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| stem graduates by country: Minority Serving Institutions National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Closing the Equity Gap: Securing Our STEM Education and Workforce Readiness Infrastructure in the Nation's Minority Serving Institutions, 2019-02-05 There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them. |
| stem graduates by country: STEM Education 2.0 Alpaslan Sahin, Margaret J. Mohr-Schroeder, 2019-08-12 STEM Education 2.0 discusses the most recent research on important selected K-12 STEM topics by synthesizing previous research and offering new research questions. The contributions range from analysis of key STEM issues that have been studied for more than two decades to topics that have more recently became popular, such as maker space and robotics. In each chapter, nationally and internationally known STEM experts review key literature in the field, share findings of their own research with its implications for K-12 STEM education, and finally offer future research areas and questions in the respected area they have been studying. This volume provides diverse and leading voices in the future of STEM education and STEM education research. |
| stem graduates by country: STEM in Science Education and S in STEM , 2021-01-11 This book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh. |
| stem graduates by country: Proceedings of the International Conference on Education, Humanities, and Management (ICEHUM 2022) Yaoping Liu, Saichol Chujuarjeen, 2023-04-25 This is an open access book. This event is co-organized by the Institute of Science Innovation and Culture (ISIC) and Research and Development Institute (RDI), Rajamangala University of Technology Krungthep, Thailand. This year’s ICEHUM 2022 was held online and onsite on 26 November 2022. The theme of this conference is “Leading and Being Sustainable in the COVID-19 New Normal“. This conference aspires to bring to light new standards, models, and reference guides that will help humanity rise above the challenges of COVID-19, leading men and women to embrace the new normal, no longer uncertain but living a sustainable existence. |
| stem graduates by country: Global Education Monitoring Report Global Education Monitoring Report Team, UNESCO, 2024-04-25 |
| stem graduates by country: STEM , 2013 A vibrant capacity in Science, Technology, Engineering and Mathematics (STEM) is pivotal to increasing Australiaâs productivity. Building on recent research commissioned by Australiaâs Chief Scientist to identify STEM skills shortages, this project critically examines existing solutions to the STEM skills shortage in comparable countries and ascertains which, if any, of those solutions could be usefully applied to the formation and maintenance of a STEM skills workforce and proposes a set of options for increasing Australiaâs productivity and international competitiveness. The following aspects are addressed in this report: trends in STEM enrolments in all educational domains; access of STEM graduates to the labour market; the perceived relevance of STEM to economic growth and well-being; what are other countries doing to address declining STEM uptake and its impact on the workforce, and/or lifting national performance?; strategies, policies and programs used to enhance STEM at all levels of education, and judgments concerning the success of those programs; are measures put into effect in other countries and cultures successful and how has this been evaluated?; could and should such measures be applied in the Australian context, taking into account our cultural diversity?; what are the implications of the application of culturally appropriate measures in Australia and will the policy framework need to be modified to accommodate them? [p.10-11, ed] |
| stem graduates by country: How America Compares Rodney Tiffen, Anika Gauja, Brendon O'Connor, Ross Gittins, David Smith, 2019-11-13 This book is a reference work with an encyclopedic range, offering contemporary and systematic comparisons between the United States and 17 other economically advanced, stable liberal democracies, as well as some more global comparisons. It offers international data on as many aspects of social life as possible, from taxation to traffic accidents, homicide rates to health expenditure, and interest rates to internet usage. Wherever possible, it offers not only the most recent available data but also trends over decades. The discussion focuses on changes over time and comparisons between countries. Sometimes the contrasts are striking; sometimes the commonalities are more instructive. Often national political debates are conducted in a vacuum, and examining comparative data on policies, performance, and prospects can give a better perspective. |
