Teachers

The SEER Network

Short summary: 

The STE(A)M Education European Roadmap is proud to announce the creation of the SEER
Network, that gathers leading and pioneering STE(A)M Education stakeholders, teacher training
institutions, STEM industry representatives, and educational research organisations.
By taking part in the SEER exchange activities during the duration of the project, the members of
the SEER Network will work together to produce state of art knowledge on STE(A)M education,
collect pedagogical resources for teachers and schools, and collaborate to build the foundations
of the SEER Roadmaps.
The members of the SEER Network will participate in focus groups, seminars, and other exploratory
activities to discuss, share, and identify challenges and opportunities that will pave the way toward
a STE(A)M future for all European students and schools.

Description and objectives: 

The members of the SEER Network will work together to produce state of art knowledge on STE(A)M education,
collect pedagogical resources for teachers and schools, and collaborate to build the foundations
of the SEER Roadmaps.

Country: 
Logo or photo: 
Organisation: 
The STE(A)M Education European Roadmap
Impact: 

The impact has not yet been realized.

Reach: 

The SEER Network includes the EU STEM Coalition, the SEER consortium, and the STEM Alliance. 

Budget and funding model: 

Not relevant. 

Title (dropdown menu): 
Year start: 
2023
Status: 
data_page_icon_programme: 

Together for STEM

Short summary: 

Together 4 STEM Collaborative Platform aims to accelerate and scale business activities to promote inclusive STEM education and careers through sustainable business collaboration and active industry-education bridge-building.

Description and objectives: 

The objectives of Together4STEM programme in 2023 are deployed into 2 Workstreams:

  1. Strengthen business-education initiatives to inspire and empower young people in STEM

  2. Ensure a smooth transition to work for current and future generations.

The 2 Workstreams aims respectively to: Learn, Share & Co-create:

  • Amplify the impact of company STEM initiatives by developing a common methodology and share best practices

  • Strengthen existing company STEM initiatives by exchanging knowledge and provide insights at EU level

    Pool Companies learning content for stronger impact:

  • Pool together existing resources in the format of a website (e.g. STEM@Home) and

    written material to be disseminated (e.g. Climate Education Toolkit)

  • Analyse educational perspectives and needs for online platforms by organizing

    Teacher Working Groups

    Local Collaboration:

  • Build Local STEM Networks to organize school activities supported by the Climate

    Education Toolkit

  • Gain knowledge on quality of materials by measuring impact through activities

    - How are they measured / what are the KPI’s?
    Before 2023: Outreach/visitors STEM@Home website, Downloads of the Climate Education Toolkit From 2023 on: Together 4 STEM will conduct an impact measurement after all activities organised under the 2023 plan. The survey will measure the impact and quality of the platform's materials and activities.

    - Do these objectives relate to a broader (government) strategy? If so, which one (link) and how?

  • Pact for Youth: The aim of the European Pact for Youth was to improve partnerships

    between business and education to boost the chances of young people getting jobs. The Pact, initiated by CSR Europe is an appeal to business, social partners, education and training providers and other stakeholders to develop or consolidate partnerships in support of youth employability and inclusion. Together 4 STEM project emerged from this pact and will continue its legacy and serve as an example to build bridges between education and business.

  • European Year of Youth 2022: In 2022 “Together 4 STEM Goes Green” was announced in May and launched its Climate Education Toolkit later in October. This initiative contributed directly to the objectives of the Year, namely

o To make young people aware of the opportunities provided by the green and digital transitions;

o To help young people become more engaged and active citizens;

• European Year of Skills 2023: The European Year of Youth mission remains a deployment point and continues to live on in the European Year of Skills 2023. Therefore, Together 4 STEM remains committed to this and the programme is oriented on the importance of

putting young people at the heart of this European Year, in order to bring about a change of mindset in lifelong learning and the further acquisition of STEM skills.

