STEM Education. Raising interest in girls for STEM subjects, increasing female enrollment in engineering programs, access to power sector/energy coursework and practical internship opportunities will be key to ensuring a pipeline of qualified female candidates. Pillar 2- Recruitment: Engaging with engineering students and engineering professionals to raise awareness of viable jobs/opportunities in the power sector. This will require a partnership between the private sector, NGOs, the academic institutions, existing local networks (if any), and power sector organizations (utilities) to organize job fairs and networking events. Pillar 3- Development for Female Engineer professionals: Improving personal and professional development opportunities, such as mentorship programs, leadership training/coaching, are crucial for women’s continued progression in their careers, especially in the more technical fields. Pillar 4- Retention: Having a gender-friendly working environment and supporting the increased household responsibilities after marriage are essential to improving the low retention of women in the energy sector. Addressing these through instituting family-friendly HR policies, providing reintegrating services for returning mothers and access to facilities such as daycare services, separate toilets, and safe transportation services will be crucial.
STEM Education. The goal is to develop a STEM literate student citizenry with open ended problem solving capacity while improving student growth, closing achievement gaps, decreasing dropout rates, increasing graduation rates, and improving teacher and principal effectiveness. STEM education involves more than education in the separate fields of science and math. STEM involves curriculum that integrates rigorous project-based content from science, technology, engineering, and mathematics, within the context of designing solutions to real-world problems, especially those at the local level where communities can be positively affected. STEM students will conduct scientific experiments, gather and analyze data, draw and communicate conclusions, develop and evaluate prototypes, and think critically. Integrated STEM education is a very effective way to engage students in higher order critical thinking and problem solving skills by placing rigorous mathematics and science in the context of technology and engineering. STEM education at Xxxxxxx Academy includes the modules from the Academy 101 Foundation Course (Appendix DD) and the courses offered through dual enrollment at Idaho’s colleges and universities (Appendix CC). The STEM Academy 101 program includes an intensive 3-day orientation and training program for teachers and administration. Participants will learn the STEM pedagogy, best practices for curriculum delivery, course sequencing, career pathways, and how to manage student outcome data. (See Budget for curriculum costs and professional development for teachers and administration, Appendix W and X). Modules of the Foundation Course schedule represent the recommended curricular content foundation required to deploy a true STEM academic model with the capacity to empower an entire school with the resources to integrate an interconnected or multidisciplinary approach to STEM. Courses feature learning activities based upon STEM principles which challenge students to develop critical thinking and problem solving capacity. The real world learning activities utilize resources demanded by industry today and tomorrow. Students will explore aerodynamics, aeronautics, alternative energy, architecture, biotechnology, electronics, engineering, material science, robotics and sustainability. Modules within the foundation course are described in Appendix DD. Language Arts (English and Foreign): The goal is to develop learners who are effective communicators, who enjoy literature, and...
STEM Education. Raising interest in girls for STEM subjects, increasing female enrollment in engineering programs, access to power sector/energy coursework and practical internship opportunities will be key to ensuring a pipeline of qualified female candidates. Pillar 2: Recruitment: Engaging with engineering students and engineering professionals to raise awareness of viable jobs/opportunities in the power sector. This will require a partnership between the private sector, NGOs, the academic institutions, existing local networks (if any), and power sector organizations (utilities) to organize job fairs and networking events.
STEM Education. Activities In 2019 In 2020 Note BPDB facilitates site visits in projects/ power plants for female engineeri ng students. BPDB’s initiatives to facilitate female engineering students to visit BPDB’s power plants BPDB facilitate at least two site visits to all the engineering female students enrolled Total target #s in the year Q1 Jan- Q2 Apr- Q3 Jul- Q4 Oct- Q1 Jan- Q2 Apr- Q3 Jul- Q4 Oct- Aiming timeline 20 students BD 20 students BD 20 students BD 20 students BD 20 students BD Quarterly Target #s with country BPDB hosts BPDB hosts at least 20 industrial trainees (interns) from female engineering students. BPDB hosts at least 20 industrial trainees (interns) from female engineering students. Total target #s in the year industrial trainees (interns) from female engineeri ng students. Upon request received from key engineering universities /institution s. Q1 Jan- Q2 Apr- Q3 Jul- Q4 Oct- Q1 Jan- Q2 Apr- Q3 Jul- Q4 Oct- Aiming timeline 10 female engineer ing students as trainee BD 10 female engineer ing students as trainee BD 10 female engineer ing students as trainee BD 10 female engineer ing students as trainee BD Quarterly Target #s with country BPDB hosted 40 industria l trainees. BD Achievem ent 2019
