self-efficacy

1. Incorporate both formal and informal approaches
2. Help students see scientists as real people
3. Connect the dots
4. Embed reflection

A recruitment/vacancy bottleneck can be defined asA situation where a given vacancy (posted in a recent time period) is difficult to fill by employers.

The STEM skills gap can be defined as The lack of professionals with the necessary skills in STEM areas.

Brain drain refers to The emigration patterns of well-qualified STEM professionals in order to search for further professional opportunities.

the four pillars of career development Awareness, Relevance, Engagement and Self-efficacy.

1. Understand which are the currently relevant STEM industries and what is the spectrum of jobs available in each of them; 
2. Explore and learn about different career pathways available to reach those careers

1. Become familiarized with a set of STEM hard skills on demand; 
2. Become familiarized with soft/transversal skills needed across all sectors/industries. 
3. Explore various tools for matching skills with career pathways.

Use this padlet to answer the following questions: 1) In your opinion, which is the best definition of STEM skills and why? 2) Provide at least one example of non-STEM professions that use STEM skills.

VIDEO with Lavinia Morris, Head of IT, SMBC Aviation Capital to understand the Importance of IT and technology” 

What skills have helped you develop your career in IT? 
Technical skills
Communications and interpersonal skills
What challenges exists for the industry
Hybridh business IT
IY people if the future should think like business people

What are your thoughts on "IT professional day"
Ireland is the leader, recognise professionals, old people should learn from young professionals, IT leaders are at the top now fortunately, IT background is the more important ?

Any Additional thoughts
IT career is very profession and it offers a lot of opportunities to get involved

•  communication skills, 
• negotiation skills 
• More practice in schools with working in team environment, working together for a common goal, delivering presentation, training your class

Employability skills:

• Communication skills, 
• ability to adapt your communication depending on who you are speaking with to work in a STEM environment

Time Management 

How should the educational system support soft skills development?

• Collaborative working
• agile working
• adaptive to change
• responses to change
• presentation skills
• innovation
• creativity

How to prepare students in the classroom

• Problem solving
• creativity
•  Flexibility

1. Statistics
2. Problem solving
3. creativity
4. Argumentation
5. Intellectual Curiosity
6. Data-Driven Decision-Making
7.  Flexibility
   
   

• Kahoot is a free game-based learning platform to create quizzes, discussion and surveys about any topic 
• Classflow is cloud-based platform for creating interactive lessons in a single place, while (at the same time) pulling in resources from anywhere.
• PhET simulations are free, interactive, research-based science and mathematics simulations. 

1. Understand and learn what are the types of STEM careers activities available at school level and  how they can use them in the classroom;
2. Learn practical steps to introduce STEM career activities in the classroom;
3. Become familiarized with various experiences of STEM career activities implemented across several countries;

1. Incorporate both formal and informal approaches
2. Help students see scientists as real people 
3. Connect the dots
4. Embed reflection

The strategy that i use in to let students in group co-find, co-negotiate, co-decite, co-present, co-evaluate
The tools that I use are the WIKI of the class, and padlet for personal learning diary, group learning diary, and brainstorming of all new ideas and suggestions. Blended learning and collaborative learning are the keys ..enter in my STEM class

1. Utilize career materials in science texts/journals/articles
2. Integrate experiential activities in the classroom
3. Incorporate authentic research
4. Invite guest speakers
5. Research science careers / map out career paths
6. Support inclusion of science careers in school career fairs.​​​​​​​
7. Weave career information informally into lessons
8. Share personal experiences
9. Expose students to worksites and outside opportunities
10. Be a mentor/advocate.

1. Utilize career materials in science texts/journals/articles For this I ask students to explain or present briefly a scientific paper
2. Integrate experiential activities in the classroom According to the topic I assign roles 
3. Incorporate authentic research The real research catches teens' interests. For this as it is mentioned above I use real published papers
4. Invite guest speakers I do invite experts but before this we do have a discussion with the students about the role of experts and they do prepare questions for them
5. Research science careers / map out career paths Students express their opinion on a particular issue related to career path
6. Support inclusion of science careers in school career fairs. Sometimes it seems quite difficult ​​​​​​​
7. Weave career information informally into lessons  it seems quite difficult ​​​​​​​since it is necessary to have a particular permission from school authorities
8. Share personal experiences It is achieved via wiki of the class
9. Expose students to worksites and outside opportunities all materials are uploaded in the WIKI of the class
10. Be a mentor/advocate.My role as teacher is as facilitator, coordinator and not to transfer knowledge

1. Utilize career materials in science texts/journals/articles For this I ask students to explain or present briefly a scientific paper
2. Integrate experiential activities in the classroom According to the topic I assign roles 
3. Invite guest speakers I do invite experts but before this we do have a discussion with the students about the role of experts and they do prepare questions for them

