Primary Education

Summer Camps Lego Education

Short summary: 

During the summer holidays, we try to reach as many children as possible and motivate them to playfully learn the most necessary skills by organizing and conducting SUMMER LEGO CAMPS. LEGO® Education STEAM solutions support development through real projects. Its essence is the challenges taken from everyday life, their transfer into experiments and tasks, and the creation of connections between natural science subjects.

Description and objectives: 

During the summer holidays, we try to reach as many children as possible and motivate them to playfully learn the most necessary skills by organizing and conducting SUMMER LEGO CAMPS. LEGO® Education STEAM solutions support development through real projects. Its essence is the challenges taken from everyday life, their transfer into experiments and tasks, and the creation of connections between natural science subjects.

The LearnIT team wants to do their part in building a sustainable future and creating a better world that our children will inherit. We visited schools and kindergartens to provide space for the children of today to become the builders of tomorrow

We are currently preparing for cooperation with the EDULAB Academy, which is the official provider of innovative education based on the license issued by the Ministry of Education and Culture of the Slovak Republic.

Objectives

- We strive to support teachers in their everyday educational activities. We also aim to offer playful learning opportunities for different age groups with the help of our LEGO® Education programs as well as develop almost the entire range of cognitive abilities. And last but not least, we playfully teach children the basics of programming.
- The results achieved are assessed with the help of level assessment tests to be completed at the beginning and end of the school year, and in the case of camps, with the help of questionnaires filled out by parents.

Country: 
Education level: 
Logo or photo: 
Organisation: 
LearnIT Academy o.z.
Impact: 

Our program develops almost the entire range of cognitive abilities: the analysis-synthesis thinking process, the durability and depth of attention, the ability to observe and remember (remember previous experiences and use them to solve the next task), abstraction (the finished building does not have to be exactly like it is in real life, it is also possible to symbolically indicate what we want), the creative imagination, etc. In addition to these, we develop another 24 skills, and we also motivate teachers to use LEGO and other toys in various educational areas. Our specific objective regarding our program is to integrate the STEAM education method into the education system. No independent impact assessment studies have yet been prepared

Reach: 

Currently, with the summer LEGO camps, approx. 60 children were reached, and 15 schools and kindergartens currently participate in our LEGO Education program during the school year

Our goal is to double the number of cooperating institutions every year and involve as many educational institutions as possible in our program.

Budget and funding model: 

Currently, in most institutions, the program is financed by the parents for their own children (in the case of paid school courses and summer camps). Some institutions finance the sessions from their own resources, but we also provide opportunities for sponsors to support the program.

 

Title (dropdown menu): 
Year start: 
2022
Status: 
data_page_icon_programme: 

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: 

Emakumeak Zientzian

Short summary: 

Emakumeak Zientzian is a project focused on increasing gender equality in STEM through a range of activities, with a strong focus on STEAM. The programme was created by POLYMAT (Basque Center for Macromolecular Design and Engineering) and is supported by 17 organisations in all education levels from the STEM ecosystem in the Basque Country (Spain).

Description and objectives: 

Emakumeak zientzian is a project promoted by POLYMAT (Basque Center for Macromolecular Design and Engineering) which was set up in 2017 in order to inspire science, technology and engineering vocations among girls and female adolescents, as well as to contributing to combat the gender stereotypes associated with research jobs. The project was launched on February 11 - the International Day of Women and Girls in Science – as a purely promotional activity. However, over time it has become a programme of STEAM activities aimed at different segments of the population and run by Polymat and a further 17 entities from the Basque scientific and technology ecosystem.

 

Currently the programme involves over 25 activities which are implemented annually. The majority of these activities are directly focused on inspiring science, technology and engineering vocations in girls and female adolescents and for them to aspire to careers in those areas, as well as to contributing to combatting gender stereotypes.

 

Emakumeak Zientzian’s accolades include:

 

  • Gender perspective mention by STEAM EUSKADI.
  • First place in the STEAM EUSKADI Awards.

 

The main objective of this initiative is to address the problem of gender inequality in the STEM field by introducing the gender perspective throughout the activities programme. In addition, the programme implements two specific STEAM education objectives:

 

  • Inspire professional careers and vocations in STEM
  • Improve students’ mathematic and scientific skills
Country: 
Logo or photo: 
Organisation: 
POLYMAT (Basque Center for Macromolecular Design and Engineering)
Impact: 

Impact is measured primarily through impact surveys among participants. These indicate that the programme is effective in raising interest in STEM subjects among participants.