| stem graduates by country: Research in the Sociology of Education Hyunjoon Park, Grace Kao, 2018-10-30 Featuring research from settings as diverse as rural China, Germany and the United States, as well as two cross-national comparative studies, this insightful volume demonstrates that many educational issues (including student victimization and STEM outcomes) are not limited to specific societies but are relevant worldwide. |
| stem graduates by country: Advances in Manufacturing Engineering and Materials Sergej Hloch, Dagmar Klichová, Grzegorz M. Krolczyk, Somnath Chattopadhyaya, Lucie Ruppenthalová, 2018-09-14 This book reports on cutting-edge research and technologies in the field of advanced manufacturing and materials, with a special emphasis on unconventional machining process, rapid prototyping and biomaterials. Based on the International Conference on Manufacturing Engineering and Materials (ICMEM 2018), held in Nový Smokovec, Slovakia on 18–22 June 2018, it covers advances in various disciplines, which are expected to increase the industry’s competitiveness with regard to sustainable development and preservation of the environment and natural resources. Condition monitoring, industrial automation, and diverse fabrication processes such as welding, casting and molding, as well as tribology and bioengineering, are just a few of the topics discussed in the book’s wealth of authoritative contributions. |
| stem graduates by country: The Century of Science Justin J. W. Powell, David P. Baker, Frank Fernandez, 2017-09-15 The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics and health fields, providing insightful historical and sociological understandings of the ways that higher education has become an institution that shapes science and society. |
| stem graduates by country: Handbook of Research on Active Learning and Student Engagement in Higher Education Keengwe, Jared, 2022-06-10 Active learning occurs when a learning task can be related in a non-arbitrary manner to what the learner already knows and when there is a personal recognition of the links between concepts. The most important element of active learning is not so much in how information is presented, but how new information is integrated into an existing knowledge base. In order to successfully implement active learning into higher education, its effect on student engagement must be studied and considered. The Handbook of Research on Active Learning and Student Engagement in Higher Education focuses on assessing the effectiveness of active learning and constructivist teaching to promote student engagement and provides a wide range of strategies and frameworks to help educators and other practitioners examine the benefits, challenges, and opportunities for using active learning approaches to maximize student learning. Covering topics such as online learning environments and engagement approaches, this major reference work is ideal for academicians, practitioners, researchers, librarians, industry professionals, educators, and students. |
| stem graduates by country: OECD Economic Surveys: United States 2012 OECD, 2012-06-26 OECD's 2012 survey of the US economy examines recent economic developments, policies and prospects and takes a more detailed look at labour market policies and strengthening innovation. |
| stem graduates by country: The Space Economy in Figures How Space Contributes to the Global Economy OECD, 2019-07-05 The space economy is expanding and becoming increasingly global, driven by the development of ever-more governmental space programmes around the world, the multiplication of commercial actors in value chains, durable digitalisation trends, and new space systems coming of age. This report describes these emerging trends using new and internationally comparable data and indicators. |
| stem graduates by country: Future Of The Global Order, The: The Six Paradigm Changes That Will Define 2050 Vincent Petit, 2021-02-08 Where is the world heading? What choices need to be made to help humanity to thrive? These questions are more acute than ever in a context of growing inequalities, populism, social disorder, environmental challenges, and global health threats.The Future of the Global Order explores the six fundamental transformations ahead that will define the future of the world in the next three decades. Each chapter provides a unique and fact-based analysis of the situation at hand, reviews underlying uncertainties, and studies their inter-dependencies. As a tool to trigger debate, the book provides possible evolutions in global activity with four baseline scenarios, grasping the key issues which will shape the global order to 2050.Essential reading for anyone interested in understanding the massive forces of global change at play and the key decisions facing the future of humanity and the world. |
