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As vibrant actors in the innovation ecosystem, the S&T human resources of any country are crucial in developing, adapting, and introducing technological innovations across various sectors in the economy. Given the massive disruptions in business models emerging from the increasing use of emerging technologies of the Fourth Industrial Revolution, we expect corresponding consequences in the labor market and the nature of work. The government needs to ascertain the actual conditions surrounding the cultivation of S&T human resources in the country. This study aims to describe the prevailing supply and demand conditions, patterns and recent trends regarding S&T human capital in the Philippines by examining secondary data from various data sources. Overall, the results show that although the scientific workforce constitutes only a minute share of the total workforce, and that the variegated occupations across S&T do not have uniform growth potentials as regards employment, both the government and the private sector need to support most of S&T disciplines, especially in the wake of new tasks from emerging technologies of the fourth industrial revolution. Despite an increasing demand for S&T resources and indicators on employability prospects, many of the young do not pursue and persevere in Science, Technology, Engineering and Mathematics (STEM) careers. Government and the private sector should be incentivizing them toward STEM even as early as junior high school. Providing financial assistance or scholarships can be helpful, but this alone may not be enough to produce the needed pool of future S&T human resources. Government is advised to also gain insights on various factors that affect the supply of S&T workers to craft necessary policies for incentivizing S&T graduates to persevere in their disciplines, and actively participating in the economy. The future appears favorable for engineers given our current level of productivity, technology, and projected growth. In contrast, the economy may not be able to accommodate the increasing supply of workers with Computing/IT background, although some if not many of those with computing skills may be accommodated in new jobs. Still, it may be prudent to substantially invest in S&T human resources, and provide supporting mechanisms to make our S&T human resources agile and our innovation ecosystem flourish.

As vibrant actors in the innovation ecosystem, the S&T human resources of any country are crucial in developing, adapting, and introducing technological innovations across various sectors in the economy. Given the massive disruptions in business models emerging from the increasing use of emerging technologies of the Fourth Industrial Revolution, we expect corresponding consequences in the labor market and the nature of work. The government needs to ascertain the actual conditions surrounding the cultivation of S&T human resources in the country. This study aims to describe the prevailing supply and demand conditions, patterns and recent trends regarding S&T human capital in the Philippines by xamining secondary data from various data sources. Overall, the results show that although the scientific workforce constitutes only a minute share of the total workforce, and that the variegated occupations across S&T do not have uniform growth potentials as regards employment, both the government and the private sector need to support most of S&T disciplines, especially in the wake of new tasks from emerging technologies of the fourth industrial revolution. Despite an increasing demand for S&T resources and indicators on employability prospects, many of the young do not pursue and persevere in Science, Technology, Engineering and Mathematics (STEM) careers. Government and the private sector should be incentivizing them toward STEM even as early as junior high school. Providing financial assistance or scholarships can be helpful, but this alone may not be enough to produce the needed pool of future S&T human resources. Government is advised to also gain insights on various factors that affect the supply of S&T workers to craft necessary policies for incentivizing S&T graduates to persevere in their disciplines, and actively participating in the economy. The future appears favorable for engineers given our current level of productivity, technology, and projected growth. In contrast, the economy may not be able to accommodate the increasing supply of workers with Computing/IT background, although some if not many of those with computing skills may be accommodated in new jobs. Still, it may be prudent to substantially invest in S&T human resources, and provide supporting mechanisms to make our S&T human resources agile and our innovation ecosystem flourish.

eterans are entering higher education in large numbers. Some colleges have prepared a welcoming, supportive environment, while others have not. A recent national study asked veterans who are enrolled in college and service members who are in the process of transitioning from the military about the critical factors that influence their decisions about post-secondary education. Researchers interviewed 69 veterans and service members about their decisions to enroll in post-secondary education. During the interview, the participants drew cognitive maps showing the resources and supports most important for them to reach their goals. This interactive process invited participants to apply directional and weighted numerical values that quantify the relationship between various supports and resources. The research team computed the weight and direction and used the data to test possible scenarios for higher education to better support veterans who are students, especially those pursuing STEM degrees and careers.

