STEM Education

According to the National Science Teachers Association (NSTA), “A common definition of STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply Science, Technology, Engineering, and Mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” STEM is a combination of two or more of the following within a learning experience: Science, Technology, Engineering, and Mathematics. STEM also teaches soft skills needed in all careers, such as Creativity, Solving tough problems, Critical thinking, Gathering and evaluating evidence, Making sense of information, Data analysis, Communication, etc.

A variation of STEM is STEAM, which includes an `A' for art and design, and STREAM, which includes Reading or Research.  Art and design are becoming an important part of STEM education since creativity is an essential part of innovation. Many STEM lessons involve model building and situational simulation.  These also focus on the basic subjects of education and effectively prepare students for the future. NSTA summarizes the many variations of STEM education by saying, “It is about moving forward, solving problems, learning, and pushing innovation to the next level.”

According to the U.S. Department of Education, “All young people should be prepared to think deeply and to think well so that they have the chance to become the innovators, educators, researchers, and leaders who can solve the most pressing challenges facing our nation and our world, both today and tomorrow. However, right now, not enough youths have access to quality STEM learning opportunities and too few students see these disciplines as stepping stone to  their careers.”

Employers in non-STEM fields heavily recruit graduates with STEM degrees because they possess skills that students with other majors may not have developed. A good STEM lesson ensures that students understand the connection to the real world. Educating students in STEAM subjects (if taught properly) prepares students for life, regardless of the profession they choose to pursue. As a developing country, Nepal needs help with skilled manpower which STEAM education can create. STEAM education will produce students proficient in various practical and experimental fields, giving birth to STEM professionals such as engineers, scientists, architects, and many more.
 

When students make simple things such as a toy robot or electric vehicle, then they are learning multiple things such as force, energy, transformation, interconnection, and modeling with the arts and designs. Integrating different disciplines in STEAM education may encourage students to enhance four basic skills- creativity, collaboration, critical thinking, and communication that are fundamental for the 21st-century job market (Kandel, 2018). 

Every year in Nepal, many students get poor grades in SLC, also called the Iron Gate of examination, merely because of their weakness in Mathematics and Science. Interpretations on the statistics of SLC results are also done and problems over this issue are discussed. However, the discussions over how to sort out the students who are uninterested in these subjects are usually not done. Are these students really vulnerable to these two subjects or uninterested in these two subjects? Students can do something in this area only if they are cordially interested. The way to create a group of talented and technology-enabled students is through STEM education.  It is very important because Nepal has not yet been on the road to development. This education can only provide the expert manpower for national development. STEM is a curriculum-based idea of teaching Science, Technology, Engineering, and Mathematics in an innovative and collaborative approach rather than teaching them individually. These four areas are the cornerstone of scientific innovation and development.

Best pedagogical methods are employed to focus students’ interest in this area. The motto of STEM education is that innovations can be achieved from that group of students who are really interested in this arena and who can sacrifice their life for this. And the purpose of teaching science and technology is not merely to produce new teachers but also to produce highly-skilled manpower who can do something miraculous for this world via research and innovation. Science, technology, engineering, and mathematics (STEM) education puts an emphasis on preparing future generations to be successful in their careers. The skills gained from STEM education extend beyond those needed to be successful in STEM fields, preparing children with varied interests who move into any industry to have valuable skill sets that allow them to be successful.

In the USA, it begins at a very young age through elementary school where students are taught the very basics of these four areas and are encouraged to pick this if they are heartily interested in it. In middle school, the course is rigorous and every student is told the scope and post-STEM occupation and research. STEM-based education teaches children more than science and mathematics concepts. The focus on hands-on learning with real-world applications helps develop a variety of skill sets, including creativity and 21st-century skills.21st-century skills include media and technology literacy, productivity, social skills, communication, flexibility, and initiative. Other skills attained through STEM education include problem-solving, critical thinking, creativity, curiosity, decision making, leadership, entrepreneurship, acceptance of failure, and more. Regardless of the future career path considered by these children, these skill sets go a long way to preparing them to be innovative.