Country: 
Education level: 
Logo or photo: 
Organisation: 
CSR Europe
Impact: 
  • Collaboration among business leaders in STEM to foster dialogue on the narrative

  • Development of sustainable learning resources in scientific areas for students

  • Inspire students to pursue STEM careers and education worldwide

    - How is this measured? N/A

    - Are there any specific objectives set related to this impact? For 2023

• Receive collective feedback and impressions from around 100 teachers, students and educational organisations on activities and materials developed through an impact measurement survey. Questions will include how the activities affect their interest in STEM, how the activities have impacted their preconceptions, etc...

Reach: 
  • Virtual outreach through workshops, webinars and roundtables of about 400 participants worldwide including companies, NGOs, national partners, educational organisations, institutions, etc.

  • Outreach/Users STEM@Home website statistics between 2020 and 2023 approximately 2.2K a year.

  • Downloads Climate Education Toolkit approximately 500 times by Businesses, NGOs, National Partners, Education Organisations, Institutions, etc...

    - What are the programmes’ objectives in terms of reach? For 2023

  • Virtual outreach through workshops, webinars and roundtables of about 400 participants worldwide, including companies, NGOs, national partners, educational organisations, institutions, etc.

  • Organisation of 2 educational activities in 2 European countries (Belgium and Italy) to test the Climate Education Toolkit materials, working with at least 2-3 local schools and/or education centres.

  • Receive collective feedback and impressions from around 100 teachers, students and educational organisations on activities and materials through an impact measurement survey

  • Create concept note for revision of STEM@Home prepared by collective feedback from at least 15 teachers employed in STEM areas.

Budget and funding model: 

Funded by Together 4 STEM Partner Companies: Huawei, Toyota and Unipol Group.

Title (dropdown menu): 
Year start: 
2019
Status: 
data_page_icon_programme: 

Cool Geography Class

Short summary: 

The Cool Geography Class was developed by the EGEA-Tartu (European Geography Association for students and young geographers) in 2016. The aim of the project is to popularise the scientific geography and its career opportunities in Estonian schools. The development of the programme is based on the input of (geography) teachers and their needs for practical lessons.

Description and objectives: 

The Cool Geography Class was developed by the EGEA-Tartu (European Geography Association for students and young geographers) in 2016. The aim of the project is to popularise the scientific geography and its career opportunities in Estonian schools. The development of the programme is based on the input of (geography) teachers and their needs for practical lessons.

 

Every year, the programme develops four new lesson topics that consist of theoretical and practical work. The lessons are conducted by the University of Tartu geography students (all together about 20 students). The lessons are provided based on the schools interest and for them and for the school. The lessons are completely free of charge.

 

In 2020, the lessons topics were:

 

  • spatial planning
  • smartphones as a tool for geography
  • natural geography
  • 3D modelling

 

The progress of the programme is measured in terms of the number the schools visited every year. The programme supports the countries aim to increase the number of applicatns in the universities in the STEM fields and with the goal of smart specialisation.

Country: 
Logo or photo: 
Organisation: 
EGEA-Tartu
Impact: 

The  impact of the programme is measured in terms of the number of students that have participated in the programme. The impact of the programme is also recognized by the Estonian Research Council as the best science popularizer in 2020.

 

In addition, the number of students accepted to the University of Tartu in geography curricula has slightly increased in the last several years.

Reach: 

The reach of the programme in 2019 was 36 schools and 2487 students in Estonia. All together the program´ s team travelled 6428 doing the visits.

Budget and funding model: 

The project is mainly funded by the Estonian Research Council and supported by the University of Tartu Geography department and EGEA-Tartu. Private donations are also accepted.

Title (dropdown menu): 
Year start: 
2016
Status: 
data_page_icon_programme: 

50:50 Engineering Engagement Initiative for Inclusion and Gender Equality

Short summary: 

The 50.50 UCL Engineering Engagement Initiative focuses on six key priorities, implemented across UCL's 134 STEM programmes, connecting over 30,000 children and young people and 529 schools across the UK with 632 UCL Engineering staff and students who design and deliver the activities.

