FORTH

The Foundation for Research and Technology-Hellas (FORTH), established in 1983, is one of the largest research centers in Greece with well organized facilities, highly qualified personnel and a reputation as a top-level research foundation worldwide. The research and technological directions of FORTH focus on areas of major scientific, social, and economic interest. The Foundation, with headquarters in Heraklion, includes six Research Institutes in different parts of the country. FORTH currently employs 1080 people (researchers, technicians and administrative staff) and trains around 320 students from Greece and other European countries.

 

The Educational Research and Evaluation (ERE) Group operates within the Institute of Applied and Computational Mathematics (IACM), which is one of the founding institutes of FORTH. The Group’s research concerns are in areas of educational and social innovation with particular focus on the aspects of gender, S&T, ICT, adult education and leadership in education. The scope of activity is on research for modelling and the building of understanding of the emerging social, pedagogical / training and policy trends in Europe. The underlying concern is the identification of methods which can foster effectiveness in social cohesion and learning for responsible decision-making and improvement of education and lifelong learning services. This is achieved through the design and implementation of awareness development activities with the actors of the educational community, the carrying out of applied research, digital forms of course design and implementation, the conduct of programme evaluations. The Group’s research and evaluation activity is addressed under the scope of policy comprehensiveness and coherence within and across the sector of education and related sectors from a learning tradition perspective.

 

Over the years, the Group has developed conceptual tools to facilitate policy and tangible outputs to direct self-reflection for practitioners on matters pertinent to education and training.

House of Natural Sciences

The Danish 'House of Natural Sciences' (Naturvidenskabernes Hus) was established in 2007 as a non-profit development and visitors centre. The centre develops application-oriented and authentic educational experiences that aim to inspire youngsters to choose for choos an education in science and technology. Bridging the gap between education and business the centre inspires children and youngsters to become skilled, curious and innovative. 

 

The House of Natural Sciences offers a comprehensive series of teaching materials and activities for primary and secondary school teachers and pupils, e.g. for school-company cooperation through the national Jet-Net.dk network, hands-on activities voor students on site and teacher training. The goel of the House of Natural Sciences is to offer an attractive physical setting for the development of these activities. In the past eight years, the house of Natural Sciences launched over 60 different projects targeted at increasing the number of STEM graduates.

 

Jet-Net.dk is one of the flagship programmes of House of Natural Sciences. The goal of Jet-Net.dk is focused on joining schools and companies in co-beneficial one-on-one relationships working with STEM. Thereby providing the students in primary and secondary schools with knowledge concerning the activities of the companies, and possible STEM career opportunities within the companies.

 

Jet-Net.dk started I Denmark in 2012, and works with over 60 different sized tech companies and the same amount of schools. The Danish network and activities is bases on feasibility studies and inspiration from the Dutch model of Jet-Net and Platform Bèta Techniek (PBT), which was launched in 2002 by five Dutch technology companies. 

 

 

Óbuda University

Óbuda University is the second largest technical university in Hungary with 13000 students, 6 faculties, 3 doctoral schools and 3 campuses. Óbuda University, the legal successor of Budapest Tech – or rather its legal predecessors: Bánki Donát Polytechnic, Kandó Kálmán Polytechnic and the Technical College of Light Industry – was established on January 1, 2010. Óbuda University has the only Engineering Education Centre in Hungary and has a strong relationship with industry for already ten years, which is the foundation of skill oriented learning. In 2014 the university launched the work-based dual education program. Most candidates in this program are from the faculty of IT engineering. It is a mission of the University to make higher-education more accessible in regions without higher education institutions, therefore a “higher education centre for community based studies” is established in the city of Salgótarján.

 

Óbuda University is the founder of the Hungarian STEM platform and is member of the EU STEM Coalition. Having long term experience with education-industry collaboration and the organisation of a variation of science competitions and activities, Óbuda University is well suited to boost a national pilot programme in Hungary.

