Open science and STEM-Education

The promotion of technological studies has recently been expanded by the addition of arts. While many people are wondering how these disciplines go together, they prove to do surprisingly well. In fact, arts are apparently reinforcing scientific excellence.

European STEM is in need of a push

Europe is home to some of the world’s oldest universities such as the University of Bologna or the University of Oxford. Producing excellent science and research has historically been Europe’s key asset for sustainable growth and maintenance of a leading position in the global economy. Besides this component concerning tradition, science has also witnessed an even greater increase in its importance in course of the 21^st century’s dynamics. The European economy’s demands have shifted greatly, especially the STEM-related (science, technology, engineering and math) research and innovation economy is lacking an educated work force.

Paradoxically, at the same time unemployment rates are high and in many countries still on the rise, as more traditional branches of production and service cease to need human power. Motivating students early on to engage in STEM disciplines and consider carriers in the field thus displays a promising solution for the apparent dilemma. This has the capability of keeping national as well as EU-wide economies on track, while solving socio-economic problems simultaneously.

Open schooling and science collaboration present an answer

Conclusively, in order to ensure the vitality of the European research system, new generations of talented people must be attracted into the profession. To achieve this, several strategies and paths need to be pursued at the same time:

First of all, rigid school systems have to be reformed and opened up. The strict division between schools and applied science must be eliminated, so that a link between theoretical knowledge and its practical application is established. Various hands-on activities, field trips or workshops in cooperation with universities and science institutes render traditional education livelier. Working on solving real-life problems makes subjects appear more tangible and useful.

If didactic means of that kind are part of school education, starting at early learning experiences, science becomes less of an abstract matter. Pupils are given the chance to test their own talent in STEM fields without any kind of fear or intimidation. They are encouraged and motivated by interactive learning, which is key to sparking lasting enthusiasm.

Another approach, which is most commonly understood as open education, is the wide and free dissemination of scholarly insights. More and more universities join the movement of publishing open resources like MOOCs. Moreover on platforms like YouTube, Udacity or via Ted Talks a broad spectrum of free and individual learning is offered. Not only does this present a way of communicating scientific work to the broad public, but it can also help to inspire youth. If they know about the fascinating novelties STEM research is producing and the great challenges still ahead, they are more likely to discard any old prejudice of “dull” sciences.

Also students are able to pursue their very personal interests and talents using open resources. Consequently it is easier to find out about potential carrier paths that would have been undetected when sticking to traditional school curricula only. Another advantage of open resources is their guarantee for equal access: In other words anyone can view them, in that sense higher education is no privilege of a small upper class and therefore talents from all social strata are attracted.

A further crucial aspect for promoting STEM significance is the increase of public engagement and awareness. The public needs to be brought in, it has to become part of a wide scientific dialogue. If science is communicated to a broad part of the population and does not stay restricted to its small realm of current practitioners, its significance and common appreciation is able to grow extensively. This is the environment governments need to create in order to establish truly lasting interest and efficiently push their research sector.

A problem in many European political programmes is the failure to sufficiently support the public research sector such as universities. Whereas the majority of scientific personnel is employed in the private sector, the public sector must still not be ignored. It suffers from inadequate resources and salaries and therefore only allows for very limited career prospects. With a restructured allocation of funds and increased official appreciation for the field the situation could be turned around. More public scholarship creates incentives and spill-over effects for the whole sector.

An additional problem especially Southern and Eastern European countries are facing is the so-called “brain drain” effect. That is, a big number of young people actually engaging in STEM studies leave their countries of origin to make a living in more stable and more promising economies of Northern Europe. Affected states have to find ways to make their job markets attractive again and to maintain a well-educated work force.

All these listed points, are actions that can be taken by the individual state but that create even greater impact if additionally addressed in a joint European manner. Open schooling and science collaboration is a specific challenge stipulated by the European Commission in terms of their Horizon 2020 programme.