Description and objectives: 

At the core of UCL's 50.50 Engineering Engagement Strategy is the aim to strengthen and diversify the engineering workforce, by encouraging young people from a wide range of backgrounds - especially young girls - to consider career pathways both ‘in’ and ‘from’ engineering. The initiative focuses on sustained, meaningful engagement, designing programmes that are based in engineering’s real social, ethical, environmental and humanitarian contexts. UCL wants young people to appreciate the interdisciplinary nature of engineering. The programme focuses on gender equality and inclusion, both for the course design and pupil participation, and promote diversity in every sense. Through the 50.50 Initiative, UCL has been able to create a step change in the representation of girls, women and ethnic minorities across all our STEM engagement programmes.

 

The 50.50 UCL Engineering Engagement Initiative focuses on six key priorities

 

  1. Promoting gender equality and inclusion
  2. Learning through experimental engineering
  3. Inspiring through relatable engineering role models
  4. Discovering STEM career pathways
  5. Prioritising early intervention
  6. Supporting teachers through professional development

 

The programme is linked to the UK government’s “Girls Education” and “Year of Engineering” programmes, as well as policies to get more girls into science and engineering careers and degrees.

 

As part of the initiative and partnership with EngineeringUK, Royal Academy of Engineering, Institute of Physics, Institute of Engineering & Technology and Institution of Mechanical Engineers, through the programme UCL co-developeds “Meet The Future You” (see background documents) based on real-life UCL engineers, with an emphasis on intersectionality and representation.

Country: 
Logo or photo: 
Organisation: 
University College London (UCL)
Impact: 

50.50 had been implemented across 134 programmes in partnership with 73 stakeholders, connecting over 22,800 girls with UCL Engineering staff and students. Female participation increased from 19% to 76% (2014 to 2021), with girls stating that our programmes are inherently inclusive, “fair” and “for them”. 69% of female participants aged 17-19 years old apply to study STEM subjects at university level. Furthermore, an increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

 

UCL's evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. We obtain evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The initiative has been implemented across UCL's 134 STEM programmes, connecting over 30,000 children and young people and 529 schools across the UK with 632 UCL Engineering staff and students who design and deliver the activities.

Budget and funding model: 

50.50  has several programmes that are funded with different amounts each year, so funding varies significantly from year to year. Funding includes financial (lumsum or co-financing – partnership model) and / or in kind support (i.e. experts, resources, specialised equipment or kit etc.).

 

Funders include: 1. Education organisations; 2. Foundations and charities; 3. UK Government (DfE) and 4. UCL Engineering faculty outreach budget.

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Year start: 
2014
Status: 
data_page_icon_programme: 

UCL STEM Literacy Programme

Short summary: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

Description and objectives: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme's objectives are:

 

  • Introduce children from an early age to the world of engineering, science and technology
  • Improve literacy and numeracy skills in children and young people as well as understanding of STEM subjects and their relevance to everyday life
  • Empower children to consider a wide range of STEM degree and career pathways
  • Challenge stereotypes holding back children and young people – especially girls and ethnic minorities - from achieving their true potential

 

As part of the programme UCL created the “Curious Minds & Budding Engineers” STEM Book Library (see background documents) to celebrate women and ethnic minorities in STEM, featuring books like “Ada Twist Scientist”, “Detective Dot” and “My Mummy is an Engineer”.

Country: 
Education level: 
Logo or photo: 
Organisation: 
University College London (UCL)
Impact: 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

 

Our evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. We obtain evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The STEM Literacy programme in primary schools has worked with 54 schools and over 1500 children across London primary schools.

 

In 2023, will be launching as a national programme in partnership with the Royal Society and linked to the “Engineering Kids Future” IET initiative (government, industry and other STEM stakeholders involved).

Budget and funding model: 

Funders include: 1. STEM organisations; 2. Foundations and charities; 3. UCL Engineering faculty outreach budget.

 

Funding includes financial (lumsum or co-), partnership model (via MoU agreement) and / or in kind support (i.e. experts, resources, specialised equipment or kit etc.).