| stem graduates by country: 50 Myths and Lies That Threaten America's Public Schools David C. Berliner, Gene V Glass, 2014 Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations also suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs. This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources. “Berliner and Glass are long-time critics of wrong-headed education reforms. 50 Myths and Lies continues their record of evidence-based truth-telling. Joined by 19 young scholars in identifying 50 of the worst ideas for changing our nation's schools, they are able to sort through the cacophony of today’s all too often ill-informed debate. Anyone involved in making decisions about today’s schools should read this book.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “This book is true grit. It’s the gritty reality of hard data. It’s the irritating grit that makes you shift in your seat. And it’s the grit that sometimes makes you want to weep. Well argued, well written—whether you agree or disagree with this book, if you care about the future of public education, you mustn’t ignore it.” —Andy Hargreaves, professor, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College “50 Myths and Lies is a powerful defense of public education and a discerning refutation of the reckless misimpressions propagated by a juggernaut of private-sector forces and right-wing intellectuals who would gladly rip apart the legacy of democratic schooling in America. It is a timely and hard-hitting book of scholarly but passionate polemic. The teachers of our children will be grateful.” —Jonathan Kozol, educator, author of Fire in the Ashes “What do you get when two world-class scholars and a team of talented analysts take a hard look at 50 widely held yet unsound beliefs about U.S. public schools? Well, in this instance you get a flat-out masterpiece that, by persuasively blending argument and evidence, blasts those beliefs into oblivion. Required reading? You bet!” —W. James Popham, professor emeritus, UCLA David C. Berliner is an educational psychologist and bestselling author. He was professor and dean of the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and a research professor in the School of Education at the University of Colorado Boulder. TheirAssociates are the hand-picked leading PhDs and PhDs in training from their respective institutions. |
| stem graduates by country: The Rise of China’s Innovation Economy CICC Research, CICC Global Institute, 2024-03-18 This open access book provides a comprehensive review of technological innovation in China, focusing on some existing challenges and the debate on the role of public policies in promoting innovation. Technological innovation has become a vital factor in promoting high-quality development in China. By examining the current state of and challenges confronting China's technological innovation from both the supply side (talent and R&D) and the demand side (domestic and international demand), this book offers a view on how to enhance the efficiency of industry chain while ensuring security through innovation. Public policy often plays a crucial role in shaping and improving the national innovation system when new challenges emerge. We put special emphasis on innovation in strategically important sectors, which include the digital, green, and biotech industries, as well as the manufacturing and logistics sectors that are fundamental to the working of the whole innovation system. This book explains academically rigorous content in a simple manner, and is therefore suitable for readers from the fields of public policy, economics, finance, and innovative sectors who seek to better understand China’s path of innovation. The book cites information from various credible sources, including academic journals, policy institutions, and a network of primary sources such as industry experts and renowned academics. |
| stem graduates by country: The Report: Philippines 2019 Oliver Cornock, The Philippines’ cooling inflation, improved ease of doing business and increased openness to foreign participation are set to encourage more foreign direct investment. A wealth of infrastructure investment under President Rodrigo Duterte’s flagship Build Build Build programme should ease congestion, reduce regional inequality and further boost the flourishing tourism industry. |
| stem graduates by country: Congressional Record United States. Congress, 2010 |
| stem graduates by country: Hispanic-Serving Institutions Anne-Marie Nunez, Sylvia Hurtado, Emily Calderón Galdeano, 2015-02-11 Despite the increasing numbers of Hispanic-Serving Institutions (HSIs) and their importance in serving students who have historically been underserved in higher education, limited research has addressed the meaning of the growth of these institutions and its implications for higher education. Hispanic-Serving Institutions fills a critical gap in understanding the organizational behavior of institutions that serve large numbers of low-income, first-generation, and Latina/o students. Leading scholars on HSIs contribute chapters to this volume, exploring a wide array of topics, data sources, conceptual frameworks, and methodologies to examine HSIs’ institutional environments and organizational behavior. This cutting-edge volume explores how institutions can better serve their students and illustrates HSIs’ changing organizational dynamics, potentials, and contributions to American higher education. |
