In this study, we explore wage dynamics of STEM and nonSTEM professionals during their working life. We analyze wage differences along the wage distribution and with labor market experience. The main novelty in the paper is decomposing the wage growth in separate effects of experience, cohort and time, and accounting for potential depreciation. The identification used in this procedure is based on the ideas of the human capital theory. The empirical realization employs data from the Russian Longitudinal Monitoring Survey. It shows that Russian STEM graduates accumulate human capital at a slower rate than nonSTEM graduates do. However, STEM skills acquired by the beginning of the career are less exposed to obsoleteness than nonSTEM. This reflects a stronger cohort effect for the latter group, and is an implication of the systemic change and the transformational recession during the 1990s
Stepping Up Women's STEM Careers in Infrastructure: An Overview of Promising Approaches describes a variety of ways to level the pathway for women entering into and progressing in science, technology, engineering, and mathematics (STEM) employment within the infrastructure sectors—energy and extractives; water; transport; and digital development. It is composed of three volumes : Volume 1 distills the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies in order to provide World Bank Group project teams with insights that they can use to support women's STEM careers in infrastructure at each stage of their careers—from initial attraction to the sectors and job recruitment, to retention within organizations, and advancement to managerial and leadership roles. The report is intended to underpin and expand the existing knowledge on gender equality issues, under the World Bank's Energy Sector Management Assistance Program (ESMAP).The case studies featured form part of the insight captured in the associated report Stepping Up Women's STEM Careers in Infrastructure: Case Studies (Volume 1). Volume 2 is composed of five case studies that describe a variety of contexts in which measures are being implemented to attract, recruit, retain, and advance women in science, technology, engineering, and mathematics (STEM) roles in the infrastructure sectors across Ethiopia, the Lao People's Democratic Republic (Lao PDR), North Macedonia, Panama, and Solomon Islands. The first three case studies profiled in this document focus specifically on recruitment, retention, or advancement. The remaining two case studies focus on organizations that are tackling the issue of women's underrepresentation holistically, in each of the crucial stages of a woman's career. The case studies featured form part of the insight captured in the main report Stepping Up Women's STEM Careers in Infrastructure: An Overview of Promising Approaches (Volume 1). Volume 3 summary note provides a brief overview of some of the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies (featured in Volume 1 and 2) in order to provide World Bank Group project teams with insights that they can use to support women's STEM careers in infrastructure at each stage of their careers.
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya ; In the last decade, education policy in a many African countries has shifted to SBS Competence based education. Seen to resonate with and originate from global discourses on human capital theory and the current push to build a global workforce for the 21st century, the increased adoption of competence based education curriculum by African government continues to be fronted as key requirement for national economic growth. Using the proposed Kenyan Competence based curriculum as a case study this article provides a social-cultural theoretical reflection on some of the limitations of competency based curriculuxn as is currently promoted in some of the African countries in equitably supporting African students access to quality STEM education and transition STEM careers in the 21st century. Conclusions point to the need for bi/multilateral institutions such as the World Bank to desist from promoting one-sizefits all education models for Africa. A suggestion is made for key Pan-African STEM based institution such African Institute of Mathematical sciences (AIMS) to take a leadership role in advising the African governments on the merits and demerits of implementing a competency based curriculum. ; AIMMSEC, Rwanda.
Introduction -- Taking Research Outcomes to Target Beneficiaries: Research Uptake, meaning and benefits -- Understanding and utilizing research collaborations to enhance performance and visibility of women scientists -- Science education: a veritable tool for development -- Wearing our gender lens in research design and development -- Imposter Syndrome with Women in Science -- Ethics in Science through the Lens of COVID-19 Pandemic -- The Beauty of Research Data in an Information-Driven World -- The urgent need to scale Enlightened Feminine Leadership for Conscious Evolution -- The Secret to Being an Influencer as a Science Leader -- Archiving: a Useful Tool for Science and Scientists -- Time and Resources Optimization for Career Advancement for Women Scientists from Resource-Poor Settings -- Conclusion.
Published by Informa UK Limited, trading as Taylor & Francis Group.Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.
While evidence shows that there are only few reliable differences between boys' and girls' brains relevant to learning or education , society takes these small differences and makes them much bigger, supporting boys' ability in math and science, and discouraging girls who study these subjects. In view of this situation, the EU Parliament encourages all State Members to invest consistently in information, awareness-raising and educational campaigns addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational and professional orientation, notably in science and new technologies. UNESCO, in its turn, highlight the urgent need to combat those stereotypes by training teachers to encourage girls to pursue STEM careers and developing curricula that are gender-sensitive. With this context in mind, FOSTWOM intend to use the inclusive potential of Massive Open Online Courses (MOOCs) to propose STEM subjects free of stereotyping assumptions on gender abilities. This document makes a benchmark on gender balance in STEM education and a diagnosis on STEM barriers implemented with secondary schools and higher education institutions, as a first step in the FOSTWOM project. ; Funded by the Erasmus+ program. Grant number 2019-1-ES01-KA203-065924
The papers aim is to summarize what is currently known regarding Hispanic students in STEM. The authors begin with a summary of pre-college circumstances known to influence Latino/a students decisions to major in STEM as undergraduate students. A synthesis of what is known to date regarding the factors impacting the retention of Hispanic students in STEM fields is then provided. They conclude with key recommendations for research, policy and practice. ; Hispanic Association of Colleges and Universities
This research brief presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau.
This research technical report presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau. From this data, the research team examined veteran participation across 49 distinct STEM occupations, which are grouped into the following five occupational clusters: Engineering, Information Technology and Computer Science, Life and Physical Sciences, Mathematics, and Supervisor/ Management of STEM occupations. Among other analyses, the research team identified year-over-year trends in veteran participation, geographic distribution, and comparisons to non-veterans across all STEM occupations.
This report shows how in order to improve success outcomes in higher education, colleges and universities need to focus on personal relationships as a means to increase retention, recruitment, and transition outcomes and support among all students, particularly for minority males in STEM. In this regard, the strategies, as implemented at the four different sites, suggest student success is highly contingent on supportive institutional contexts and response to students individual backgrounds. ; Association of Public and Land-Grant Universities
In continuing response to the No Child Left Behind (NCLB) Act of 2001, the United States (U.S.) Department of Education releases an annual appropriation of 180 million dollars for Mathematics and Science Partnerships (MSP), whose "overarching goal … is to increase students' achievement in mathematics and science by increasing teachers' content knowledge and pedagogical skills" (Merrill & Daugherty, 2010, 23). In their article, Merrill and Daugherty hail the MSP funded science, technology, engineering and mathematics (STEM) Education and Leadership Program at Illinois State University (ISU) as an example of the direction that many MSP funded STEM programs should take to address the needs of students and teachers. However, as this paper will discuss, the authors seem to ignore some fundamental flaws in the leadership model of U.S. government funded MSP projects, which create issues in initiatives such as ISU's STEM Education and Leadership Program from their outset through preset restrictions and regulations, and this can hinder the intended promotion of STEM careers. ; Education, Faculty of ; Educational Studies (EDST), Department of ; Unreviewed ; Graduate
This research brief presents key highlights on recent veteran participation in the STEM workforce drawing upon an analysis of the American Community Survey (2012-2016), led by the U.S. Census Bureau. From this data, the research team examined veteran participation across 49 distinct STEM occupations, which are grouped into the following five occupational clusters: Engineering, Information Technology and Computer Science, Life and Physical Sciences, Mathematics, and Supervisor/ Management of STEM occupations. Among other analyses, the research team identified year-over-year trends in veteran participation, geographic distribution, and comparisons to non-veterans across all STEM occupations.