Reach: 

The programme's reach is measured as:

 

  • Direct ivolvement of 17 science and technology partner entities that range from basic to applied research (Polymat, CIC nanoGUNE, CFM, DIPC, CIC biomaGUNE, Tecnun, CEIT, Biodonostia Health Research Institute, Elhuyar, Euskal Zientzia Museoa, Gipukoa Institute of Industrial Engineers, Technology Parks of the Basque Country, Lortek, BCBL, Gipuzkoa School of Engineering – University of the Basque Country (UPV/EHU), UPV/EHU Computer Science Faculty, UPV/EHU Chemistry Faculty).
  • In 2021, 2.410 people directly took part in the programme's activities.
Budget and funding model: 

The programme is funded by participating companies, participating universities and the Spanish Government.

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

Smartgene STEAM extracurricular school

Short summary: 

Smartgene is an extracurricular private hobby school that consists of different extracurricular STEAM activities and classes for children in the kindergarten until classes 4-6, including robotics class, electronics class, science class, landscaping & architecture class, and “future skills class”.

Description and objectives: 

Smartgene is an extracurricular private hobby school that consists of different extracurricular STEAM activities and classes for children in the kindergarten until classes 4-6, including robotics class, electronics class, science class, landscaping & architecture class, and “future skills class”. All the classes take place once a week.

 

Smartgene also organizes STEAM city camps during school vacations, aimed at children aged 7-13 years. The mission of Smartgene is to be a safe and instructive environment for children to learn STEM subjects through targeted games.

 

The objective of Smartgene is to encourage children to playfully solve real life everyday problems. Since the demand for STEAM proficiency increases in Estonia every year, Smartgene has developed extracurricular classes to introduce children at early ages science, robotics, and electronic areas. It's impact is measured by the number of kids participating in the extracurricular classes and camps.

 

The objectives are related to Estonia's broader government strategy to raise the popularity of science and IT as a career choice due to the fact that Estonia is facing a reality, where the demand for such professionals is higher than the supply. In addition, it is associated with the aim to develop a research-intensive economy.

Country: 
Logo or photo: 
Organisation: 
Nutigeen OÜ
Impact: 

Smartgene gives the opportunity for young people to get acquainted with different STEAM subject from the early age. Children learn through active and interactive play how to solve everyday problems. They get the opportunity to use their critical thinking and problem-solving skills based on the principles of the natural sciences, engineering, and mathematics.

Reach: 

The Smartgene city camps each are meant for up to 30 children, and every year over 400 children participate in the Smartgene classes.

Budget and funding model: 

The programme’s funding mechanism is based on the membership model – the funding depends on the children participating in the hobby school. All the Smartgene classes have a monthly fee for a child participating in the classes.

Year start: 
2016
Status: 
data_page_icon_programme: 

NPO Robotics

Short summary: 

The NPO Robotics programme includes a range of well-known robotics-related education activities in Estonia, including FIRST Lego League and RoboMiku.

Description and objectives: 

The NPO Robotics programme aims to offer different learning and competition opportunities in robotics. The NPO Robotics has several different projects and outcomes and some of its programmes are connected to international initiatives and competitions:

 

  • Competition RoboMiku - gives pupils the opportunity to build their own robot individually or in teams and put them to the test. The competition has different categories depending on the robot and age of the pupil
  • First Lego League - a three-part robotics program meant for different age groups and based on that, have different difficulty levels. The aim is to popularize science and technology in a fun way. With that, other necessary skills and knowledge are being developed.
  • School visits - workshops in robotics are offered to the interested schools. In one workshop, 20 students can participate. The necessary tools, equipment, robots and instructors are visiting schools all over Estonia
  • Several projects that aim to promote robotics in pupils and teachers. They also offer additional training to teachers so that robotics would be a natural part of the curriculum.

 

The objective is to give young people practical knowledge about technology and robotics. The main focus is on practical knowledge and opportunity to work with technology that otherwise may not be available in schools. In addition, students have the opportunity to compete with each other.

 

The objectives are related to Estonia's broader government strategy to raise the popularity of engineering and technology as a career path. The aim is also to develop the STEM teachers so that the teaching quality would be high and the used methods modern and in compliance with the needs of the students.