| stem graduates by country: Developing a National STEM Workforce Strategy National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Planning Committee for the National Summit on Developing a STEM Workforce Strategy, 2016-03-07 The future competitiveness of the United States in an increasingly interconnected global economy depends on the nation fostering a workforce with strong capabilities and skills in science, technology, engineering, and mathematics (STEM). STEM knowledge and skills enable both individual opportunity and national competitiveness, and the nation needs to develop ways of ensuring access to high-quality education and training experiences for all students at all levels and for all workers at all career stages. The National Science Foundation (NSF) holds a primary responsibility for overseeing the federal government's efforts to foster the creation of a STEM-capable workforce. As part of its efforts in this endeavor, NSF's Directorate on Education and Human Resources asked the National Academies of Sciences, Engineering, and Medicine to convene a workshop that would contribute to NSF's preparation of a theoretical and evidence-based STEM Workforce Development R&D Core Framework. Participants discussed research themes, identified gaps and emerging research opportunities, and recommended refinements in the goals of the framework. This report summarizes the presentations and discussions from the workshop. |
| stem graduates by country: Higher Education in Southeast Asia Lorraine Pe Symaco, 2024-11-26 Chapters delve into the role of higher education in each Southeast Asian country, with discussions such as: quality, access, and equity; globalisation and internationalisation in Higher Education; governance; sustainable development; social responsibility; aid in education; culture and religion in education; and more. |
| stem graduates by country: Our Nation of Builders United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Commerce, Manufacturing, and Trade, 2015 |
| stem graduates by country: Getting Skills Right: United Kingdom OECD, 2017-11-20 This report identifies effective strategies to tackle skills imbalances in the United Kingdom. |
| stem graduates by country: Handbook of Research on STEM Education Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, Lyn D. English, 2020-04-27 The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date. |
| stem graduates by country: The Age of STEM Brigid Freeman, Simon Marginson, Russell Tytler, 2014-10-24 Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice. The Age of STEM is a state of the art survey of the global trends and major country initiatives in STEM. It gives an international overview of issues such as: STEM strategy and coordination curricula, teaching and assessment women in STEM indigenous students research training STEM in the graduate labour markets STEM breadth and STEM depth The individual chapters give comparative international analysis as well as a global overview, particularly focusing on the growing number of policies and practices in mobilising and developing talent in the STEM fields. The book will be of particular interest to anyone involved in educational policy, those in education management and leaders in both schooling and tertiary education. It will have a wider resonance among practitioners in the STEM disciplines, particularly at university level, and for those interested in contemporary public policy. |
| stem graduates by country: Youth and Civic Engagement in Southeast Asia: A Survey of Undergraduates in Six Countries Norshahril Saat, Iim Halimatusa'diyah, Panarat Anamwathana, Syaza Shukri, Veronica L. Gregorio, 2025-01-24 Youths in Southeast Asia have been active in making their voices heard in politics and in society, both online and offline. However, comparative studies on their civic engagement across the region remain wanting. This pilot study, conducted by the Regional Social and Cultural Studies Programme (RSCS) at the ISEAS – Yusof Ishak Institute, gathers insights from educated youths across selected Southeast Asian countries. Between August and October 2024, the team surveyed undergraduates from six Southeast Asian countries: Indonesia, Malaysia, the Philippines, Singapore, Thailand and Vietnam. The survey drew responses from 3,081 participants, attaining a generally balanced representation of female and male respondents, and of students from STEM (Science, Technology, Engineering and Mathematics) and non-STEM majors. Respondents were evenly spread across the ages of 18 and 24. This paper highlights some key findings from the survey, focusing on four broad themes: (1) the issues that concern youths the most; (2) their levels of religiosity and political engagement; (3) their optimism towards the political system, law enforcement and economic outlook; and (4) their online and offline participation. |
