A blog that tackles issues on basic education (in the Philippines and the United States) including early childhood education, the teaching profession, math and science education, medium of instruction, poverty, and the role of research and higher education.
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The STEM Situation in the United States
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Science, Technology, Engineering and Mathematics (STEM) play a vital role in industrialized and knowledge-based economies. Thus, there is particular attention to these fields when a country weighs its current standing in the global economy. The president of the United States spent several sentences on this issue in his inaugural speech months ago. STEM issues, however, are not easily distilled or summarized in a simple picture. Very recently, the Economics Policy Institute (EPI) published a paper that suggested that in terms of the STEM workforce, the United States actually does not face a serious shortage. In "Guestworkers in the high-skill U.S. labor market", Salzman, Kuehl and Lowell demonstrated by analyzing current statistics on both education and employment that "the United States has more than a sufficient supply of workers available to work in STEM occupations."
The following figures copied from the EPI paper illustrate the arguments made by the authors. First, although the US may seem lagging behind other countries in international exams on math and the sciences, the US still holds a significant share of the best performing students in these fields:
Shares of OECD countries’ high-performing students
Second, among high school graduates, only a small percentage, 2.5%, actually enters a job in a STEM field. This is smaller than the 4% who actually receives a STEM degree:
Percent of high school graduates going to college, graduating, and then entering a STEM job
And to drive the argument home, STEM graduates are finding employment in their field not as a given. In the figure below, employment of STEM graduates in their respective STEM field is far from 100%:
Occupational field of STEM college majors one year after graduation, 2009
One must keep in mind that the data above tackle only one aspect of STEM education. The above only deals with the fraction of the population that will in fact practice in a specific and well-defined STEM field. STEM education probably has no problems if only the cream of the crop requires consideration. However, STEM goes far beyond the field itself as both science and math touch human lives in so many dimensions.
The EPI concentrates on jobs that are specifically or directly associated with STEM. This completely ignores the fact that STEM is now part of almost every issue man faces. Skills in STEM are now required to participate productively in society. Thus, the EPI study misses one important point that was laid out by a study done by the Georgetown University Public Policy Institute:
Finally, current important issues the world is facing, like sustainability and climate change, require a citizenry that is able to understand the math and science behind these issues. The following video illustrates this dilemma in a very concrete fashion:
Hapag ng Pag-asa, Painting by Joey A. Velasco The following is an article written by Fr. James B. Reuter, S.J., originally published on the Philippine Star . HAPAG NG PAG-ASA. By Fr. James B. Reuter, S.J. The Philippine Star 04/21/2007 At the entrance of the Major Seminary of the University of Santo Tomas , in Manila , you will see a painting. It is the "Last Supper" of Joey A. Velasco. It portrays poor children from Metro Manila, all between the ages of 4 and 14, at the Last Supper with Christ Our Lord. He has called it "Hapag ng Pag-asa", the table of hope. To start with, it is not really a table. It is a big delivery box, knocked apart and nailed together again as a table. Joey Velasco himself has said: "This painting reveals a story of greater hunger than a plate of rice could satisfy. What these children are starved for is love." Realizing that his little models were real persons, he investigated the life of each of them, and wrote
With the new K to 12 curriculum in the Philippines, various tracks are now offered in the last two years of basic education. The various options available obviously make it possible for students to find themselves later unprepared for the courses they decide to take in college. A student, for instance, who finishes the accounting business management (ABM) strand in the senior high school academic track, is now required to take additional courses if the student chooses to enroll in a Science, Technology, Engineering and Mathematics (STEM) major in college. These additional courses which are now called "bridging programs" are either taken during the first year of college or over several weeks in the summer before college starts. Above copied from Coldwater High School Early College Program There are bridging programs in the United States, but these are different from the ones that are now appearing in colleges in the Philippines. In Coldwater High School in Michigan, fo
MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS Posted on May 28, 2012 by David Michael San Juan MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS (Paunawa: Simpleng lenggwahe ang ginamit sa artikulong ito upang madaling maintindihan ng mayorya.) For the full English version please visit http://www.scribd.com/david_juan_1/d/70033985-San-Juan-David-Michael-Full-Paper-Kto12 TANONG: ANO ANG KTO12 PROGRAM? SAGOT: Ang Kto12 Program ng gobyerno ng Pilipinas ay tumutukoy sa pagkakaroon ng mandatory o required na kindergarten at karagdagang 2 taon sa dating 10-year Basic Education Cycle. Kung noon, pagkatapos ng anim na taon sa elementarya at apat na taon sa hayskul (kabuuang 10 taon) ay maaari nang makapagkolehiyo ang mga estudyante. Sa ilalim ng Kto12, bago makapagkolehiyo, kailangan pa nilang dumaan sa karagdagang 2 taon pagkatapos ng apat na taong hayskul. Sa bagong sistema, tinatawag na senior high school o junior
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