Country: 
Logo or photo: 
Organisation: 
NPO Robotics
Impact: 

The Robotics competitions and workshops have a direct impact on pupils to learn more about robotics and technology. Within the last few years, the number of applicants to the IT and robotics curricula has increased. It meets the countries need to have more IT competence both in the public and private sector.

Reach: 

In every year NPO Robotics reaches with its different activities to thousands of young people all over Estonia.

 

In 2019, more than 650 students and about 100 teachers participated in the RoboMiku competition. In the FIRST LEGO League, there were more than 40 best teams as finalists taking part in the competition.

Budget and funding model: 

Funding of the activities is based on different finance sources:

  • EU programmes, such as Erasmus+ and European Regional Development Fund
  • Project-based funding by the Ministry of Education and Research, HITSA, University of Tartu
  • Funding from private companies
Title (dropdown menu): 
Year start: 
2005
Status: 
data_page_icon_programme: 

KVARK Science Theatre

Short summary: 

The KVARK project was grown out of the highly successful Rocket69 science TV contest (see related page). KVARK’s objectives are to popularize scientific thinking and scientific approach in public by offering scientific content for different events, scientific entertainment in a form of science theatre, and by conducting clever workshops for both children and adults. KVARK also produces scientific and educational exhibits for museums and helps organisations to arrange projects that support science-based society, and environment.

Description and objectives: 

The KVARK project was grown out of the Rocket69 science TV contest (see related page). The main reason for the creation was to broaden the public knowledge about science and scientific thinking. KVARK concentrates on three main actions:

 

  1. Popularizing science, technology, and engineering
  2. Rising the quality of the scientific, engineering, and technological education
  3. Adding value to working in the science, technology, and engineering subject fields

 

The team of KVARK includes undergraduates and graduates from different STEM specialities.  KVARK’s objectives are to popularize scientific thinking and scientific approach in public by offering scientific content for different events, scientific entertainment in a form of science theatre, and by conducting clever workshops for both children and adults. KVARK also produces scientific and educational exhibits for museums and helps organisations to arrange projects that support science-based society, and environment.The objectives also include raising young people's (primary target group) interest in STEM education, professions, and careers in these fields. The objectives are measured by the projects supported; the number of events/workshops carried out. The indirect indication is evaluated based on the statistics of popularity of STEM specialties among the students’ enrolling universities, vocational schools, and hobby education.

Country: 
Logo or photo: 
Organisation: 
Teadusteater OÜ
Impact: 

KVARK and the science theatre shows have increased the popularity of STEM in young children – by making the scientific experiments entertaining, they are more interested in enrolling in vocational schools. The impact of the programme is measured primarily in the number of participants.

Reach: 

The objective is to increase the number of projects supported, increase the number of people participating in the science theatre events. The future goal for KVARK is to start organizing events for teachers in the STEM subjects to increase the reach. In 2019, KVARK organized a science theatre performance for 12,000 people.

Budget and funding model: 

KVARK’s funding model is performance-based funding

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

Girl Tech Fest

Short summary: 

Girl Tech Fest is an initiative which aims to increase girls’ interest in science and technology. During Girl Tech Fest girls aged 10-12 are invited to a local library where the girls get to try programming and different technologies themselves. The programme is co-organised by four organisations and coordinated by the Norwegian national STEM platform (NCSR). The event is organised yearly in libraries throughout the country, involving around 1300 girls each time.

Description and objectives: 

Girl Tech Fest is an initiative which aims to increase girls’ interest in science and technology. During Girl Tech Fest girls aged 10-12 are invited to a local library where the girls get to try programming and different technologies themselves. The programme is organised by NCSR in cooperation with IKT-Norway, Oda-network (organization for women working in ICT), TENK - Tech network for women (organization for women to inspire an encourage more girls to choose an education within technology) 

 

While girls’ interest in science and technology decreases from around age 10-12 the boys’ interest does not decrease the same way (see: Corneliussen, H. G., et.al. (2021) Evaluering av Jenter og teknologi). That is why NCSR in cooperation with the partners listed above want to give the girls a day with only girls, where they can play and learn with technology on their own terms. As part of the programme, the girls meet female role models who work or study within technology, which may help them see themselves in such academical fields.   

 

Currently, the NCSR is the national coordinator or project leader of Girl Tech Fest. This includes responsibility for the main event in Oslo and contact with, and support of, local libraries all around the country. Even though the coordination is done by NCSR, the project group is a collaboration between people from all four organizations involved.

