Atlas of Best Practices in STEM Education (Finland, Ireland, Sweden, Turkey, Russia, Kazakhstan). Monograph

STEM Education in Kazakhstan

The Republican Physics and Mathematics School [177] has developed a programme to prepare teachers from across Kazakhstan for working in a new, exciting and effective, way.

The school has launched free courses for physics, mathematics, computer science, biology, chemistry and geography teachers from other establishments. Over 560 teachers have already completed the training. The cure instructs STEM teachers in combining knowledge from different disciplines and engaging learners in scientific research. Any teacher from any school can enrol on the course to embark on the path towards professional excellence. The school is prepared to share the experience and educational expertise it has gathered over the years. After all, embracing openness and a collaborative spirit is a major current trend, a trend followed at the school, which extends its support to various knowledge-sharing initiatives.

Over half a century of its existence, the school has become the flagship of STEM education for gifted children. It has developed an original method, having nurtured a galaxy of scientists, entrepreneurs and public servants of national and international renown.

The STEM approach stands out for its constituent subjects being intricately interconnected. Within this approach, students might be assigned tasks such as launching a space rocket, constructing a bridge, refining oil or assembling a robot, which requires a comprehensive understanding of various disciplines, including physics, chemistry, mathematics, and programming. STEM combines these subjects into a unified learning framework, emphasizing projects over isolated subjects. In such an educational setting, students gain knowledge immediately apply it in practical ways. This approach will be further distributed by the teachers participating in the program.

Science to remote auls.

In May the same year another 60 teachers from different villages and towns completed the online courses.

In a remote Kazakhstani village, a budding young innovator with the potential to become the country’s own Elon Musk might be in the making. However, their talent could go untapped due to the lack of innovative educators and a supportive environment. This programme, aimed at bridging this gap by educating men-

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tors, will benefit 3,000 teachers nationwide. Given that, on average, one teacher instructs around two hundred students, the programme has the potential to impact more than 600,000 children, offering them the opportunity to engage with science in a fresh, creative format.

Chevron supports the continuing education programme for teachers, just as it does many other STEM initiatives.

After the restrictions had been lifted, the school’s instructors resumed their journeys to different regions to train local teachers.

British Haileybury schools [178].

Haileybury, an umbrella brand for independent British schools following UK educational standards, has branches in the UK and Kazakhstan.

Haileybury schools inAstana andAlmaty offer slightly different programmes: in Astana, learners receive an International Baccalaureate (IB) diploma; in Almaty, they graduate with A-levels.

A-levels and IB are university entrance preparation programmes recognized by universities worldwide. The main difference is that learners study several specialized subjects in depth. Usually, the program spans the final two years of school.

The schools are rolling out new technologies: now, learners have access to computer labs and robots; in the future, they will benefit from a new STEM centre — a laboratory for new technologies with a focus on electronics and robotics.

Haileybury is embracing new methods for teaching and learning sciences, engaging specialists with practical expertise and motivating learners to focus on projects.

At Haileybury [179], STEM disciplines are central. This extends beyond traditional subjects like physics, mathematics or chemistry: learners delve into programming and robotics. Educators utilize specialized laboratory and educational tools, including 3D printers and LEGO robotic kits.

Haileybury hosts an annual STEM Olympiad, drawing hundreds of applications from the country’s youngest talent. Yet, only the best candidates make it to the final stage, securing a spot in the competition for a one hundred per cent grant under the International Baccalaureate (IB) programme. Encouraging young engineers and scientists is an important mission of Haileybury Schools.

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STEM Education in Kazakhstan

The STEM centre school [180].

The STEM centre is an institution for children aged 5 to 15 years where multiple areas are explored simultaneously: engineering, programming, robotics and 3D modelling.

The company’s founders are graduates of the Bolashaq Programme at Pennsylvania State University, USA. The American education system inspired them to establish a school to transfer best practices to Kazakhstan. Bagdat and Erbol were the initial creators of the STEM Centre [181]. Presently, the teaching team brings together current students in technical fields at Nazarbayev University and the Eurasian National Universities or graduates of technical programmes. The primary hiring criterion is not pedagogical qualifications but the ability to effectively convey knowledge. The instructors must be skilled inAutoDesk, programming and engineering, as some individuals excelling at physics may struggle to apply their knowledge in practical contexts.