| stem graduates by country: PassPORTS, ClassROOMS, & JobMARKETS (HC) Anthony M. Baird, Ed.D., Irene Irudayam, Ed.D., Patricio V. Jorge, Ed.D., 2020-08-31 PassPORTS, ClassROOMS, & JobMARKETS : Growth Planning Strategies for Student Success By: Anthony M. Baird, Ed.D.; Irene Irudayam, Ed.D.; & Patricio V. Jorge, Ed.D. “In today’s knowledge economy, intellectual currency is getting transferred from one country to another and the physical boundaries are not hindrance anymore when compared to the situation three decades back. No wonder, universities in United States are attracting students from all over the world. Two primary reasons of such attraction are (i) quality of education provided by educational institutions in United States is very high, and (ii) the return of investment on education is phenomenally high. Despite growing influx of students from various countries, little is known about the whole process of educational system and the way in which inputs are transformed into outputs to various students. In general, they learn on their own following the concept of learning while doing. At this juncture, this book is written with the purpose of providing students and public about what is containing in the ‘black box’… a sequence [of] the entire process of what students need to know from the beginning of entering United States until they get out of the universities to get employed.” Dr. Satya Parayitam, PhD |
| stem graduates by country: Education as the Driving Force of Equity for the Marginalized Boivin, Jacquelynne Anne, Pacheco-Guffrey, Heather, 2022-01-14 In the USA, racism is the most widespread root of oppression. Black people in America, specifically, have suffered from centuries of discrimination and still struggle to receive the same privileges as their white peers. In other countries, however, there are other groups that face similar struggles. Discrimination and oppression based on religion, ethnicity, socio-economic status, political affiliation, and caste are just a few categories. However, education is a root for widespread societal change, making it essential that educators and systems of education enact the changes that need to occur to achieve equity for the groups being oppressed. Education as the Driving Force of Equity for the Marginalized highlights international research from the past decade about the role education is playing in the disruption and dismantling of perpetuated systems of oppression. This research presents the context, ideas, and mechanics behind impactful efforts to dismantle systems of oppression. Covering topics such as teacher preparation, gender inequality, and social justice, this work is essential for teachers, policymakers, college students, education faculty, researchers, administrators, professors, and academicians. |
| stem graduates by country: International Science and Technology Education Ortwin Renn, Nicole C. Karafyllis, Andreas Hohlt, Dorothea Taube, 2015-06-24 Education in science, technology, engineering and mathematics (STEM) is crucial for taking advantage of the prospects of new scientific discoveries initiating or promoting technological changes, and managing opportunities and risks associated with innovations. This book explores the emerging perspectives and methodologies of STEM education and its relationship to the cultural understanding of science and technology in an international context. The authors provide a unique perspective on the subject, presenting materials and experiences from non-European industrialized as well as industrializing countries, including China, Japan, South Korea, India, Egypt, Brazil and the USA. The chapters offer a wide scope of interpretations and comparative reviews of STEM education by including narrative elements about cultural developments, considering the influence of culture and social perceptions on technological and social change, and applying innovative tools of qualitative social research. The book represents a comprehensive and multidisciplinary review of the current status and future challenges facing STEM education across the world, including issues such as globalization, interdependencies of norms and values, effects on equity and social justice as well as resilience. Overall the volume provides valuable insights for a broad and comprehensive international comparison of STEM philosophies, approaches and experiences. |
| stem graduates by country: Encouraging Student Interest in Science and Technology Studies OECD, 2008-11-12 Examines overall trends in higher education enrolments and the evolution of S&T compared with other disciplines. |