 

The main objective of the program is to increase girls’ interest in technology, and in a longer term: increase the number of girls that choose to study and work within technology and programming. On process-level, the programme aims to spread Girl Tech Fest all around the country and increase the number of locations and girls who participate.   

 

Country: 
Logo or photo: 
Organisation: 
National Centre for STEM Recruitment (NCSR)
Impact: 

It is difficult to pinpoint the impact of Girl Tech Fest as a single day of tech encouragement. However, the enthusiasm of the participating girls for technology and programming is visible throughout the day. We believe that the fact that these girls are allowed to play with technology and experience these fields, supervised by female role models, in a different setting than they are used to may impact their attitude towards technology and programming.

 

When I come home, I am going to find out more about how I can control robots with programming!”, “I never thought I could do programming, but I am actually quite good”, “This is the most fun day at school ever, I wish we could be her every day!” and “I thought technology was boring, but I loooove it and want work with it when I grow up!”.

 

These are quotes exclaimed by girls at GTF with stars in their eyes. When we experience reactions like these, we do believe that at least we have managed to inspire them a little bit that day. How the girls are prepared for the day, and how it is followed up comes down to the teachers. Some teachers continue to take programming into their classes while others don’t.

 

Evaluations are sent to the teachers after Girl Tech Fest to get their opinion of the day, and the overall conclusion is that the day is highly motivational for the girls and that they do benefit from participating. The teachers also point out that the day is motivational for them as well, as they can see and be inspired on how to take programming and technology into the classroom.

 

Reach: 

When Girl Tech Fest first started in 2015 it was held at one location in Oslo as a part of Oslo Innovation Week. 170 girls participated. As the years went by the project grew and saw a desire to expand and offer the same tech day for girls around the country. Since the group who started Girl Tech Fest did this voluntarily on their spear time, they were not able to arrange Girl Tech Fest at more locations. Libraries around the country were contacted and supported to arrange GTF from 2016, and new libraries join the Girl Tech Fest each year. In 2016 Girl Tech Fest were arranged in six different cities with a total of approximately 700 girls. Eight locations arranged Girl Tech Fest in 2017 with a total of 1300 girls, seven locations and 1200 girls in 2018 and in 2019 12 locations created Girl Tech Fest for 1300 girls.

 

In 2020 almost everything got cancelled due to Covid-19. Three locations did however manage to create alternate versions of the technology day. About 200 girls were lucky to attend GTF in 2020.

 

In 2021 1600 girls participated at Girl Tech Fest spread at 15 different locations around Norway. The largest location hosted Girl Tech Fest for 225 girls, while the smallest invited 20 girls. The number of girls invited to each location is decided by the local library that is responsible for the day. At each location the girls are invited to try different technological activities and workshops. Almost all girls get to try programming during the day, but we also want to highlight the broad spectrum of what technology can be.
 

No goals are set when it comes to reach, but we aim to increase the number of girls and locations each year. Especially is geographical spread of Girl Tech Fest is something that requires continues efforts. Both small and larger communities and cities are encouraged to host Girl Tech Fest. 

Budget and funding model: 

All libraries that host and arrange Girl Tech Fest have the option of applying for support of up 10 000 NOK (equal to approx. 1000 Euro) from the National Center for STEM recruitment (NCSR). NCSR are governmentally funded. Outside this, the libraries use their own funding, and many do also get support from local tech companies.  The largest event has traditionally been held in Oslo with 300-400 girls. The funding for this event is based on sponsorship from tech companies. They contribute with financial support and/or manpower on the day. The workshops are mainly held by female workers from these companies. In 2021 this included Microsoft, Cisco, Data Respons, Sopra Steria, Telia, Bouvet, Facebook(Meta), Bekk and Sparabank1.

 

Currently, the income is used for t-shirts to both the girls who attend Girl Tech Fest and the tech women who attend the day as supervisors, workshop holders and role models for the girls. Lunch for the supervisors is also provided at most of the locations. For the girls, fruit/juice/lunch is provided based on the financial situation on each location. Decorations such as balloons and pennants are also bought in by each location.

 

How the distribution of the funding will be in the future is currently being evaluated. We see that it is easier to get sponsors in big cities, and we do not want the different Girl Tech Fest arrangement to be too different from each other.  How far the libraries or organizers get with the 10 000 NOK is also very different as the locations welcome from 15 to 225 girls. Differentiation of the support is therefore under consideration.

Title (dropdown menu): 
Year start: 
2015
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: 

Pages

Subscribe to RSS - Primary Education