In India also , there is great need to improve science, technology, engineering and mathematics (STEM) in higher education.

State way we can not motivate students at higher level to go for science. The following steps can be taken:

1. Motivate students at school level to go for science

2. Make the science attractive at school level

3. Establish good labs and infrastructure

4. Counsel students about career in science

5. Teach the history of renowned scientists

6. Introduce scholarships for students

7. Employee competent and motivated teachers at school, college, and University level

8. Etc. ...!

INTEGRATED ACTION: Primary, secondary and post secondary levels must work in concert towards the same goal. In order to achieve such objective, the state must have integrated policy in improving education. It makes little sense to promote science and mathematics in the primary and secondary level and do not fund or promote research in the university level. It is equally ineffective to fund R&D at university level without investing in the primary and secondary levels to prepare them for university level education. Target for investing and intervention for better education:

-Teachers

-Students

-Process (learning & teaching) innovation

-Infrastructure

-Assessment and accountability

-PPP: Public Private Partnership

See attached articles. Cheers.

"A bad teacher destroys a thousand lives. A good teacher touches countless generations yet unborn."

http://www.nytimes.com/2011/05/13/science/13teach.html?_r=0

http://www.nsta.org/about/collaboration/affiliates.aspx

http://www.edutopia.org/big-ideas-better-schools

http://www.heritage.org/research/reports/2009/04/a-new-approach-to-improving-science-technology-engineering-and-math-education

Thank you dear Paul for your quick reply, sending some references, and up-voting my question.

In India also , there is great need to improve science, technology, engineering and mathematics (STEM) in higher education.

State way we can not motivate students at higher level to go for science. The following steps can be taken:

1. Motivate students at school level to go for science

2. Make the science attractive at school level

3. Establish good labs and infrastructure

4. Counsel students about career in science

5. Teach the history of renowned scientists

6. Introduce scholarships for students

7. Employee competent and motivated teachers at school, college, and University level

8. Etc. ...!

There needs to be a multi-pronged approach, working on the intrinsic motivation and extrinsic motivation of students.  Several countries have already decided that a certain proportion of students in secondary school must be channeled to hard sciences.

"NEW YORK: Malaysia will continue to push for science, technology, engineering and maths (STEM) education to help propel the tech-driven economy, Prime Minister Datuk Seri Najib Razak said today. Speaking at the international launch of the Global STEM Alliance at the UN headquarters here, Najib said the STEM education was vital for the future of young Malaysians and the country as a whole. He said the ratio between STEM and the so-called non-STEM education should be raised to 60:40 from 25:75 in 2000 and 42:58 currently. “We must have 60 per cent of our kids in our education system to be doing STEM. Once you have that 60 per cent, you will see more and more of your population will be the future leaders.” “There is a need for us to ensure the new generation of young children who are very passionate about STEM so that we really want to choose STEM as a career." (In this last bit, the Premier talks of intrinsic and extrinsic or career motivation.)

http://www.science2action.my/index.php/media-centre/news/item/119-pm-malaysia-to-raise-science-arts-ratio-to-6040

Pahlaj -

Nice ideas in general from Paul, but I would be wary of anything from the Heritage foundation, as theirs is a political agenda which many believe may do great harm to the poor. Such an agenda would support less US federal funding for public schools, and may tend to promote private schools which tend to segregate the population. So watch out for hidden agendas.  In the case of reducing US federal funding, many States may be in a much tighter bind to even  provide adequate salaries for staff in primary and secondary schools.  Respect for teachers who very much deserve our respect has dropped, because people ignorant of what it takes to do a good job as a teacher and are far removed from reality have come to have too much power (too much "say so") in this area. Teachers are being forced to "teach to the test" for some standardized tests that are misguidedly perceived.  Creativity is being squashed.  How much progress can any nation make doing that? 

Funding does matter. An international study of which I think I may first have became aware when I was on a school system mathematics advisory committee long ago, noted that public schools in Norway were superior to those in the US, unless you compared schools in Norway to equally affluent schools in the US, and then they appeared equivalent.