The STEM centre, headquartered in Astana, has branches in

16 regions of Kazakhstan. Moreover, it has become the country’s first exporter of knowledge, having expanded to four Russian regions: Krasnodar, Barnaul, Krasnoyarsk and Volgograd. It also worksinLithuaniaandtheUAE.InDubai,learnersstudyinEnglish according to a programme developed by Kazakhstani teachers.

1.Engineering. The first step is acquainting children with engineering. A dedicated workspace has been designated and fully equipped with the necessary materials to facilitate this process.

Wood, eco-friendly plastic, drills, saws, screwdrivers and all the tools employed by engineers to construct tangible objects are available to learners. Children are required to wear gloves and safety glasses while working, under the guidance of an instructor. This initiative aims to demonstrate to children how the world functions and instruct them in comprehending it. By crafting something with their own hands, they overcome any obstacles that may arise on their path to exploration.

2.Programming. Once children have gained a general understanding of engineering, they progress to programming, which was chosen as the second stage due to the significance of fundamental programming skills. Children are instructed not only in executing tasks but also in understanding the underlying principles.

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Programming is taught in three languages: Scratch, C++, and

Python, which are regarded as the foundational building blocks of programming. Scratch is a program tailored for children developed at MIT, C+ + is a fundamental programming language, and Python is a higher-level language.

3.Robotics. The third step, robotics, contains two modules. These are Lego Robotics and Arduino. Having mastered Arduino, children move on to 3D modelling.

4.3D modelling. Step four is also divided into two modules:Autodesk and SolidWorks. At first, children learn to work with programmes; then, they use a simulator in a 3D solution; finally, they print the models they have created.

More about STEM.

There are not only STEM centres but also STEM laboratories, which represent an entirely new format that extends to classrooms within schools. With classrooms for robotics, physics, and mathematics being quite common, STEM laboratories take the next step to encompass all these disciplines within a single room. These spaces are equipped with computers, a variety of simulators and programmes. Training in such classrooms is provided free of charge.

STEM BOX offers all the materials required for conducting experiments — essentially an inventor’s ideal resource. It is a comprehensive kit containing tools and more for engineering, experimental physics, chemistry, robotics and electronics.

STEAMBOOKisacollectionofbookshelpingchildrenachieve their dreams of becoming engineers, architects, highly skilled builders, IT specialists, scientists or, perhaps, hackers. Available in Kazakh and Russian, the books are written in a language accessible and engaging for schoolchildren. The mission of STEAM BOOK is to transform the process of learning into an incredible adventure.

MIRAS INTERNATIONAL SCHOOL, a branch of Nazarbayev Educational Foundation [182].

In 2014, Miras School adopted the STEM educational approach, offering students a wide range of multidisciplinary opportunities to gain practical experience through STEM activities and in-school projects. Encouraging creativity and skill development, this approach empowers students to take on the role of young scientists equipped with the 21st-century skills needed for their future education.

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STEM Education in Kazakhstan

The school’s commitment to STEM education is evident in its recognition of the technological, environmental and social relevance of STEM in daily life. In the academic year 2018/19, Miras School embraced a comprehensive STEM approach by introducing pro- ject-based learning from preschool to high school. In the current academic year, the school hosted its inaugural STEM festival, where more than 20 schools participated and shared their STEM practices and acquired knowledge. Additionally, Miras School encourages teachers of all subjects to undergo training to support STEM education.

Miras School continues to invest time and resources to expand opportunities for lifelong learning, preparing students for their future.

An excellent example of modern educational trends integrated into the school curriculum is School № 33 in the village of Rodina, located in the Tselinograd district of the Akmola region. This school participated in the grant-supported project Formation and Development of Entrepreneurial STEAM Education in Kazakhstani Rural Schools.

Participants in the project recently shared insights regarding their work and their internship experience at Brunel University, UK, in an interview with Kazinform. They specified that School № 33 served as an experimental site for the project, focusing on promoting STEAM education.