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Title (dropdown menu): 
Year start: 
2016
Status: 
data_page_icon_programme: 

University of Tartu Youth Academy

Short summary: 

The University of Tartu Youth Academy programme (henceforth UTYA) is one of the longest running STEM promotion initiatives in Estiona (launched in 1965). The main goal of the programme is to create opportunities for the development of pupils who have already shown a deeper interest in science by offering optional courses, support teachers (in particular in their work with gifted students) and contribute to the popularisation of science and science careers in Estonia.  

Description and objectives: 

The University of Tartu Youth Academy programme (henceforth UTYA) is one of the longest running STEM promotion initiatives in Estiona (launched in 1965). The aim of UTYA is to create opportunities for the development of pupils who have already shown a deeper interest in science. The programme facilitates enriching a pupil´s knowledge beyond the usual school curriculum and also the resources to spend their leisure time meaningfully.

 

The UTYA organizes courses in three different levels and a range of subjects, including mathematics, physics, chemistry, life sciences, but also in linguistics, philosophy and other non-STEM areas. Some courses are correspondence courses conducted via ordinary mail and some are carried out using e-learning facilities. Pupils can participate either individually or as a group. There are no entrance requirements, although the programme requires pupils to be motivated and able to work independently.

 

The instructors of the courses are usually University of Tartu professors, researchers or students. Pupils get feedback on their work as well as after graduation from the course. Upon completion, participants receive a certificate from University of Tartu.

 

To enhance the pupils’ abilities and learning styles, the UTYA offers some testing facilities. Some of the tests can be taken online. In addition, for pupils who are interested in participating in different kinds of contests, the UTYA organizes national Olympiads in maths, physics, chemistry, informatics, biology, geography and other areas. When students perform well at national Olympiads they are given the opportunity to participate in international contests or Olympiads. Estonian teams have been taking part in such contests since 1992 and each year pupils have won several medals.

 

Through these activities as well as participation in other projects and events, the programme also contributes to popularising science and technology to the wider audience.

 

The main goal of the programme is to create opportunities for the development of pupils who have already shown a deeper interest in science. The programme does so by:

 

  • offering optional science courses to pupils, mostly available online for students in grade 7 – 12
  • providing financial grants to gifted students to promote studying in Estonia (instead of going abroad) through the ‘Talents to Targu’ sub-programme (since 2020)
  • offering teaching resources to teachers that help organize individualized learning in classes and are useful for additional extracurricular activities
  • offering teacher-training sessions to schools focused on gifted children's education and psychology.

 

The objectives of the programme are related to the Estonians' aim to build on a science-based economy and smart specialisation. In order to do that, there is a need to offer gifted pupil opportunities to develop themselves and have good opportunities in the country so that there would not be a need for gifted children to leave for the better opportunities.

 

Country: 
Logo or photo: 
Organisation: 
University of Tartu
Impact: 

The programme provided direct support in a variety of ways, to a large number of gifted students (see above). The programme also promoted (successful) participation in national science competitions and through its activities contributed to the popularisation of science and science careers on among thousands of children per year.

Reach: 

Through its activities, UTYA reaches a large number of pupils each year. In 2020, UTYA:

  • 49 different courses with over 2 300 students.
  • organised workshops in 64 schools for 798 students with 96 students also participating in individual study session
  • held 10 Olympiads (lower than normal due to Covid-19, normally there are around 20), with 551 participants. In the science subject competitions, there were 836 participants.
  • provided financial grants to 62 young people to support their study-career in Estonia.
Budget and funding model: 

UTYA is funded through:

  • participation fees from participants (ranging from 12 to 25 euros per course)
  • financing from the University of Tartu
  • support from companies, such as banks, biotechnology, IT companies etc.
  • project-based funding from Estonian Research Council, Tartu City Government and other sources.
Title (dropdown menu): 
Year start: 
1965
Status: 
data_page_icon_programme: 

STEAMcat (pedagogical innovation programme)

Short summary: 

The STEAMcat pedagogical innovation program is a programme of the Government of Catalonia aimed at implementing the ojbectives of the STEAMcat plan (regional STEM strategy of Catalonia). Through teacher training, the programme develops 'STEAM centres' and projects (3 year duration), with the ultimate objective of increasing STEM uptake among young people (in particular girls and other underrepresented groups). 

