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#STEMHLE19
STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
Parallel Se...
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES
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STEM HLE19: Yves Beernaert - CONTEXTUALISATION IN STEM EDUCATION IN EUROPE

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After 18 years as a language teacher, a teacher trainer and an inspector in the Congo and Belgium, Yves worked for 12 years in several technical assistance offices of the European Commission and European organisations dealing with school and teacher education EU programmes. He was for five years the rapporteur of the Cluster Maths, Science and Technology (STEM) of DG EAC. For DG EAC he has published several country reports on STEM policies and has developed a STEM compendium. In 2015, he was one of the experts that drafted the DG R&I Science report "Science education for responsible citizenship". For 2 years he worked for the Bulgarian Ministry of education on upgrading VET education.

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STEM HLE19: Yves Beernaert - CONTEXTUALISATION IN STEM EDUCATION IN EUROPE

  1. 1. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Parallel Session 1 CONTEXTUALISATION IN STEM EDUCATION IN EUROPE
  2. 2. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Objectives of the session Moderator: Yves Beernaert • Former member of the DG Research Science Education Expert group, Educonsult Issues to be covered: • How can we make STEM education more adequate, relevant, enjoyable and bring collaboration, real-life role models and technology into the classroom, with support from industry? • How can we have an active impact on societal change and the fast evolving needs of STEM new talents? • How can we mainstream industry-education collaboration to integrate career talks from STEM professionals at national education level and in CSR programmes of companies? Outcome: one clear message/action as a result of dicussions
  3. 3. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Guest speakers • Stephan Griebel, • Business Development and Alliances Europe, Texas Instruments • Dr Anne-Gret Iturriaga Abarzua, • Head of Communications, INEOS Manufacturing Deutschland GmbH • Jeanette Axisa, • Chief Officer Strategy and Corporate Services, Transport Malta • Ana Albalat, • Deputy Director General of Research and Digital Culture, Generalitat de Catalunya
  4. 4. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Introduction to the parellel session • STEM gaps companies are facing • STEM Alliance: Professionals go back to schools: PGB2S • Advantages and return for companies to engage in PGB2S • Possible roles of MoE in promoting such initiatives • Examples of STEM ambassadors and similar activities • Importance of contextualisation integrating industrial applications • References
  5. 5. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES STEM professionals’gap : issues faced by companies & schools • Lack of • Students’ connection to the REAL world in companies and civil society • Students’ awareness of what types of STEM jobs exist • STEM professions too narrowly perceived: scientists, IT workers, engineers, mathematicians… • Knowledge of how to apply STEM skills in fields beyond maths and science • Knowledge on careers not explicitly defined as STEM but requiring STEM related skills • E.g. Fashion, arts, restoration monuments, video games, marine life, website development, farming etc. • How STEM jobs develop, are defined and what they consist of • Personal connection to STEM professionals: especially for girls • Need for STEM role models • Opportunities for students • To witness or express their creativity in STEM subjects • To apply their STEM skills + soft skills or 21st century skills concretely • Schools and teachers competence to implement interdisciplinary approaches or a Phenomenon approach
  6. 6. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Professionals Go Back to School Scheme: STEM Alliance: coordination CSR Europe & European Schoolnet • A scheme encouraging volunteers from STEM industry and teachers to organise career talks and collaborative STEM activities (e.g. STEM interdisciplinary projects, STEM strategy development) in schools • Objectives: • Close the gap between industry and education sectors • To raise pupils' and teachers’ awareness for STEM careers and STEM jobs • Enhance contextualisation of STEM education. • Benefits for companies and schools • Promote quality of STEM education at school • Enhance collaboration industry and school: e.g. hosting a STEM Professional (various activities) • Show the variety of STEM jobs in different sectors: enhance motivation of students • Provide practical hands-on / minds-on career guidance for students • Stimulate creativity • Promote cutting-edge technology
  7. 7. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES How to implement the PGB2S ? An ecosystem to support schools and companies • BOOKLET: Professionals Go Back to School: 2 guides: one for schools, one for companies • How to prepare the visit? As a school or as a STEM professional • CPD activities for teachers: STEMCareersMOOC • Pre-visit checklist, code of conduct checklist, post-visit checklist • Suggestions for activities during the visit of the STEM professional • Follow-up activities with STEM professionals and companies • Evaluation of the PGB2S activity • TOOL • Enable schools and companies to get in touch • Promote the visit • Database with good practice of collaboration school industry • PROMOTION • Webinar for teachers focusing on contents and process • Promotional material social media campaign: peer communication • Dissemination of STEM education event at Eur. level
  8. 8. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Advantages and return for companies to engage in STEM and PGB2S-type activities? • IMPACT on students, teachers and schools • Increased students’ and teachers’ awareness of what types of STEM jobs exist • Practical knowledge: how to apply STEM skills in fields beyond maths & science • School and Personal connections to STEM professionals as role models • Better career & HE studies’ guidance for students • Specific impact on STEM interest and motivation among girls • More motivation of students for STEM skills, soft skills and 21st century skills • Incitement of schools to develop a STEM strategy • based on cooperation school, industry or civil society • within the school pedagogical strategy or plan • CPD for teachers: co-created by teachers, professionals, researchers • Placements for teachers in industry • Enhancement of creativity of students and teachers For Research Evidence DG R & I Science education for responsible citizenship report 2015