Participation in this initiative kept the school’s educators fully engaged in educational activities and abreast with the latest educational trends. In 2018 alone, the school welcomed international experts, visiting teachers from the Nazarbayev Intellectual Schools in Kokshetau, staff members from the National Academy of Education, scientists from Nazarbayev University and representatives from Haileybury School Astana. The summer language school You CanSTEAMItwasheldthatsummer.However,themostsignificant highlight for this rural school was the research team’s internship as part of the project at Brunel University in the United Kingdom.

CARAVAN of KNOWLEDGE [184].

Kazakhstan has initiated an exciting and pertinent interactive educational venture known as the Caravan of Knowledge. This project is dedicated to promoting STEM disciplines and urgent education-

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al issues. Chevron Munaigas Inc. supports for this initiative in Kazakhstan, collaborating with a team of local experts in education and digitalization.

Significant strides in STEM education development are underwayinKazakhstan,exemplifiedbythe2019StateProgramforEducation and Science Development. This programme aims to integrate

STEM components into the curriculum, fostering the cultivation of novel technologies, scientific innovations, and mathematical modelling in line with the new educational policy.

Conclusion

The Atlas of Best Practices in STEM Education outlines an inspirational model for STEM instruction and learning adopted in Finland, Ireland, Sweden, Turkey, Russia and Kazakhstan. The data presented in this Atlas convey a clear message: a central challenge lies in the comprehensive implementation of the STEM approach across all levels and aspects of education.With the emergence of the digital economy and the evolving paradigm of industrial production, this philosophy has emerged as the focal point of national state policies, becoming a mainstream component of most educational systems. Global trends, including globalization and integration into the global economy, underscore the imperative to meet the demands of entirely new career pathways.

Having risen to prominence, STEM education is being implemented at various administrative (national, regional) and educational levels (schools, universities, advanced training, extracurricular and informal education), with collaborations among the

Government, businesses and universities. Different approaches, such as project-based science learning (PBSL) and inquiry-based learning (IBL), have become integral to the education systems of the countries under review. Several projects (Co4Lab, the Growing Mind research, New Creative Expertise — Combining Primary and Continuing Teacher Education, Numeracy Across the Curriculum, Career Mathways, ATSSTEM, Integrated Approach to STEM

Teacher Training, STEM PD Net, Scientix, International Stem Education Summit, Quantorium, NTI Kruzhok Movement, RUKAMI,

Big Challenges, Modern Science Class, etc.) and national plat-

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STEM Education in Kazakhstan

forms for STEM education (LUMA, Federal Innovative Platform STEAMTeach) are supporting the development of national and international collaborative ecosystems.

Learning environments are evolving. As the cornerstone of the STEM system, teachers worldwide are more inclined to nurture soft skillsandfundamentalcompetenciesintheirstudents.Whilenumerous countries have advanced in preparing teachers to assist students in STEM and engage them in collaborative projects, there is still much work. Teachers introducing STEM require comprehensive and suitable in-service professional development to gain the skills for implementing the STEM approach and establishing cross-disci- plinary working environments.

Nevertheless, several challenges in implementing STEM are apparent. Teachers’ lack of motivation and initiative can stem from insufficient teaching resources and the misalignment of national curricula and educational programmes with the new educational paradigm, all this hindering interdisciplinary collaboration in the educational process in schools. Prioritizing STEM education research at the national level could create a framework for STEM research and stimulate the emergence of innovative educational experiences embracing interdisciplinary approaches to grand challenges. Discrepancies in the education continuum at different levels disrupt the cohesiveness of the STEM training system, leading to the absence of engaged and networked practising communities. Additional challenges include undeveloped criteria for assessing student achievement, a dearth of innovative and accessible learning metrics, a shortage of flexible and inclusive learning spaces and limited physical space within school premises.

These challenges incorporate into the mainstream new partnership models within the educational ecosystems. Such models will promote new forms of collaboration between universities and schools, including methodological support to teachers through CPD programmes with a focus on STEM education, extracurricular education development and STEM club movement, a sustainable system of international events and festivals dedicated to technology and STEM ideas with active engagement of participants from the countries that are starting to embrace STEM. This model sees the university as a provider of societal and cultural images and environ-

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ments promoting diversity and opportunity in STEM, as well as a multiplier of innovative products, a resource base with a wide range of material and technical support and an innovative training platform for teachers and students.