US universities do better, but many very deserving US students cannot afford such an education.  If they try, they are often the victims of crushing, perhaps lifetime debt from unfair student loans that benefit some members of the private sector enormously.  Many foreign students come to US universities, and there is nothing wrong with that, but the idea that there is a connection whereby US secondary schools feed into universities does not necessarily hold.  In fact, there appears to be a huge disconnect in the US between secondary schools and universities.

In primary schools, children are prematurely exposed to a rigorous, and yet inappropriate-at-any age kind of education.  Their enthusiasm for learning and experimenting has to be dampened at the start.

So yes, to improve STEM in higher education, as Paul said, "Primary, secondary and post secondary levels must work in concert towards the same goal."  Well, that might be best, but in the US, that does not happen.

During the "space race" of the 1950s and 1960s, there was enormous emphasis on aerospace research, but as soon as that ended, many US engineers found themselves out of work, and opportunities for engineers have been sporadic since then.

Also, in the US, public-private partnerships are marred by the tremendous profit motive in the US that puts greed above quality. (Even some US prisons are run for profit now, such as the case where the inmate died because they would not give him adequate Parkinson's disease medication, which is expensive.)  As for US colleges, you can see the following report by a committee headed by US Senator Tom Harkins, with regard to for-profit colleges:

 http://mobile.nytimes.com/2012/07/30/education/harkin-report-condemns-for-profit-colleges.html?referrer=&_r=0

I think private interests have gone a long way toward degrading US education.  Many of the US universities are not bad, perhaps largely because universities have always been held in some respect, especially certain universities.  However, in general, I would not look to the US for any kind of model as to "How to improve science, technilogy, engineering and mathematics (STEM) in higher education."  The US, except in a few isolated cases, largely because of the politics of greed and misinformation, is not doing that well. 

In my opinion, education is a public necessity, including STEM in higher education, and it needs a strong, committed program of national support, not subject to other agendas.  Paul said that "...the state must have integrated policy in improving education."  For that reason, I'm voting him up. 

Thank you - Jim 

Dear Pahlaj Moolio ,

Look the link. May be useful.

chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/http://www2.ed.gov/about/overview/budget/budget15/crosscuttingissues/stem.pdf

Regards, Shafagat

 The answer may be found using the social cognitive career theory (SCCT). This theory,by the scholar Bandura, explores how career & academic interests mature, how career choices are developed, and how these choices are turned into action. This is realized through a focus on 3 primary factors (according to Lent et al., 1994): self-efficacy, outcome expectations, and goals. Self-efficacy refers to the ­­beliefs students have about their ability to successfully complete a given task. Outcome expectations are the beliefs related to the consequences of performing specific actions. The process of setting goals helps the student to choose where to go . By knowing exactly what s/he wants to achieve, the student knows where to concentrate efforts. Distractions can be quickly spotted ,so they will be easily avoided.

Well-educated scholars know the value of science, technology, engineering and mathematics (STEM) in life but the students do not have similar knowledge. Universities ought to let the beginning students know more about the importance & the future career prospects of STEM and even what salaries are envisaged. When they see a path of immense success, they will go through it with high motivation leading to wished improvement.

Dear @Pahlaj, thanks for sharing the question after long time. Fine to meet you again. You have already got fine answers on improving STEM in Higher Education. Let me bring to your attention some good resources about the issue.

Advancing the STEM Agenda: Quality Improvement Supports STEM!

"Book on improving STEM education. The chapters in this book reflect research and best practices, integrating the ideas of continuous improvement in combination with a can-do attitude, to provide a valuable resource that will lead others to consider similar innovative and collaborative educational structures that will drive more interest in STEM majors in college, and provide for our next generation of scientists, technicians, and engineers. "

The second article Toward a Model and Theory for Transdisciplinary Graduate Education- " The goal of our research is to strengthen theoretical and empirical foundations for STEM graduate education while addressing the following questions: What and how should graduate students learn in order to be educated citizens and to find and do interesting and important work in the 21st century?..."