The purpose of the study is to find ways to solve the current problem of improving the military education system. The needs in the formation and development of digital competencies of military management officers in different competence areas were studied: information and data literacy, communication and collaboration, digital content creation, safety and problem solving are studied. Possession of a high level of competence in these areas, according to the authors, significantly affects the professional development of officers during their military careers. The attention is focused on the possibility of implementing transdisciplinary integration in the system of advanced training of officers of the Armed Forces of Ukraine. The subject of the study, among other things, was the formation of readiness to use STEM-technologies in professional activities. The study reviewed modern STEM-approaches in the educational process and analyzed the experience of countries such as the United States, Australia, China, Britain, Israel, Korea, Singapore. The results of the survey among the students of advanced training courses at The National Defence University of Ukraine named after Ivan Cherniakhovskyi are highlighted. In particular, the attitude and needs of military management officers to training and professional development were clarified; identified their educational interests. In particular, the need for effective ownership of tools for planning and organizing project work, analysis and evaluation of achieved results is identified. ; Метою дослiдження є пошук шляхiв вирiшення актуальної проблеми удосконалення системи вiйськової освiти. Дослiджено потреби у формуваннi та розвитку цифрової компетентностi офiцерiв вiйськового керiвництва в рiзних сферах: iнформацiйна i дата-грамотнiсть, комунiкацiя та спiвпраця, створення цифрового контенту, безпека та вирiшення проблем. Володiння високим рiвнем компетенностi в цих сферах, на думку авторiв,суттєво впливає на професiйний розвиток офiцерiв пiд час їхньої вiйськової кар'єри. ...

The project, Stern2STEM, aims to advance STEM (Science, Technology, Engineering, and Mathematics) education through the preparation of student veterans to pursue baccalaureate STEM degrees and support the re-employment of these veterans into the Department of Defense (DoD) and the wider defense support industry. The program builds on the training that veterans have received in highly skilled technical areas, both in the classroom and "on-the-job", to develop system level expertise in their respective technical disciplines. Key components of the program include: (1) establishing a mechanism for outreach and recruitment; (2) providing leveling, tutoring, mentoring, and support for students; (3) teaching and learning through proven pedagogical practices and through sound academic advising; (4) partnering with the DoD community to facilitate student career placement in the DoD STEM workforce; (5) providing workforce development for DoD STEM professionals. This paper will discuss the academic challenges that student veterans face while in higher education and the current STEM pipelines as students move through their college to professional careers. The early impact of academic tutoring, professional advising, mentorship, career placement, and recruitment of current service members into STEM disciplines through involvement with Stern2STEM will be discussed. Through Stern2STEM's systematic interventions, the project has the potential to have a significant impact on the broader STEM education community as many of the principles, lessons learned, and tools developed will prove valuable for institutions which have a large population of student veterans.

Steering women toward educational paths and careers in fields of invention would seem, in theory, to be the obvious solution to closing the gap between the number of men and women filing for and being granted invention patents. Billions of dollars have been invested at the federal, state, and local levels to spur interest and competency in science, technology, engineering, and mathematics (STEM) learning, but gender disparity in innovation workplaces persists. Studies indicate that, in addition to the educational barriers that can be and have been addressed legislatively, social and cultural influences affect outcomes for career women, as well as young women considering STEM degree programs. Evidence suggests that as more male students are drawn to STEM fields as a result of these same educational initiatives, the inventive patent ownership gender gap will widen. By considering the historical treatment of women with regard to intellect, employment, and property ownership, an enormity of scope emerges that, in turn, creates questions about the efficacy of current suggested strategies to narrow the gap.

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy. ; Despite multidisciplinary and extensive coverage, existing career theory is largely premised on Western frameworks and limited research has been conducted into career development experiences of individuals from African countries in local or transnational settings. Thus the research presented in this thesis extends on existing constructionist career development commentary by gaining insight into the interplay between societal structures and individual action in an African context. The purpose of this study was to investigate factors influencing the career development of professional Angolans working in the oil and gas industry and how experiences associated with living and working in Western contexts influences the career development of such individuals. The aim was to go beyond discovery of factors and analyse data in the form of highly personalised accounts from key informants to deepen understanding of African career development in transnational settings, mindful of postcolonial factors. Data were collected over an 18-month period using ethnographic fieldwork and semi-structured interviewing with 24 participants. Within an ethnomethodological framework and drawing on developments in postcolonial theory, constructionist grounded theory approaches informed the hermeneutic analysis of data. Findings revealed that multiple and distinctly nuanced dynamics between institutional micro structures (e.g., family, education and employment) and societal macro structures (e.g., socio-economic, political, historical and cultural environments) significantly shape individual career decision making, behaviour and aspirations in the Angolan context. Experiences of living and working in Western settings were found to have a profound impact on personal and professional development as well as aspirations for international careers. The main limitations of this study derive from its relatively small sample size and particularist focus on a single industry, however its value stems from rich narratives captured and significant effort made to triangulate findings via 'research conversations' with informants and industry professionals. In light of the above, this study adds to existing career theory by incorporating postcolonial perspectives and career development experiences that go beyond planned structured careers in organisational settings by focusing on the individual consequences of international assignments in transnational settings. In light of this, insights offer value also for multinational organisations that are engaged in developing African talent.

