Growing STEM

THE number of youths interested in science, technology, engineering and mathematics (STEM) has been on a global spiral for years.

To address the worrying trend in Malaysia, the Education Ministry, Higher Education Ministry (MoHE), the Science, Technology and Innovation Ministry (formerly Energy, Science, Technology, Environment and Climate Change Ministry), and the private sector, have partnered with the National STEM Movement to implement remedial measures to ignite interest in these fields.

To promote STEM and instil a culture of innovation among students, RM11mil was allocated in Budget 2020 to implement joint initiatives by the ministries, as outlined in the Malaysia Education Blueprint 2013-2025.

Sharing the results of its mentor-mentee, STEM ambassador, and STEM mini theatre programmes, National STEM Movement chairperson Datuk Prof Dr Noraini Idris said more students at the school level have started leaning towards the sciences.

Working closely with MoHE, Prof Noraini said the STEM ambassador programme has enabled students to understand the usefulness of STEM-related competencies such as inquiry and communication skills – which are what the industry is currently demanding.

The STEM ambassador programme targets both science and non-science graduates from 20 public higher educational institutions (IPTA).

Participants are in charge of educating students on science literacy, which includes various STEM-related skills relevant to the real world.

“Employers no longer want employees to just be book-smart. They are seeking talents who can think on their feet and solve problems, ” she said.

On the mentor-mentee programme which has been carried out since 2016, she said it entails students from the 20 IPTAs visiting their local schools and kindergartens at least five times each semester to mentor students. Each student mentor will be assigned five mentees to take under their wing.

“Depending on the schools and kindergartens, some conduct the programme as an extracurricular activity while others allow team-teaching, where teachers and mentors teach in tandem in the same class.

“The IPTAs have also been arranging for school students to visit their labs to see how experiments are done. This has opened the children’s mind to exploring.”

Citing Universiti Malaysia Terengganu (UMT) as an example, Prof Noraini shared that the varsity set up a STEM Centre in its campus.

“Only 60 students joined in 2016, but 250 students joined this year, ” she said proudly.

The STEM mini theatre project, she explained, requires students to create a product and then perform a skit to a panel of judges, which include industry personnel, on the product’s development process.

“Last year, 10 schools were involved. This year, there are 30 schools participating. Their performance will include the statement problem, how they came up with the product, and the contents in the product.

“Judges will then pose questions to which the students will have to respond with detailed explanations.”

Higher learning institutions have also stepped up to provide a much needed helping hand in rekindling youths interest in STEM.

Universiti Malaya (UM) STEM Centre has teamed up with Samsung Malaysia Electronics to provide STEM students a wider variety of engaging learning opportunities through interactive devices.

The Microsoft-UM STEM Learning Space has also been established to support STEM education.

According to Dr Mas Sahidayana Mohktar, who heads the centre, organisers need to instil in participants the importance of formally enrolling in STEM classes at school, and not only promote these programmes as hobbies or extracurricular activities.

“Robotics, drone and science competitions alone aren’t enough. There is so much that can be done to promote STEM.”