| stem graduates by country: Demystifying Climate Risk Volume I Carole LeBlanc, 2017-11-06 This book is a distillation of the First Annual International Technical Workshop on Climate Risk held in 2016 in Wells, Maine, USA. It is organized into three major themes, namely: environmental, health and societal impacts; the special case of Africa; and advances in education. The volume’s premise is that, long before the 2015 Paris Agreement, many professionals from diverse fields were working to solve the problems of human-caused climate change. The 1987 Montreal Protocol is now in support of a key emission reduction goal of the Agreement. It was time for the seasoned leaders who implement the Protocol, the world’s most successful treaty for atmospheric protection, to share their knowledge and wisdom with the next generation before that expertise was lost. The purpose of bringing these communities of practice together is to leverage the many successes to date to inspire future innovations through ‘lessons learned’; ensure that new or updated regulations are timely communicated and economically executed; and identify opportunities for related sustainable development. |
| stem graduates by country: Quality in Higher Education as a Tool for Human Development Patience Mukwambo, 2019-04-11 Whilst many studies have explored how quality in higher education is conceptualised in the Global North, less attention has been paid to quality in higher education in Africa and the Global South. This book uses the human development and capabilities approach to demonstrate how quality in teaching and learning contributes to a range of benefits, such as improved wellbeing, economic outcomes, political engagement, and human capital formation amongst graduates. The book interrogates the various dimensions of quality as well as factors that impact on the realisation of quality in universities and society at large. Recognising that measures of quality are context and stakeholder specific, the book uses the Zimbabwean context as a Global South case study. It evaluates how quality is conceptualised and operationalised in Zimbabwean universities, and how that impacts on teaching and learning policy and practice. The book also demonstrates the need for economic resources for individuals and universities, and emphasises the importance of a social and educational environment conducive to critical learning, and post-university opportunities. This book will be of interest to researchers across Education, African and Development Studies, as well as to policymakers and practitioners with an interest in quality assurance and the promotion of teaching and learning in universities in the Global South. |
| stem graduates by country: Historical And Political Economy Of Education In India Dr. M. Kumar , Dr. N. Rekha, This book is written to meet the requirements of the new B.Ed., and M.Ed., syllabus based on the common core for Tamilnadu and other state university. This book focus on education in ancient Indian, middle India, east Indian company, education under British rule, national integration, international understanding, political police of Indian, economic in education, Indian constitutional provisions on education, - political policy of education in India. This book useful for post graduate and graduate students and teachers’ educators. |
| stem graduates by country: The U.S. Technology Skills Gap Gary J. Beach, 2013-07-10 Is a widening “skills gap” in science and math education threatening America’s future? That is the seminal question addressed in The U.S. Technology Skills Gap, a comprehensive 104-year review of math and science education in America. Some claim this “skills gap” is “equivalent to a permanent national recession” while others cite how the gap threatens America’s future economic, workforce employability and national security. This much is sure: America’s math and science skills gap is, or should be, an issue of concern for every business and information technology executive in the United States and The U.S Technology Skills Gap is the how-to-get involved guidebook for those executives laying out in a compelling chronologic format: The history of the science and math skills gap in America Explanation of why decades of astute warnings were ignored Inspiring examples of private company efforts to supplement public education A pragmatic 10-step action plan designed to solve the problem And a tantalizing theory of an obscure Japanese physicist that suggests America’s days as the global scientific leader are numbered Engaging and indispensable, The U.S. Technology Skills Gap is essential reading for those eager to see America remain a relevant global power in innovation and invention in the years ahead. |