  9. 9. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES How can MoEs support and facilitate the implementation of such activities? • Support or Develop a national STEM strategy • Build in cooperation with all stakeholders: Higher Education, companies, academies of science, civil society etc. • Support partnerships & networks: interdisciplinary projects • Key focus on CPD for (future) teachers: • CPD co-created and co-implemented • Placements of teachers in Companies • Financial support to develop school-industry cooperation • Focus on school learning partnerships (networks) • School as a learning organisation • Evaluate the implementation of such a strategy on a regular basis • Invite H.Ed. to do research on impact and evaluate such STEM measures
  10. 10. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES How can MoEs support and facilitate the implementation of such activities? EXAMPLES Official initiatives launched / supported by MoEs, companies etc. • STEM AMBASSADORS (UK) • Network of 19 STEM Ambassador Hubs coordinate over 30,000 STEM Ambassador volunteers in schools across the UK; Part of national STEM strategy • Science Learning Partnerships led by local teaching school alliances, schools and colleges with excellence in science, H.Ed. institutions, and other local partners (companies!) with cutting-edge expertise in science. • TEEN SCIENCE CAFÉ (MT) • The aim is to offer young sec. school students opportunities to encounter a number of professionals/experts from different STEM related careers. Part of national STEM strategy. • STEM AMBASSADORS (Bnl) Flemish Community • Help develop STEM strategy of school, contribute to STEM interdisciplinary projects, organise visits etc. Part of national STEM strategy . • LEKTOR2 SCHEME (NO) • Professionals teach 3-1 curriculum lessons to sec. students. Part of national STEM strategy.
  11. 11. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES How can MoEs support and facilitate the implementation of such activities? EXAMPLES • Official initiatives launched or supported by MoEs, companies and other partners • JETNET (NL) • Meet the boss initiative: competition between 2 – 4 schools on a topic linked to technology and society and debate with a CEO; Part of national STEM strategy. • Maisons pour la science (FR) • STEM CPD for teachers (grades 1-9) co-created and co-implemented by educators, researchers, companies • Sec. Science schools: schools work for 3 years on a STEM topic supported by a representative of industry and/or research. Part of national STEM strategy. • Chercheurs à l’école (LUX.) • Researchers of all scientific disciplines go back to school to meet students to speak to them about their life as a researcher. Part of national STEM strategy. • DIGIGIRLZ DAY (in many countries across the world) • Female sec. students interact with Microsoft employees and managers to gain exposure to careers in business and technology and to get an inside look at what it's like to work at Microsoft.
  12. 12. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Importance of contextualisation of STEM by integrating industrial applications in lessons? • More interest & motivation for STEM: impact on STEM HE studies & careers • Contribute to enhanced IBSE and career counselling • Give an opportunity to students to stimulate or express their creativity • Promotion of interdisciplinary projects • Develop long-lasting cooperation school – industry • To the benefit of schools, students, (future) teachers, teacher educators , companies, formal an informal STEM education etc. • Integrated in the school pedagogical strategic plan • With involvement of parents • Contribute to active citizenship: • e.g. Citizen science initiatives
  13. 13. #STEMHLE19 STEM HIGH-LEVEL EVENT 2019 - FOSTERING INDUSTRY COOPERATION WITHIN STEM SCHOOL EDUCATION STRATEGIES Some References • Publication Catalogues: STEM Alliance website: http://www.stemalliance.eu/knowledge • STEM ambassadors making an Impact, 2016; Published by STEM learning UK • European Commission (2017a). Teachers and school leaders in schools as learning organisations: guiding principles for policy development in school education, Brussels, Directorate-General for Education and Culture. Produced by the ET 2020 Working Group Schools 2016-2018; • European Commission (2017) , Networks for learning and development across school education: Guiding principles for policy development on the use of networks in school education systems; Produced by the ET 2020 Working Group Schools 2016-18;ning_en.pdf • OECD (2017), What makes a school a learning organisation?, OECD Publishing, Paris, 1&docLanguage=En • OECD (2016) What makes a school a Learning organisation? A guide for policy makers, school leaders and teachers • The External evaluation of the ENTHUSE (school) (STEM) partnership programme (2018) STEM Learning commissioned the Centre for the Use of Research and Evidence in Education (CUREE) to evaluate the impact of the ENTHUSE Partnership Programme (EPP). • European Commission (2015). Report: Science education for responsible citizenship. Brussels, Directorate-General for Research and Innovation, Science with and for Society. • The EU report “Science career plans of adolescents” , JRC Ispra 2018 • Cordingley, P., Greany, T., Crips, B., Seleznyov, S., Bradbury, M., Peery, T. (2018). Developing Great Subject teaching: Rapid evidence review of Subject-Specific Continuing Professional Development in the UK. CUREE, Coventry, England • Higgins, S., Cordingley, P., Greany, T., Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. University of Durham : Teacher Development Trust. • Cordingly, P. et al. (2003). The impact of collaborative CPD on classroom teaching and learning in Research Evidence in Education Library, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. London. • Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. • Randstad STEM Study and Insights Report 2017

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