The ability to think critically and challenge standards are the basis of innovation. Preparing today’s children to become the innovators and inventors of tomorrow begins with STEM education programs. Summer camps, after-school programs, and maker spaces provide opportunities to take traditional learning and pivot it to prioritize the hands-on experience and real-world application necessary for developing an innovative mind. There is an opportunity to expand and diversify the nation’s science, technology, engineering, and mathematics (STEM) workforce and STEM-skilled workers in all fields if there is a commitment to appropriately support students through degree completion and provide more opportunities to engage in high-quality STEM learning and experiences.

Prepared by: Swikriti Parajuli

I’m a student and I believe in learning and sharing. Besides community development, I’m passionate about arts, music, and sports. 

ICA Nepal is an experienced team dedicated to working in the field of human capacity building, and community development through advanced methods. It pursues to recognize people’s initiation, creativity, and enthusiasm in bringing sustainable development by considering existing cultural dynamics and pluralities. It is committed to creating an environment, in which the opportunity to participate and the construction of sustainable change and development is foremost. It has also been conducting different activities for the promotion of STEM Education in different parts of the nation.

Development Opportunities in Northern Sankhuwasabha: Views of NGOs’ Activists

Institute of Cultural Nepal (ICA Nepal) joined hands with NPO Nepal Volunteer Service to distribute educational and healthcare materials along with Need Assessment at the Northern Part of Sankhuwasabha and Makalu-Barun Areas. The 6-day trip remained fascinating and unforgettable. We started off this beautiful road journey with our colleagues, enjoying the marvelous landscapes bounded by nature. It approximately took us 2days to reach Khadbari along with some short visits to Khotang Haleshi Temple, and some renowned places of Nepal such as Diktel, Okhaldhunga, Sindhuli, Hile, Mid Hill Highway that connects the eastern border to the western border of Nepal, running through different important townships, settlements and other places of approximately 1776 Km, etc. The trip remained very refreshing; however, the road construction was still being carried out at most of the parts, leading to some disturbance.

Khadbari was surrounded by breathtaking scenery and mountain views, the local people were also very kind and innocent; additionally, they welcomed us with great hospitality. The next day, we headed towards the Barun. On our way to Barun, we distributed some health relief materials such as sanitary napkins, soap, sanitizers, masks, COVID prevention posters at Paukhola Health Post, Karmarang. They also enlightened us about the conditions of health posts and requirements for Medical Equipment such as beds and generators in Karmarang and other health centers as well. Next, we supported some educational materials at Shree Krishna Higher Secondary School, Gola. The students there need to take a long 3-4 hour route and come to study. They lack nutritious lunch and a good place to live. The Need Assessment concluded that they require proper Hostels, especially for girls. The day-to-day activities of these students have been very troublesome. To gain Higher Studies they further need to visit different other places that take around 6 -7 hours on foot as there are no other means of transportation and are forced to drop out of school even though they wish to study more and reduce the illiteracy/ poverty rate of the village. It took us almost 10hours to reach Barun. 

On the auspicious occasion of Magh-1, the local people tend to visit Barun to take Holy Bath and attend the local fair. The water comes from Shiva Parvati Dhara and is said to be very sacred. People travel for over a day and hours to attend the fair. They stay up all night to light up the diyo-batti and involve each other in other activities such as cultural dancing, having fun, drinking, and shopping. The electricity and transportation are not reached in the very place along with accommodation disturbance. People light up torch lights and tuki to eliminate dark. The religious tolerance and social clubs were highly seen at the place where people adapting different ethnic groups i.e Sherpa, Magar as well as horizontal groups were seen there. The houses are most likely to collapse as many of them are constructed using local bamboo, and woods. The next day, people take a holy bath early in the morning and return to their house with a great time. Reportedly, the fair carries a lot of faith and beliefs of local people as many people including children, and the elderly were seen traveling for a day or two and look forward to attending these in the near future as well.

