Know Why STEM Is Necessary In The German Universities…
STEM is a course of study based on the idea of educating students in four specific subjects — Science, Technology, Engineering and Mathematics in a versatile and applied approach. Rather than teaching the four courses as separate subjects, STEM integrates them into a purposeful learning pattern based on real-world applications.
STEM generally supports broadening the study of engineering within each of the above subjects and to begin engineering at younger grades, even elementary school. It also brings STEM education to all students rather than only the specific programmes.
- In the European Union employment of STEM, High numbers of STEM workers are approaching retirement age. Around 7 million job openings are forecasted until 2025. According to CEDEFOP, around two-thirds of the estimated job opportunities for STEM-related professions will replace retiring workers. Demand is expected to increase in the professional services, whereas no employment growth is forecasted in the pharmaceutical sector.
- Demand for the STEM skills require both upper-secondary and university graduates. The qualification required for almost half of the STEM occupations require medium level qualifications
- The number of STEM university graduates has increased in 15 Member States and at European level since the mid-2000s, whilst a decline in the number of STEM VET (Vocational Education Training) graduates is the predominant trend at the national level.
- The unemployment rate for STEM skilled labour has been below the total unemployment rate since the beginning of the 2000s, even in countries particularly hit by the crisis, like Greece, Portugal and Spain. This fact shows the high demand for workers with these skills.
- Demand for STEM and associate professionals is expected to grow by 8 % between 2013 and 2025, whilst the average growth forecast for all occupations is 3 %. Employment forecast in STEM-related sectors is estimated to rise by 6.5 % between 2013 and 2025.
- Long-term strategic partnership between science and business is the main aim of the German Federal Ministry of Education and Research.
- They have recently launched two initiatives to proliferate this aim: “Leading-Edge Cluster Competition” and “Public- Private Partnership” to foster Innovation”. Important components of these initiatives include: collaborative research and development, developing innovative academic training and degree programmes.
- European coordination and EU funded research has provided a collection of good practices currently being developed in Member States. The selected practices were identified by qualitative expert assessment by showing a positive quantitative impact. These show a range of different initiatives that attempt to encourage STEM throughout the life course, including initiatives developed at the primary and secondary school level, VET, higher education and active labour market policies.
There are no significant elite universities but Max Planck, Helmholtz, Leibniz and Fraunhofer societies play that role. Germany Nano recently called TU Dresden (Technische Universität) Germany’s best university in nanotechnologies thanks to Dresden Concept including 3 Max Planck institutes, up to 12 Fraunhofer institutes and many other institutes.
These 11 German “Universities of Excellence” now aim to be competitive with any university in the world in special tighter or broader subjects:
1) RWTH Aachen
2) Free University of Berlin
3) Humboldt University of Berlin
4) University of Bremen
5) University Cologne
6) TU Dresden
7) Heidelberg University
8) Konstanz University
9) Ludwig-Maximilian University of Munich
10) Technical University of Munich
11) University of Tubingen