I do hope it will help your research.

http://l3d.cs.colorado.edu/~gerhard/papers/aera-montreal.pdf

https://www.yumpu.com/en/document/view/13012380/developing-the-stem-education-pipeline-act

Book Advancing the STEM Agenda: Quality Improvement Supports STEM

Science, technology, engineering and mathematics (STEM) subjects are identified as being ‘critical’ to the future industrial competitiveness of the UK and are of strategic importance to the nation due to increased competition from rapidly advancing economies around the world

http://www.esrc.ac.uk/_images/improving-take-up-science-and-technology-report_tcm8-6386.pdf

Dear Ljubomir,

Thank you very much for your response and reference. Yes, I was inactive on RG for some months, because I had to devote my time for family responsibilities that take precedence. 

Thank you, all, for your valuable views and providing materials.

The first thing to do in this regard is to make the curriculum innovative, progressive and dynamic. It must be well correlated to the needs of the society. Good and efficient teaching learning methodologies must be adopted. Proper training must be given to teachers so that effective delivery of topics can be ensured. Learners must get opportunity  to have more effective and fruitful interactions with industry or markets and gain highly realistic learning experiences.  Examination system must be so designed that effective assessment of the skills-both practical and theoretical- gained by the learner.

If we are able to devise such an educational system for younger generation,  it will be good for them and the society they belong to.

Suggesting more research to be conducted on how to:

1) improve children's passion on English & Mathematics (from young age),

2) improve their competency in these 2 subjects.

The rationale is that these 2 subjects are the foundation & "door opener" to STEM in higher education wherever one goes.

Dear @Pahlaj, this is also an important issue for improvement of STEM education in Higher Education! Developing New Collaborative Models toward STEM Education:

" “A Holistic Model for Supporting a Diverse Student Body in the STEM Fields.” The development of this program required the efforts of numerous stakeholders including educators, researchers, and employers. Key components of the model include summer programming, learning communities, academic support services, mentoring, research experiences, internships, and scholarships.Each component of the program is assessed, and the results are encouraging. Students who participate in the program activities report increases in both knowledge and self-confidence..."

It is from the same resource as mentioned on page one of the thread.

Book Advancing the STEM Agenda: Quality Improvement Supports STEM

Thanks @Ljubomir.  I have requested the full text.  Here is another paper that I cited once.

"This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed."

Who succeeds in advanced mathematics and

science courses?

1. Hanke Korpershoek*,

2. Hans Kuyper,

3. Greetje van der Werf and

4. Roel Bosker

Article first published online: 2 JAN 2013

DOI: 10.1080/01411921003671755

In India there are special coaching centers/schools run by private companies to prepare students for engineering, medical, economics streams but not for science subjects because of lack of employment opportunities. There are coaching centers for federal examinations leading to high profile jobs (Indian foreign service, Indian administrative service, Indian police service, Indian forest service etc.), coaching centers for bank jobs etc. The intensive coaching is primarily job-oriented.

Partnerships --- between scientists, industry and government --- can promote scientific curiosity and encourage innovation in areas most crucial to international development .

http://www.theguardian.com/sustainable-business/working-together-science-education

As far as scientist-school interactions are concerned, recently it has been suggested that scientists working in CSIR (Council of Scientific and Industrial Research, India with around 40 research institutes covering most subjects in science and technology) institutes should forge partnership with local schools and teach students about science and technology to ignite young minds and generate interest in science subjects. All CSIR institutes observe open days on several important days such CSIR foundation day, National Science day, National Technology day etc. and invite school students. Scientist explain to the students about the work being carried out in the institutes and demonstrate the functioning of several sophisticated equipments.

Dear all,

Thank you for your valuable time spent in expressing your views and sending reference materials.

Dear @Pahlaj, I have just got the mail - EDUKWEST News!

 NEWSCHOOLS IGNITE LAUNCHES STEM ACCELERATOR PROGRAM!

http://www.edukwest.com/newschools-ignite/

http://www.newschools.org/blog/introducing-newschools-ignite

Although I teach at university, my favourite activity is to make science presentations at schools. Any age group is good, but there is more effective response from middle years students - ages 7 to 12. They are starting to get interested in things, so this is the age to introduce them to science. First I show them an assortment of eye-catching rocks/minerals/fossils, then they are allowed to handle them, finally they pick from an assortment of samples to keep (in this way, they don't forget). This is one branch of science. In our group we have other specialists in biology/chemistry/physics who do similar demonstrations.