1. Support inclusion of science careers in school career fairs. Sometimes it seems quite difficult ​​​​​​​
2. Weave career information informally into lessons  it seems quite difficult ​​​​​​​since it is necessary to have a particular permission from school authorities
3. Expose students to worksites and outside opportunities all materials are uploaded in the WIKI of the class

1. Understand the concept of the STEM gender gap;
2. Learn to analyse data regarding the situation of girls and women in STEM careers;
3. Learn strategies to further address gender equality in the classroom, and how to encourage girls into STEM careers;
4. Learn about female scientist (of the present and of the past) and of current initiatives promoting girls in STEM.

 female students are interested in STEM areas. The rate between men and women is changed and it seems to be half-half although there are still people who don't trust women for a particularly job

•  Consider your interactions with students
• Implement inclusive group practices
•    Use gender sensitive instructional materials 

Activities for the classroom are designed for groups which are mixed

• Women in Science 
•  Ten Historic Female Scientists You Should Know
• 10 Ground breaking Women Scientists Written off by History

1. Understand the concept of mentorship and how you can integrate it in your schools (with focus on your own role as career counsellors); 
2. Learn how to integrate STEM professionals in school activities;  
3. Learn how to work together with career counsellors for optimum performance;
4. Understand and learn how to manage the role of parents in career awareness;

1. Learn about types of school-to-work programs available and where to find them; 
2. Learn how to guide their students towards these programs;

• Access (vertical axis),
• Desire for employability (horizontal axis) and
• Degree of success (4 segments, from green to blue).

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.

• Become aware of the main benefits of organizing a STEM careers events in schools;
• Learn tips and steps to organize their own STEM careers event;
• Explore case studies of various STEM careers events

• to explore a career field by experiencing life at a real workplace;
• to learn how to apply academic subject knowledge through discussions with a professional;
• to assess one’s aptitude for a particular position/role/career;
• to observe the day-to-day activities of a professional/researcher;
• to discuss specific STEM related research and careers pathways;
• to create career connections and establish valid networking opportunities. 

• Non-involvement: In some circumstances, job shadowing limits the involvement of the trainee/student to observation and does not allow the student to contribute to the work efforts. Moreover, job shadowing does not always provide students/trainees with an understanding of the responsibility or specific skills needed in the workplace. 
• Distortions: The success of job shadowing will depend on the professional selected “to be shadowed”. The time selected for shadowing can also create distortions, as it can provide inadequate understanding of the level of difficulty and/or of the necessary engagement. 
• Timing: Job shadowing will usually take place during a limited period. This brief exposure can cause the student shadowing to miss out key work challenges that may not occur during the time of the placement.  
• Supervision: To ensure an effective experience, students will need to be supervised and mentored, which can be very time consuming for the professionals.
• Disruption: Job shadowing can disrupt the smooth functioning of working environments, in different ways. The professional, conscious of being observed, might behave differently than normal, which can affect the quality of output. Another related inherent risk, from an organisational point of view, is the student getting to know confidential information of a particular organization. 
• Other challenges might relate to the lack of space or of other infrastructure to accommodate interns or the work schedule incompatibilities that may not match students’ availabilities. 

• A convenient and unique opportunity to meet key professionals and employers from different STEM fields, in one same location;
• A networking occasion for students to meet not only with professionals and employers abut also with researchers and with more advanced students; 
• A chance to gain first-hand information about local (and potentially foreign) employers;
• The prospect of collecting promotional information (brochures, business cards) related to different companies;

• Mass appeal: Unless tailored to a specific field, career fairs might feature professionals from a wide range of business or fields, making it difficult for attendees to adapt the visit to their needs. 
• Limited quality time: A careers fair atmosphere is usually loud and crowded, leaving little quality time or space for effective interaction between students and professionals. This context can prove challenging for students to communicate, ask questions and network.
• Organisational costs: STEM career fairs require a high budget, extensive time and personnel to get organised.

• Technological glitches: While technology provides students with a variety of new ways of connecting, technical glitches can create a disadvantage for networking and effective communication.
• Digital divide: Not all students might have direct access to a digital devise. Therefore, virtual job fairs might not ensure equal access to all pupils. 
• Visual elements: The interaction between students and professionals might appear to be limited or superficial, since the face-to-face contact is non-existent. 
• Inertia about new technologies: Students and/or professionals may be apprehensive about learning to use a new digital tool. 

• Students can discuss specific queries with professionals during or after the talk, workshop or seminar.
• Direct face-to-face contact facilitates smoother and improved communication.
• Parents or student guardians can join the discussion to support their children in their career choice.

• Students might find difficulty to attend career talks if these clash with their school/study scheduling.
• Professionals might lack the skills to share their work in a specific field in an appealing, engaging manner. This can result in students being disinterested or detached.
• It might be difficult to convince professionals from a wide range of fields to carry on STEM career talks. Therefore, students might only be exposed to a limited range of options. 

Through the padlet below tell us (in your opinion) which of the activities above is more suited to your students and why do you think so