Putting STEM under the microscope
Topics related to Science, Technology, Engineering and Mathematics have been regularly covered in the press over the last few years.
TOPICS related to Science, Technology, Engineering and Mathematics (STEM) have been regularly covered in the press over the last few years. Most of the products that marvel us today; be it a phone that boasts the latest technology and camera capabilities, a car that can go from 0 to 100kph in less than five seconds, or medical equipment that provides a second chance for life; are the result of work done by professionals in their respective fields.
Our global community is able to thrive today because of discoveries achieved through the STEM field, and the future of life as we know it is also dependent on the efforts of those involved in areas such as improving longevity, creating medical breakthroughs, environmental sustainability, space exploration, making smart buildings, the Internet of Things, just to name a few.
Engineering schools around the world are educating a new generation of engineers to tackle some of the most pressing issues facing society in the 21st century. The American National Academy of Engineering has identified 14 Grand Challenges for Engineering which addresses four themes considered “essential for humanity to flourish” – environmental sustainability, health, reducing our vulnerability, and adding to the joy of living.
This is a clarion call to action, with the aim of drawing society’s attention to opportunities and challenges that are affecting our quality of life made possible by STEM education.
Continued advancement in this field is dependent on interest by future generations. Universally, there has been a decline in trend for interest by today’s youth for this area, and as academics involved in the areas of Biosciences and Engineering, this is a cause for concern.
Last September, Science, Technology and Innovation Minister Datuk Seri Madius Tangau said only 28% of the country’s workforce comprised highly skilled STEM workers in 2015. The minister also revealed that only 21% of students in the country were eligible to take up STEM-related courses.
This declining interest in STEM does not bode well for the future of the country and we fully support the Government’s initiatives to reverse the trend by increasing the number of students in the science streams and those pursuing STEM courses at universities. These efforts must begin from primary levels and continue throughout secondary school.
Any country that wishes to be progressive must do so with the fortitude of a populace that not only appreciates the importance of STEM, but also embraces the many improvements in the quality of life resulting from STEM discoveries and innovations.
Not only that, we need a sustained effort to enhance the appreciation of STEM in our current society, be they parents or employers in relevant industries. Education counsellors need to stress the importance of STEM and look beyond “job markets”, which may not be asking for STEM expertise specifically.
At Taylor’s University, we approach STEM education from a holistic perspective, with the understanding that a STEM graduate needs to be competent in the subject material and also exhibit soft skills such as effective communication, being lifelong learners, and display a sense of social responsibility so that they can become productive members of society.
We have made it compulsory for our students to be involved in not just professional activities that will allow for greater opportunity to retain the technical aspect of their education, but also encourage our students to initiate efforts that would allow them to give back to the community.
In the August 2016 edition of the Unesco Asia-Pacific Education Thematic Brief, the focus was the gender gap in the field of STEM and the steps that could be undertaken to address this issue. The Unesco Institute for Statistics has estimated that, globally, just 28% of scientific researchers comprise women.
It referenced a 2015 survey conducted by ManpowerGroup which highlighted a global “talent shortage” of 38%, with the top 10 hardest jobs to fill including a number of STEM-related professions.
As academics, we can only hope that in the future, the make-up of graduates entering the individual sectors of the STEM field will be balanced. Part of the solution towards achieving this is the availability of authentic and real discussions and dialogues on the gender gap, not in participation per se, but the percentage of women in the upper echelons of Science. The gap itself needs to be factually established, and reasons that this gap exists needs to be discussed with frankness and maturity.
We would like to laud the efforts undertaken by bodies such as the Academy of Sciences Malaysia and the Organisation for Women in Science, Malaysia Chapter which shares our aim to promote women in scientific and technological leadership roles.
By receiving encouragement and mentorship to succeed in STEM careers, STEM professionals who participate in such efforts are able to better balance their professional and personal lives.
Recognising this, we have made it a priority to collaborate with organisations that provide holistic support to local graduates and hope we could form stronger partnerships with more bodies towards this end.
It is also our hope that this component is thoroughly assessed and factored in for the National STEM Action Plan currently being drafted by the Science, Technology and Innovation Ministry together with the Higher Education Ministry. We need to fan interest in these areas, particularly among our future female STEM professionals, and provide platforms for them to excel in their efforts.