Description and objectives: 

The STEAMcat pedagogical innovation program (from here on: 'STEAMcat') is the first project launched within the STEAMcat plan, focused on (STEM) teacher training and assessing and improving STEM skills among students in primary and secondary education.

 

The STEAMcat plan is an initiative ('regional STEM strategy') of the Catalan Government that responds to the current shortages / labour market demands in specific sectors related to science and technology. The plan seeks to promote STEM among young people, especially girls, groups at risk of social exclusion and with a low socio-economic background. STEAMcat was developed by a working group made up of representatives of the Department of Education (coordinator) the Department of the Presidency (Secretariat for Telecommunications, Cybersecurity and the Digital Society), the Department of Business and Knowledge and each of the Catalan universities. The plan was officially presented on May 31, 2017 by the heads of the aforementioned ministries.

 

Each academic year, the STEAMcat programme selects 40 teachers (20 primary and 20 secondary) to participate in te STEAMcat programme. Selected teachers:

 

  1. Carry out a STEAM center project for 3 years
  2. Receive the designation of 'driving core' within their institution
  3. Develop coordinating measures to coordinate actions between institutions
  4. Participate in peer-learning events organised by the STEAMcat community
  5. Collect and share activities within the project's community
  6. Track progress of their STEAM center annually
  7. Present a full evaluation of the outcome of their project

 

The STEAMcat pedagogical innovation supports participating schools through advice, the creation of the STEAMcat Community and by providing training and resources. Ultimately, the STEAMcat plan aims to raise STEM uptake among students in post-compulsary education by improving the perception of STEM as a career choice.

Country: 
Logo or photo: 
Organisation: 
Government of Catalonia
Focus: 
Impact: 

STEAM centres developed by teachers selected in the programme are evaluated systematically using the following indicators:

 

  • Improvement of acacemic results in STM of students in participating schools
  • Increased enrollment in training cycles and baccalaureates related to the STEAM areas
  • Improvement in the perception of STEM careers by students (and their family) in participating schools
  • Increased participation in STEAM activities
  • Incorporation of student guidance in STEAM activities
  • Increased number of STEAM dicactic proposals in the curricular planning of the center
  • Increased number of transversal / interdisciplinary learning methodologies used in the center
  • Increased number of partnerships between participating schools and external agents (e.g. companies) that contribute to the project

 

Projects / centres are evaluated on individual bases. An overview of school projects and their results are published by the Government of Catalonia (see background documents)

Reach: 

Each acadmic year, the programme selects and supports 40 teachers to participate in a three year programme to develop STEAM centres. 

Budget and funding model: 

The STEAMcat project is funded through the ordinary budgets of the participating government departments / institutions. 

Title (dropdown menu): 
Year start: 
2017
Status: 
data_page_icon_programme: 

'Technology Understanding' (pilot of new Informatics subject in primary / lower secondary education)

Short summary: 

'Technology Understanding' (Teknologiforstaelse) a.k.a. Informatics is a three-year pilot programme of the Danish ministry of Children and Education focused on introducing a 'Technology Understanding' as a new subject in primary and lower secondary education (age 6-16, ISCED level 1 and 2). The new Informatics subject is divided into four interconnected 'areas of competence' (see below). The three-year (2018-2021) pilot will test the introduction of the new subject in two different configurations (as a stand-alone subject and integrated into existing subjects) in around 5% of Danish schools, after which the results of the pilot will be evaluated.