| stem graduates by country: Handbook of International Human Resource Development Thomas Garavan, Alma McCarthy, Ronan Carbery, 2017-10-27 This Handbook draws on a global team of distinguished Human Resource Development and IHRD scholars to provide research and practice insights on a range of contemporary IHRD issues and challenges. The Handbook reviews a number of critical contextual dimensions that: shape the IHRD goals that organisations pursue; impact the IHRD systems, policies and practices that are implemented; and influence the types of IHRD research questions that are investigated. The Handbook examines the processes or actions taken by organisations to globalise IHRD practices and discusses important people development practices that come within the scope of IHRD. |
| stem graduates by country: Getting Skills Right: Good Practice in Adapting to Changing Skill Needs A Perspective on France, Italy, Spain, South Africa and the United Kingdom OECD, 2017-07-10 This report identifies effective strategies to tackle skills imbalances, based on five country-specific policy notes for France, Italy, Spain, South Africa and the United Kingdom. |
| stem graduates by country: SADC Gender Protocol 2017 Barometer Morna, Colleen Lowe, Makamure, Lucia, 2017-10-04 The SADC Protocol on Gender and Development is the only sub-regional instrument in the world that brings together global and continental commitments to gender equality in one instrument used to enhance accountability. The Southern African Gender Protocol Alliance is a network of country and regional NGOs that campaigned for the Protocol, its updating, implementation and tracking. Originally aligned to the Millennium Development Goals that expired in 2015, SADC Gender Ministers updated the Protocol and aligned it to the Sustainable development Goals (SDGs), Beijing Plus Twenty and the Africa Agenda 2063 in 2016. In July 2017, the Ministers adopted a Monitoring, Evaluation and Reporting Framework (MERF) that will be the basis of future reporting. Now in its ninth edition, the 2017 Barometer is the first assessment of the Post-2015 SADC Gender Protocol. Moving with the times, the Alliance has expanded the two key main yardsticks in the Barometer: the SADC Gender and Development Index (SGDI) and the Citizen Score Card (CSC). The Barometer incorporates many MERF and SDG indicators, as well as its own unique measures of voice, choice and control. The Barometer also introduces the Gender Responsive Assessment of Constitutions and Laws conducted by Alliance experts and networks around the region. A wealth of data, insights and analysis awaits all readers of the Barometer, that will also be made available online and in multi-media formats. The “SADC we want” is one in which citizens engage; step it up for gender equality, and make sure we achieve Planet 50/50 by 2030! |
| stem graduates by country: International Migration Outlook 2014 OECD, 2014-12-01 This publication analyses recent developments in migration movements and policies in OECD countries and selected non-OECD countries. It also includes two special chapters on the skills of immigrants and their use in the labour market as well as on the management of labour migration. |
| stem graduates by country: Destructive Entrepreneurship in Emerging Markets Amir Emami, Esin Yoruk, Andrew Johnston, Andrea Caputo, Paul Jones, 2025-03-30 The book investigates the intricate world of entrepreneurship, examining its dual nature as a force for constructive societal change as well as a potential source of destructive consequences. To examine these two facets in detail, the book scrutinizes the interplay between individual actions and institutional frameworks, showing how entrepreneurship can drive economic and social progress or hinder it through rent-seeking behaviors and exploitation of institutional gaps. By analyzing various settings, from capitalist to state-controlled economies, the book highlights the role of the 'rules of the game' in determining whether entrepreneurial activities contribute positively to society or perpetuate inequality and inefficiency. As such, in the context of emerging markets, this book addresses the question of when are entrepreneurial activities constructive and when are they destructive? Through a nuanced examination of diverse economic settings and institutional environments, the book illuminates how entrepreneurship can foster innovation and social value while also perpetuating corruption and inefficiency. By integrating theoretical frameworks with empirical evidence, it provides a comprehensive analysis of the factors influencing both productive and destructive entrepreneurial behaviors. The aim is to deepen readers' understanding of how entrepreneurship interacts with various contexts and to advocate for ethical and socially responsible practices, ultimately inviting contemplation on the challenges and opportunities that arise in the evolving landscape of entrepreneurship. As such, this book is a valuable resource for scholars studying these phenomena but also practitioners, and policymakers alike. |
| stem graduates by country: Science, Technology, Engineering, and Mathematics (Stem) Education Heather B. Gonzalez, Jeffrey J. Kuenzi, 2012-08-10 The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts. |