There are only a few students at universities, but the schools - especially the schools with native students in Canada- are packed with potentially brilliant scientists (of the future) waiting to be given a "spark" of introduction to science/engineering, etc

USA  has set these 3 priorities since 2013 & allocated a budget for this purpose : 1) improving the quality of math & science teachers so more students have opportunities for high-quality STEM learning and are motivated to pursue STEM degrees & careers. 2) improving undergraduate teaching practices so more well-prepared STEM students persist to a degree in these fields. 3) expanding STEM education & career opportunities for underrepresented groups, including women and minorities.

Please see this short article.

https://www2.ed.gov/about/overview/budget/budget13/crosscuttingissues/stemed.pdf

To improve science, technilogy, engineering and mathematics (STEM) in higher education, we must target schools and popularize STEM in schools, and motivate students to pursue science as career.

We have trained our teachers in the Caribbean on how to integrate STEM into the primary and secondary school curriculum. Jamaica went even further in revamping their Early Childhood, Primary, Secondary, and Tertiary level curricular to integrate STEM from as early as pre-school. right thru to higher education following a TVET Integration Model.

Best regards,

Debra 

Improved participation in STEM is also a question of equity and empowerment. Access to STEM empowers individuals and provides opportunities for self development, career and democratic participation.

http://iri.uni-lj.si/data/Projekti/IRIS/irisarhiv/data/upload/Deliverables/IRIS_publishable_summary.pdf

"... Leadership tomorrow depends on how we educate our students today—especially in science, technology, engineering and math." — President Barack Obama, September 16, 2010

The United States has become a global leader, in large part, through the genius and hard work of its scientists, engineers and innovators. Yet today, that position is threatened as comparatively few American students pursue expertise in the fields of science, technology, engineering and mathematics (STEM)—and by an inadequate pipeline of teachers skilled in those subjects. President Obama has set a priority of increasing the number of students and teachers who are proficient in these vital fields.

http://www.ed.gov/stem

"Undergraduate students are not being taught science, technology, engineering and mathematics (STEM) subjects as well as they need to be. Too often, faculty members talk at students rather than engaging them in activities that help them to learn and apply core scientific concepts and skills. Despite growing scholarship about effective teaching methods and meaningful ways to assess them, research universities rarely provide adequate incentives, support or rewards for the time that faculty members spend on improving teaching. And faculty members assign a low priority to undergraduate teaching compared to research. Efforts to improve undergraduate STEM education have been slow and piecemeal at best...

...call for immediate change at all levels of research universities to improve the quality of university STEM education. It is no longer acceptable to blame primary- and secondary-school teachers for the deficits in STEM learning at the university level."

http://www.nature.com/news/university-learning-improve-undergraduate-science-education-1.17954

Dear Ljubomir, thank you for posting very valuable post and material for this question.

Important not to assume Western teaching methods of STEM, are effective in non-Western cultures.

Dear George,

Thanks for adding very good point.

Dear @Pahlaj, some new researchs on STEM education, the newest one.

New data reveals it’s just as important to measure behavior and engagement in different STEM fields as it is to measure outcomes.

"STEM is often lumped into a broad category of learning with specific fields overlooked in general research. But new research into behavioral differences within specific subjects reveals that not all STEM classes are created gender equal—and some colleges and universities are better at supporting female engagement than others..."

http://www.ecampusnews.com/top-news/stem-engagement-gender-883/

STEM skills are not only needed in STEM occupations, but in other economic sectors as well. Given both the competitiveness of obtaining employment in some of the highly specialised STEM occupations, and the transferability of STEM competencies to other categories of occupations, it seems that part of the STEM workforce diverts into non-STEM – fulfilling demand in those fields, especially when wages offered are higher than in STEM occupations. Even in non-STEM fields, STEM degree holders earn more on average than non-STEM degree holders… Given this process of diversion and the economy as a whole demanding workers with STEM skills, a picture emerges of a shortage in the available workforce having STEM-related competencies.

http://www.acola.org.au/PDF/SAF02Consultants/SAF02_STEM_%20FINAL.pdf

Dear Ljubomir and Subhash

Thanks for uploading a new research on this issue.