Description and objectives: 

‘Technology Understanding’ (Teknologiforstaelse) a.k.a. Informatics is a three-year pilot programme focused on introducing Informatics as a new subject in primary and lower secondary education (age: 6-16). The goal of this new subject is to develop the critical ability of students to (responsibly) use and shape technology, rather than just consuming it. In the pilot-phase the subject is tested both as an independent subject and as a ‘professionalism’ (integrated in multiple existing subjects including social studies, language and visual arts).

 

The pilot programme and its implementation is coordinated by the Danish ministry for Children and Education. The content of the subject has been prepared by an advisory expert group of around 20 scholars from universities, University Colleges, and ministry learning consultants as well as school teachers. 

 

The ojectives of the subject itself are to develop the students ability to (responsibly) use and shape technology. To achieve this the work done by students in the context of the subject focuses on four interrelated areas of competence:

 

  • Digital empowerment: the ability to critically examine how technology is imbued with values and intentions, and how it shapes our lives as individuals, groups and as a society.
  • Digital design and design processes: the ability to incrementally design digital artefacts with respect to the context of future use
  • Computational thinking: the ability to analyse, model and structure data and data processes
  • Technological competences: knowledge about principled function of computer systems, networks, security, privacy and programming skills

A short video explaining each of the competence areas and related activities can be found via the link above.

 

The objective of the three year pilot-phase is to test the new Informatics subject in two configurations (as a stand-alone subject and through integration in other subjects).

Country: 
Logo or photo: 
Organisation: 
Ministry of Children and Education
Impact: 

The results of the pilot programme (each of the two configurations) will be evaluated after school year 2020-2021. If deemed successful, a political decision will be made regarding the system-wide introduction of the new subject in primary and lower secondary education.

Reach: 

46 primary and lower secondary schools (around 5% of total) participated in the pilot programme, evenly distributed in the two test groups (stand alone subject and integrated in other subjects). The total duration of the pilot was two and a half years. The Danish ministry of Children and Education has offered an extension of of the experimental approval until the school year 2022/23 to the 22 schools that participated in the test-group that introduced Technology Understanding (a.k.a. Informatics) as an independent subject. The goal of this extension is to safeguard and further develop the professional capacity and competencies developed in the pilot. The other test group (subject integrated in other topics) are also allowed to continue, as this approach is not dependent on ministry approval.
 

Budget and funding model: 

The pilot programme is funded and implemented by the Danish ministry for Children and Education

Title (dropdown menu): 
Year start: 
2018
Status: 
data_page_highlighted_yes_no: 
data_page_summary: 

'Technology Understanding' (Teknologiforstaelse) is a three-year pilot programme of the Danish ministry of Children and Education focused on introducing a 'Technology Understanding' as a new subject in primary and lower secondary education (age 6-16). Divided into four interconnected 'areas of competence', the new subject covers everything from responsible use of digital media to programming skills. 

data_page_impact: 

The three-year (2018-2021) pilot will test the introduction of Technology Understanding in two different configurations (stand-alone subject and integrated into existing subjects) in around 5% of Danish schools, after which the results of the pilot will be evaluated.

data_page_icon_programme: 

New National Excellence Programme

Short summary: 

The New National Excellence Programme is a scholarship programme supporting students (all tertiary levels: BA, MA, PhD), teachers and researchers developing their research career path.

Description and objectives: 

The predecessor programme, National Excellence Programme, was funded from European Social Fund (ESF) resources. The New National Excellence Programme started in 2016 and was financed from the central budget of Hungary. The programme’s budget was HUF 2.2 billion (around 6 million euro) in 2016, HUF 4 billion (around 11 million euro) in 2017, HUF 4 billion in 2018, HUF 4 billion in 2019 and HUF 4 billion in 2020. The responsible organisations are the Ministry for Innovation and Technology and the coordinating entity managing the program: the National Research, Development and Innovation Office.