Therefore, training staff and teachers in STEM is of utmost importance. Questions persist about the definition of high-quality

STEM training and how it should be delivered in various regions. As demonstrated in this Atlas, numerous initiatives are already in progress. There is a growing number of STEM education programmes at different educational levels globally. These programmes promote teacher involvement and resource sharing, drive research efforts and ensure access to innovative STEM learning experiences. Students, parents, communities, educational institutions and organizations collectively form the foundation upon which a supportive environment for STEM practices can be built. Although the key stakeholder groups have the potential to become valuable allies, they require sufficient information and positive interactions within the realm of STEM education. Meaningful dialogue among all parties and a coordinated approach, aligned with national education policies, will profoundly transform students’ access to and engagement in STEM subjects.

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CONCLUSION

The Atlas of Best Practices in STEM Education presents an aspirational vision for STEM teaching and learning having been introduced in Finland, Ireland, Sweden, Turkey, The Russian Federation and Kazakhstan. Data collected in the given Atlas deliver a clear message: a key challenge is to implement STEM approach to all spheres of education at all levels. Due to the development of the digital economy and the changing paradigm of industrial production this philosophy has become the core focus of the state national policies as well as the mainstream in most educational systems. World tendencies, such as globalization, global economic integration, underpin the necessity of meeting the requirements of brand-new career ladders.

Having moved front, STEM education is implemented at different state (national, regional), educational (school, university, professional development, supplementary, informal education), collaborative(Government-Business-University)levels.Variousap- proaches, like project-based science learning (PBSL), inquiry-based learning (IBL), have become an integral part of education systems in the countries under review. A number of projects (Co4Lab, the

Growing Mind research, New Creative Expertise — Combining

Primary and Continuing Teacher Education, Numeracy Across the Curriculum, Career Mathways, ATSSTEM, Integrated Approach to Stem Teacher Training, STEM PD Net, Scientix, International Stem Education Summit, Quantorium, NTI Kruzhok Movement,

RUKAMI, Big Challenges, Modern Science Class, etc.) and national platforms of STEM education (LUMA, Federal Innovative Platform STEAMTeach) support the development of national and international collaborative ecosystems.

Learning environments are changing. Being a foundation of STEM system, teachers around the world are increasingly likely to develop soft skills and core competencies in their learners. While many countries have made progress in preparing teachers to support

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students in STEM, to engage them professionally in project collaboration with each other, a lot of work is still to be done. Teachers introducing STEM need to receive sufficient and appropriate in-ser- vice professional development to be equipped with the skills for implementing STEM approach and providing cross-disciplinary working environments.

Nevertheless, a number of challenges for implementing STEM is visible. Lack of motivation and initiative on the part of teachers can be caused by the deficiency in teaching aids and the inconsistency of national curricula and educational programmes with a new type education, which complicates interdisciplinary collaboration in the educational process at school. STEM education research as a national research priority could foster STEM scientific background and give a boost to the appearance of innovative educational experiences that include interdisciplinary approaches to solving “grand challenges”. Inconsistency in continuum of education at different levels disrupts the unity of training system in STEM which results in the absence of engaged and networked communities of practice. Private risks can also include undeveloped criteria for assessing student achievement and lack of innovative and accessible measures of learning, shortage in flexible and inclusive learning spaces as well as limited space within the school territory.

The above mentioned challenges mainstream introducing new partnership models within the educational ecosystems, which will promote new forms of direct collaboration between a University and a School including methodological support to teachers through a line of ongoing CPD programs in the field of STEM education, development of supplementary education and the after-school club movement with the focus on STEM, evolving a sustainable system of international events and festivals on technologies and STEM ideas with active engagement of participants from the countries where STEM development is at the initial phase. University in this model is to act not only as a provider of societal and cultural images and environments that promote diversity and opportunity in STEM, but also as a multiplier of innovative products, a resource base with a wide range of material and technical support and an innovative training platform both for teachers and students.

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