Pahlaj

Dear @Pahlaj, the recent article on STEM experience in Australia!

STEM-ing our engineering shortages!

"...REA’s revolutionary programs link schools, industry, TAFE, universities and parents in a collaborative environment focused on changing the metaphor of the education process. 

“Our unique ‘applied learning’ technical programs, backed by extensive research, are changing the education paradigm. 

“We have discovered how to excite and mentor young boys and girls so that they embrace learning and technology far beyond their years.” ..."

http://www.pacetoday.com.au/news/stem-ing-our-engineering-shortages?mid=873fd4ba0e&utm_source=Cirrus+Media+Newsletters&utm_campaign=c7bab8595d-PACE+Newsletter+-+20150914123557&utm_medium=email&utm_term=0_fe913f1856-c7bab8595d-59145617

The Importance of Creativity in STEM

There has also been continued emphasis placed on the need to have more curriculum emphasizing areas of science, technology, engineering, and math (STEM). While it is true there is a need for bolstering these areas in our US education systems, it is even more critical that we not lose sight of the need to foster creativity in our learning programs.

Creativity is at the foundation of innovation and is vital for our country's growth and development. Creativity fuels all areas of our country's economy and prosperity.

https://www.google.co.in/search?q=stem+and+21st+century+skills&biw=1536&bih=764&tbm=isch&tbo=u&source=univ&sa=X&ved=0CC8QsARqFQoTCK3YooKf9scCFZJajgodVbYGeQ&dpr=1.25#imgrc=ugCO-6pTasX1bM%3A

http://www.p21.org/news-events/p21blog/1067

Another fine resource dear @Pahlaj. 21st Century STEM Careers: Communication Perspectives and Research Opportunities!

Chapter 21st Century STEM Careers: Communication Perspectives and Re...

Dear @Pahlaj, here are some latest news about Project Lead The Way!

"Project Lead The Way is the nation's leading provider of science, technology, engineering, and math (STEM) programs. Through world-class K-12 curriculum, high-quality teacher professional development, and outstanding partnerships, PLTW is helping students develop the skills needed to succeed in the global economy."

https://www.pltw.org/about-us

Dear  Ljubomir Jacić,

Excellent post about ------  "Project Lead The Way is the nation's leading provider of science, -----".

YES, dear @Subhash @ Ljubomir, "Project Lead The Way is the nation's leading provider of science"

Dear @Pahlaj, some more resources about STEM! 

10 STEM apps that teach you math!

10 STEM apps to teach you science!

http://www.techrepublic.com/pictures/10-stem-apps-that-teach-you-math/?ftag=TREd8c0fa8

http://www.techrepublic.com/pictures/10-stem-apps-to-teach-you-science/?ftag=TREd8c0fa8

Very grateful, dear Ljubomir, for uploading these resources.

All the traditional STEM fields, the science, technology, engineering, and math fields, are stoked when you dream big in an agency such as NASA.

--- Neil deGrasse Tyson

If we do not manage to revive the STEM subjects more strongly, then the productive part of our progress is reduced, and we can no longer solve the problems of our world. The non-STEM subjects are partly crowded because there appears the way to career faster and easier. There is too little recognized that the STEM subjects are perhaps more difficult, but are needed in our society. Otherwise we need soon no non-STEM subjects more :-(.

My knowledge from 40 years of academic work is that the interest in the STEM subjects at an early age must be awakened. If we are no incentives in kindergarten and primary schools, it is more difficult later.

This is very good approach that has been adopted in Australia.

Five reasons to teach robotics in schools!

http://www.pacetoday.com.au/news/five-reasons-to-teach-robotics-in-schools?mid=873fd4ba0e&utm_source=Cirrus+Media+Newsletters&utm_campaign=3be7faf46a-PACE+Newsletter+-+20151028115020&utm_medium=email&utm_term=0_fe913f1856-3be7faf46a-59145617