YOU Belong in STEM | U.S. Department of Education
Apr 10, 2025 · YOU Belong in STEM is an initiative designed to strengthen and increase Science, Technology, Engineering and Mathematics (STEM) education nationwide. Partnered with …
SCIENCE, TECHNOLOGY, ENGINEERING AND MATH:
STEM education. The Department of . Education will lead several new initiatives, including: • STEM Innovation Networks ($150 million): These networks of school districts, colleges, and …
Science, Technology, Engineering, and Mathematics (STEM)
High-quality STEM education provides students with the knowledge and skills to solve problems, gather and evaluate evidence, and make sense of information. STEM initiatives at IES …
STEM 2026: A Vision for Innovation in STEM Education
STEM education disparities threaten the nation’s ability to close education and poverty gaps, meet the demands of a technology-driven economy, ensure national security, and maintain …
Resources for STEM Education - U.S. Department of Education
STEM concepts and approaches, including those in computer science; Title III funds to provide access to STEM resources specifically developed for English learners; and Perkins funds to …
Enhancing Students’ Abilities and Skills through Science …
The STEM-integrated approach will help students develop analytical and problem-solving skills in the world of work. Based on research conducted by (Samsudin et al., 2020), STEM integrated …
EJ821633 - STEM, STEM Education, STEMmania, Technology …
In this article, the author introduces integrative STEM (science, technology, engineering, and/or mathematics) education and discusses the importance of the program. The notion of …
Fast Facts: Science, Technology, Engineering, and Mathematics …
STEM fields include biological and biomedical sciences, computer and information sciences, engineering and engineering technologies, mathematics and statistics, and physical sciences …
STEM Education in the STEM Centers in Ethiopia: …
In Ethiopia, STEM education has been regarded as a corner stone for the economic and social transformations, and thus, the quest for STEM education for primary, secondary and tertiary …
The Role of Mathematics in STEM Activities: Syntheses and …
STEM approaches described in the literature, it is common to find STEM activities in which the focus is on using STEM as a context for learning mathematics, while the other approach, with …
YOU Belong in STEM | U.S. Department of Education
Apr 10, 2025 · YOU Belong in STEM is an initiative designed to strengthen and increase Science, Technology, Engineering and Mathematics (STEM) education nationwide. Partnered with EXPLR …
SCIENCE, TECHNOLOGY, ENGINEERING AND MATH:
STEM education. The Department of . Education will lead several new initiatives, including: • STEM Innovation Networks ($150 million): These networks of school districts, colleges, and other …
Science, Technology, Engineering, and Mathematics (STEM)
High-quality STEM education provides students with the knowledge and skills to solve problems, gather and evaluate evidence, and make sense of information. STEM initiatives at IES advance …
STEM 2026: A Vision for Innovation in STEM Education - U.S.
STEM education disparities threaten the nation’s ability to close education and poverty gaps, meet the demands of a technology-driven economy, ensure national security, and maintain …
Resources for STEM Education - U.S. Department of Education
STEM concepts and approaches, including those in computer science; Title III funds to provide access to STEM resources specifically developed for English learners; and Perkins funds to …
Enhancing Students’ Abilities and Skills through Science …
The STEM-integrated approach will help students develop analytical and problem-solving skills in the world of work. Based on research conducted by (Samsudin et al., 2020), STEM integrated …
EJ821633 - STEM, STEM Education, STEMmania, Technology …
In this article, the author introduces integrative STEM (science, technology, engineering, and/or mathematics) education and discusses the importance of the program. The notion of integrative …
Fast Facts: Science, Technology, Engineering, and Mathematics …
STEM fields include biological and biomedical sciences, computer and information sciences, engineering and engineering technologies, mathematics and statistics, and physical sciences and …
STEM Education in the STEM Centers in Ethiopia: …
In Ethiopia, STEM education has been regarded as a corner stone for the economic and social transformations, and thus, the quest for STEM education for primary, secondary and tertiary …
The Role of Mathematics in STEM Activities: Syntheses and a …
STEM approaches described in the literature, it is common to find STEM activities in which the focus is on using STEM as a context for learning mathematics, while the other approach, with a focus …
