Educational curriculum pedagogues for STEM and entrepreneurship – lessons learnt from WeSTEM project
During WeSTEM trainings special attention has been paid for the sustainability of the results. Trainings supporting teachers and coaches is one way of encouraging the implementation of innovative STEM approaches into the educational curricula.
The other way is to support and advice the policy makers to implement the concept, as a regular framework in the educational system.
The aim of this publication is to provide guidelines for policy makers on how to combine STEM and entrepreneurship into the educational curricula. In is based on the experiences being gathered during WeSTEM project implementation.
During every course in the project, there was a space for discussion and exchange of ideas, thoughts, challenges, and opportunities, which STEM might bring to schools in the new, rapidly changing labour market.
As a result of these talks and inspiring exchange of experiences, and ideas, we prepared the educational pedagogues for head teachers and policy makers, where the main WeSTEM challenges and lessons learnt are presented. The report is aimed to be used by other primary schools in all EU countries. It is assumed to serve to help better integrate STEM, and entrepreneurial skills, as future competencies, into the school curricula.
The last WeSTEM training in Istanbul
The last international training and project meeting of WeSTEM project took part between 14th-17th February 2024 in Istanbul, Turkey. It was organized by SOK ILCE MILLI EGITIM MUDURLUGU – Turkish partner.
The meeting brought the topic of the project-based learning as a tool to support STEAM and digital education in particular.
Teachers from the partner organisations were creating lessons based on problem-solving and identifying students’ needs, they were performing activities to implement project-based learning in interdisciplinary interaction. They were also supposed to merge the knowledge gained during the first project training about entrepreneurship with the project-based learning concept and prepare and simulate exercises, which then could be used during their daily classes.
The activities were highly interactive. Teachers being gathered in small groups were individually building on the concept and sharing their own experiences and lessons learnt. Then discussed at the forum, each experience was evaluated and recommendations were provided.
On the top of that, the role of teachers in implemented project-based learning was highlighted. Teachers as a main direct point of contact between pupils and educational system representatives, are the main power to support the change of the educational curricula.
After the classes the exchange of cultures and the social activities were performed.