Government of Catalonia

The Government of Catalonia (Generalitat de Catalunya) is the regional government of Catalonia. It consists of ministries and other bodies such as public companies and autonomous organisations that employ more than 200.000 people. It has responsibilities, among other areas, in: education, employment, universities and economic development. Secretariat  for Telecommunications, Cibersecurity and Digital Society is responsible for boosting the deployment and integration of digital technologies in each area of Catalan society.

 

The Catalan economy boasts a significant level of industrial activity in sectors such as automobiles and accessories, chemicals, and state-of-the-art computer and office IT equipment. The publishing industry and construction are also of crucial economic importance. 

 

The lack of students choosing studies in the STEM-related subjects, high rates of youth unemployment and sustained labour demand growth in some STEM-related sectors such as IT, robotics, automobile and mechanics industry, have driven the Government of Catalonia to aprove in February 2017 an Agreement to develop the STEMcat plan (national STEM strategy).This plan promotes vocations in STEM among youth, and has to be deployed in the Catalan schools during the next school year (2017-18). The plan is currently being developed by the Government of Catalonia and will cover four main focus areas:

 

  • enhance teacher training in science, technology and mathematics;
  • enhance STEM skills among students and develop strategies to globally assess them;
  • encourage participation in school of companies in STEM sectors;
  • promote science, technology, engineering and maths in society

Jet-Net

Description: 

Jet-Net (Youth and Technology Network Netherlands) is a joint initiative of leading Dutch technology companies and secondary (pre-college) schools aimed at promoting STEM uptake through one-on-one school-company partnerships. The programme was founded by five Dutch technology companies (Shell, Philips, DSM, AkzoNobel and Unilever) in 2002 and currently involves more than 90 technology companies and 180 pre-university secondary schools (aprox. 40% of total). In collaboration with the schools, 'Jet-Net companies' develop an educational environment with practical content for the science curriculum and provide students with experiences that show that technology is challenging, meaningful and socially relevant.

 

In 2012, a Danish version of the Jet-Net programme was launched by the Danish House of Natural Sciences under the name Jet-Net.dk. The Jet-Net.dk programme grew to involve over 60 technology companies in under three years. 

Country: 
Education level: 
Photo: 
Organisation: 
PBT
Impact: 

STEM uptake (students opting for a one of the two STEM tracks in their fourth year) in Jet-Net schools is significantly higher than the national average (more info can be found on the Jet-Net website).

Reach: 

Between 2002 and 2016 Jet-Net has grown from 5 to 92 associated companies and from 15 to 180 schools. The Jet-Net companies invested a combined total of 6 million euros in Jet-Net programmes. At the moment 60.000 students are reached through the Jet-Net program and 300 teachers are aligned.

Budget and funding model: 

The Jet-Net programme is co-funded by government and industry. It's yearly budget for programme management is EUR 800.000 (co-funded by industry and government). Direct contributions to the programme activities from industry (in cash and in-kind) are estimated to exceed EUR 6 millon per year.

Memorandum for the Heads of Executive Departments and Agencies

Source / author: 
Executive Office of the President (US)
Country: 
United States
Abstract: 

Following precedent, the White House has released its memo to federal agencies signaling its R&D priorities for the president’s fiscal year 2019 budget request. Among its directions, the memo calls for fiscal restraint and reinforces the administration’s commitment to rolling back support for later-stage R&D and technology commercialization.

 

There is particular attention for STEM education in the paragraph titled: "Developing a Future-Focused Workforce," which states that: "The Administration is committed to improving the technical training of the American workforce through Science, Technology, Engineering, and Math (STEM) education and apprenticeships. Emerging technologies will present tremendous opportunities for new job creation, but will also require a technically skilled and capable workforce to meet demand. In order to maintain American competitiveness and help ensure that the domestic workforce is available and qualified for the jobs of the future, agencies should incorporate STEM education, including computer science education, and workforce training opportunities into their programs. Agencies should give priority to policies and actions that place an emphasis on expanding the STEM workforce to include all Americans, both urban and rural, and including women and other underrepresented groups in STEM fields. In order to track improvements in these areas, agencies should develop quantitative methods or metrics and collect data to analyze the effectiveness of the STEM programs."

 

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