This research focuses on the transformation of project-based learning (PjBL) Science, Technology, Engineering, and Mathematics (STEM) during the Covid-19 pandemic, where learning in schools experienced a significant change from conventional learning (face-to-face) to online learning, follow the health protocol physical distancing recommended by the current government. STEM-PjBL online learning through platform was e-learning effectively carried out during the Covid-19 pandemic by providing projects to students involving science, technology, engineering and mathematics. STEM-PJBL learning enhances learning outcomes, learners' competencies and learning motivations, creates more meaningful learning, helps students solve problems, and supports future careers. The use of online applications for learning in the form of google classroom and social media becomes the main choice based on the level of ease of use. STEM-PJBL. This STEM-PjBL learning also demonstrates students' scientific abilities including reading, observing, and solving problems in daily life. The improvement of life skills includes personal, social, academic and vocational skills. This integration is more effective than conventional learning in improving learning outcomes in the form of creative thinking skills and science process skills. The constraints of online learning include limited internet services, as well as user infrastructure and infrastructure, some of which have not yet been fulfilled, for example smartphones and laptops, so that further and maximum efforts are needed from all parties.

A large body of scientific careers literature explores the experiences of underrepresented minorities in STEM fields and why they exit the academic pipeline at various stages. These studies commonly address how to improve racial diversity in science but provide little discussion of why that diversity is important for science research. Feminist science studies scholars, on the other hand, have theorized about the importance of diversity in knowledge production for decades but provide little empirical work on how to address current disparities. My research bridges these literatures by examining how diversity programs in the sciences justify their continued funding, and how these justifications map onto contemporary theories of knowledge production. Do diversity program directors seek to increase diversity in science because of political motives, like equality and justice for racial minorities, or because they believe that racially diverse workforces will produce better science? Based on interviews with federally-funded diversity program directors at universities and archival data from these programs, I find that program directors' responses can be classified into three categories: diversity is important politically, diversity is important pragmatically, and diversity is important epistemically. About half of the respondents found diversity to be important for the content of scientific knowledge. I argue that studying diversity in scientific knowledge production is different than studying the impacts of diversity in other fields due to current conceptions of scientific objectivity. Scholarship on scientific knowledge production can help diversity program directors and science careers scholars better articulate the need for diversity programming in STEM fields.

Este trabajo se centra en la baja proporción de jóvenes, que estudian carreras de ciencias e ingeniería. En particular, el foco está puesto dentro de ese grupo en la tasa de mujeres que ingresan a las carreras de ciencias e ingeniería (STEM). Esto es el efecto, creemos, de una problemática mayor que genera la brecha de género y la baja accesibilidad de las mujeres a la educación y en especial a la educación en ciencias. Desde un grupo de investigación en educación en ciencias de la Facultad de Ingenieria de la Universidad Nacional de La Plata se pretende hacer un aporte al estudio de este fenómeno. Se construye un cuestionario como instrumento para obtener datos acerca de la motivación que manifiestan un grupo de estudiantes de esa facultad por la elección de sus carreras. Los resultados indicarían que la escuela secundaria y la familia son los ámbitos educativos y sociales que más influirían en la elección de los jóvenes en general, y de las mujeres en particular, por estudiar carreras de ingeniería. Además se encuentra que o tienen modelos femeninos a seguir que les sean de referentes para estas carreras. Lo observado serviría de base para generar estrategias educativas, políticas y sociales que colaboren con una mayor accesibilidad, motivación e interés por parte de las mujeres en estudiar carreras de ciencias e ingeniería. ; Este trabalho concentra-se na baixa proporção de jovens que estudam cursos em ciências e engenharia. Em particular, o foco é colocado nesse grupo na taxa de mulheres ingressando em carreiras em ciências e engenharia (STEM). Esse é o efeito, acreditamos, de um problema maior que gera a brecha de gênero e a baixa acessibilidade das mulheres à educação e, principalmente, à ciência. De um grupo de pesquisa em ensino de ciências da Faculdade de Engenharia da Universidade Nacional de La Plata, pretende-se contribuir para a análise desse fenômeno. Um questionário é construído como um instrumento para obter dados sobre a motivação expressa por um grupo de estudantes da Faculdade para a escolha de suas carreiras. Os resultados indicariam que o ensino médio e a família são as esferas educacionais e sociais que mais influenciam a escolha dos jovens em geral, e de mulheres em particular, para estudar carreiras de engenharia. Além disso, verifica-se que elas não têm modelos femininos para se referir a essas carreiras. O que foi observado serviria de base para gerar estratégias educacionais, políticas e sociais que colaborem com maior acessibilidade, motivação e interesse das mulheres em estudar carreiras em ciências e engenharia. ; This work focuses on the problem at a global level about the low number of young people, in particular women, who study science and engineering careers. This is part of a larger problem that has to do with the gender gap and the low accessibility of women to education and, especially, science education. Based on a research group on science education at the Faculty of Engineering of the National University of La Plata, we intend to contribute to discuss this phenomenon, for which a questionnaire was built as an instrument to obtain data about the motivation expressed by a group of students from the mentioned Faculty to choose their careers. The results indicate that high school and the family are the educational and social areas that most influence the choice of young women in general, and women in particular, to study engineering careers. In addition, it appears that they do not have female models of reference for their choices. What was observed will serve as a basis to generate educational, political and / or social strategies that collaborate with greater accessibility, motivation and interest on the part of women in the study of science and engineering careers. ; Facultad de Ingeniería