Country: 
Education level: 
Logo or photo: 
Organisation: 
National Research, Development and Innovation Office
Impact: 

The programme helps to secure the supply of researchers, provide career support and reduce dropouts. The research projects of the students funded by the programme are implemented at the universities and the results are published on their websites. A summary-video (Hungarian only) was produced by the National Research, Development and Innovation Office to promote the programme (see video tab)

 

Reach: 

In 2019, 25 universities were involved in the programme. In 2020, the number of participating universities was 24 (due to university mergers). Through these institutions altogether more than 4500 students apply for the scholarship per year. The number of supported students is around 2000 per year who carry out their own researches and participate at the so-called ÚNKP conferences of their universities. The programme aims to continue this number of students. 

Budget and funding model: 

Between 2016 and 2019 the programme was funded by the state central budget. From 2020 onwards, the programme is funded by the Innovation Fund (also from the state central budget). The coordinating organisation (the Ministry for Innovation and Technology) allocates a fixed subsidy to each of the universities involved. The amount of support is re-calculated each year based on to the performance of the universities (the number of PhD graduates per year). This subsidy is transferred to the universities who pay the scholarship to their own students. Every university is supported with a so-called institutional support which is the 40% of its own students’ scholarship amount. This amount is to finance the students’ researches and the organizational costs.

Title (dropdown menu): 
Year start: 
2016
Status: 
data_page_icon_programme: 

STEM Ondernemers voor de Klas ('STEM Entrepreneurs in the Classroom')

Short summary: 

STEM Ondernemers voor de Klas (‘STEM entrepreneurs in the classroom’), or ‘STEM OvK’. Is an initiative of the Flemish organisation ‘Vlaamse Jonge Ondernemers’ (VLAJO) aimed at engaging students with STEM-driven entrepreneurship at a young age through guest-lectures by successful STEM entrepreneurs.

Description and objectives: 

STEM Ondernemers voor de Klas (‘STEM entrepreneurs in the classroom’), or ‘STEM OvK’. Is an initiative of the Flemish organisation ‘Vlaamse Jonge Ondernemingen’ (VLAJO) aimed at engaging students with STEM-driven entrepreneurship at a young age. The programme is a spin-off of the existing ‘Ondernemers voor de Klas’ (‘Entrepeneurs in the classroom’ – OVK) initiative. The programme facilitates guest-lectures by STEM entrepreneurs in STEM courses that provide context to the curriculum, highlighting the practical application and opportunities of STEM in enterprises and the link between STEM and societal challenges like climate change, healthcare, etc. Each guest-lecture is followed by a ‘wrap-up’ and evaluation organised by the teacher (supported by VLAJO).

 

Guest-lecturers are matched to schools in their geographic vicinity by a matching-programme (supported by a programme coordinator). After a school has been selected, the guest lecturer provides a one-hour guest lecture with time for questions. Each school year is kicked-off by a ‘boegbeeld’ (programme ambassador), a high-level company representative who’s guest lecture is used for broader campaigning purposes (and often covered by national media).

 

The main goal of the project is to enthuse students (14-18 years) for (STEM) entrepreneurship. On the organisational level VLAJO sets yearly benchmarks for the number of guest lectures, number of lecturers, number students and number of teachers. In addition, the quality of the activities is assessed through a questionnaire among participating teachers and guest-lecturers.

Country: 
Education level: 
Logo or photo: 
Organisation: 
VLAJO (Vlaamse Jonge Ondernemingen)
Impact: 

The STEM-OvK initiative has been positively evaluated by participants and has been widely covered in the media. Structural assessment of the long-term impact (e.g. impact on student behaviour) is not yet available.

Reach: 

In the period 2018-2020 around 200 STEM-OvK guest-lectures were implemented (compared to around 700 ‘regular’ OvK guest-lectures). For the most recent figures, please visit the programme website or contact the programme coordinators.

Budget and funding model: 

STEM-OvK is a public-privately financed initiative with the Flemish government covering around 70% of the operational budget and the remainder coming from a group of individual companies. This does not include ‘in kind’ contributions to the programme (e.g. time spent on guest lectures).

Title (dropdown menu): 
Year start: 
2018
Status: 
data_page_icon_programme: 

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