For STEM to change the landscape of learning in the country, we need the desire of everyone, including those from the highest level.
Vice-chairperson of National Science, Technology, Engineering and Mathematics (STEM) committee, Donald Estico, made the statement yesterday during a presentation to introduce members of a delegation from the Ministry of Foreign Affairs and International Cooperation and the Ministry of Education of the United Arab Emirates (UAE) on the inclusion of the subject in the local educational system and also the various areas necessitating further assistance and cooperation.
He noted that even if STEM is still in its infantile stage locally, with the help and support of everyone, it has the potential to grow and develop into something important which will not shape the learning process of the country, but also other aspects of development, including engineering and aesthetics.
One of the most talked about topics in education, STEM has grown to represent a unique approach to teaching and learning, one that centres around individual students’ learning styles and interests.
This means STEM education has something to offer every student, where unlike traditional education experiences in which subject areas are concentrated on separately, STEM education emphasises technology and integrates subjects in ways that connect disciplines and relate them to each other.
Comprising Rashid Salem Al Shamsi – director of the Development Cooperation Department; Ahmed Suliman Al Shehi – head of Government Efficiency Department; Dr Sameera Al Hosni – director of the Department of Humanities and Languages Curriculum; Hamdan Al Shekili – curriculum expert; and Eman Manoat – curriculum sector; the delegation’s first stop was at the headquarters of the Ministry of Education at Mont Fleuri where they paid a courtesy call on the principal secretary for Education Services Merna Eulentin and her counterpart for Education Sector Development John Lesperance.
Other than the presentation by Mr Estico, the delegation also followed another one on STEM at the Seychelles Institute of Teacher Education (SITE) by Guilliane Didon.
The delegation also held discussions with members of the National STEM Committee to learn more on the various activities undertaken to promote STEM education in Seychelles.
Following discussions, the delegation visited the Perseverance primary school to view the ‘An mouvman’ organic garden, an example of the application of STEM education in a school’s daily activities.
In the afternoon, they met with students who were awarded prizes for various STEM competitions organised at both national and international levels by the Division of Science, Technology and Innovation in the Ministry of Investment, Entrepreneurship and Industry.
Based on researches, STEM-based education teaches children more than science and mathematics concepts.
The focus on hands-on learning with real-world applications helps develop a variety of skill sets, including creativity and 21st-century skills.
The 21st-century skills include media and technology literacy, productivity, social skills, communication, flexibility and initiative. Other skills attained through STEM education include problem solving, critical thinking, creativity, curiosity, decision making, leadership, entrepreneurship, acceptance of failure and more. Regardless of the future career path considered by these children, these skill sets go a long way to preparing them to be innovative.
Source: Seychelles Nation