The following article, Olsson, M. & Martiny, S.E. (2018). Does exposure to counterstereotypical role models influence girls' and women's gender stereotypes and career choices? A review of social psychological research. Frontiers in Psychology , can be accessed at https://doi.org/10.3389/fpsyg.2018.02264 . ; Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers' occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

The global COVID-19 pandemic has increased the demand for systematic studies on our changing society and medical students are responding accordingly. However, emerging evidence indicates that there are changing patterns in research production since the initial COVID-19 outbreak in early 2020, with an exponential increase in the number of manuscripts submitted to academic journals for peer review, but with women producing significantly less research compared to men. In an effort to contemplate what academic journals' responsibilities are to counteract these trends among medical students, we consider three "pre-existing social conditions" that have the potential to negatively affect female medical students' careers long-term: 1) the unequal division of labor both at home and work; 2) women's lower well-being compared to men's; and 3) men's greater representation in science, technology, engineering, and mathematics (STEM) fields. As a society, we need to offset these trends that threaten women's careers, as we are at risk of reversing the diligent work achieved to improve gender equality in the fields of science and medicine. While "pre-existing conditions"—the social, economic, political, and historical forces discussed here— have led to, and exacerbated, gender disparities in research production during the pandemic, The International Journal of Medical Students (IJMS) is committed to acknowledging these gender inequalities and preventing their perpetuation among the next generation of future doctors and physician-scientists.

This paper discusses the growing influence retired military men and women are now exacting in African society based on their business franchises, which cut across telecoms, agriculture, mining, shipping, oil and gas, broadcasting, small medium enterprise, and more. These are mass-oriented and beneficial investments not only to the society but to the economic growth of their respective nations, which will be advantageous to the collective development of the society and the continent at large. This paper shows a relationship between the period spent as service members and in business careers after retirement, which is a positive indicator and a palliative to stem the idea of young military officers nursing the nocturnal ambition of coup d'etat, since life after service years are no longer an armageddon. This paper takes a periscopic view of how these veterans impacts and successes in their new chosen careers have positively affected their immediate communities and beyond in the areas of youth employment and empowerment; capacity building; and re-focusing, re-engineering, and social development indicative of a transformation that underscores a paradigm shift in peoples perception of the men and women in khaki. ; The Second Conference on Veterans in Society: Humanizing the Discourse was held at the Hotel Roanoke in Roanoke, VA from April 27-28, 2014 ; Presented during Panel Session 2A: Veterans across Cultures Speaking as Veterans, Speaking as Civilians, moderated by Irene Leech

To support youth early motivation for college and careers that meet workforce needs, the Texas Legislature in 2013 passed House Bill 5 to adopt a new high school graduation program, which allows students to pursue "endorsements" as they begin 9th grade. Endorsements introduce high-school students to STEM, Business & Industry, Public Services, Arts & Humanities, and Multidisciplinary areas to help them explore specific career pathways. The study was based on analysis of restricted-use Texas longitudinal administrative and transcript data for students enrolled in the academic year of 2015/16. We examined the mapping of Texas 9th graders on endorsements through an equity and inclusion lens associated with student demographic and academic characteristics. The study was guided by the college and career readiness tenets and social equity theories that identify competing goals in Texas educational policies that may produce (or reproduce) persistent socioeconomic differences in student educational transitions.

To support youth early motivation for college and careers that meet workforce needs, the Texas Legislature in 2013 passed House Bill 5 to adopt a new high school graduation program, which allows students to pursue "endorsements" as they begin 9th grade. Endorsements introduce high-school students to STEM, Business & Industry, Public Services, Arts & Humanities, and Multidisciplinary areas to help them explore specific career pathways. The study was based on analysis of restricted-use Texas longitudinal administrative and transcript data for students enrolled in the academic year of 2015/16. We examined the mapping of Texas 9th graders on endorsements through an equity and inclusion lens associated with student demographic and academic characteristics. The study was guided by the college and career readiness tenets and social equity theories that identify competing goals in Texas educational policies that may produce (or reproduce) persistent socioeconomic differences in student educational transitions. ; Education