On the fourth day, we worshipped the Barun river and headed to Ekuwa Village. Alaichi`s farming was highly observed as a source of income generation. Due to Alaichi farming, people tend to farm fewer cash crops and buy overdue rice from India at a low price. The Alaichi cultivation could be diversified with Kiwi, Coffee, and other farming. The locals highly consume junk foods; neglects farming fresh cash crops as it requires hard work and more care. The children would rather eat noodles and biscuits than rice and vegetables. Every day, more and more housewives find it easier to cook instant noodles and serve their families. During our visit to Ekuwa village, we stopped by another school and distributed educational materials to the students. The students welcomed us with ‘Khada’ and ‘Mala’. Further, we trekked for 7-8 hours and crossed some of the dangerous landscapes, looking at the beauty of nature and mountains. On the way, we met an adorable 9-year-old girl, Sandhya, returning from the fair. We were going on the same route; next, she showed us the way to the village. The landscapes were very dangerous for us to cross but for her, it was a piece of cake. She also told that when she was a child she used to visit this forest to fetch grass for her cattle. The local people prefer walking rather than taking the mode of transportation as they have rare visits on the vehicle, they tend to get dizzy, and nauseous. The old women were seen taking the wool off to make clothes further. We also met a 16-year old boy, Nima who was returning to his home on occasion after being far away to gain an education. After our conversation with him, he told us that he want to get further education and do something good by utilizing local resources for his locality rather than going abroad. He was very kind and helped us with our loads as well.

In Ekuwa, the students and teachers were waiting for our arrivals with hands full of Mala, Khada, and Flowers at Ekuwa Basic School. After the successful distribution of educational and healthcare materials, we held a meeting with the School’s Representative. Next, the local people lit up huge woods for fire and showed us their cultural dance, music, and local dishes. We were very grateful for all the love and support they provided us with. The locals were seen carrying heavy loads due to a lack of transportation. They also need to carry the sick people in their back due to lack of healthcare posts. During our visit, the people were expecting of getting more than just donations. We also observed discrimination as Dalits were not allowed to enter the kitchen whereas other ethnic groups were warmly welcomed inside the house. Every night, people would gather at certain places to have drinks, food and spend time. They use solar power as a source of electricity. The unmanaged water source has also been causing problems in the area as livestock pollute the water. The construction of the reservoir was considered essential.

On the fifth day, we hiked for around 6 hours and reached a scared cave at Sisne. The cave was founded by the local children while chasing bats. The cave carries a lot of cultural faith among the local people. Every day, the cave welcomes 50-60 people fasting and worshiping gods inside the cave as Ganesh, Shiva-Parvat, Naag, Ram-Sita, Hanuman. The cave remained a very memorable and breathtaking adventure for us. Next, we returned to Khadbari by vehicle. We also saw a bunch of people visiting Dobhan for the next fair, those who cannot go to Makalu Barun, go to Dobhan. It also showed high religious tolerance and unity of people. The people had no greed and were willing to invest their time in the holistic development of the locality. 

On the 6th day, we went to Manakamana Temple, the priest enlightened us with its details and after that, we took a flight to Kathmandu with great learnings and new experiences. The trip will forever be treasured by each one of us. During the visit, the travel plan, team spirit, and commitment to achieve the goal made it possible and we are forever grateful for the acknowledgments. After the visit, we wish to develop proposals and draw more attention regarding this subject matter.

Prepared by: Swikriti Parajuli

I’m a student and I believe in learning and sharing. Besides community development, I’m passionate about arts, music, and sports. 

ICA Nepal is an experienced team dedicated to working in the field of human capacity building, and community development through advanced methods. It pursues to recognize people’s initiation, creativity, and enthusiasm in bringing sustainable development by considering existing cultural dynamics and pluralities. It is committed to creating an environment, in which the opportunity to participate and the construction of sustainable change and development is foremost.

Institute of Innovation and Quality Assurance (IIQA)

Institute of Innovation and Quality Assurance (IIQA) is one of the renowned organizations in Nepal for supporting organizations to ensure quality in their products, services, process, and systems. Since 2010, IIQA has been active in certification, auditing, implementation, training, consulting, innovation, third-party inspection, and more. They collectively aim to promote and practice internationally recognized practices for quality and innovation, enabling organizations to implement quality standards in Nepal.

IIQA  has been providing accredited Third-party Assessment, Registration & Certification services of Quality Management System (ISO 9001: 2015), Environmental Management System (ISO14001:2015), Occupational Health and Safety Management Systems (OHSAS 18001:2007/ ISO 45001:2018),  Medical Devices- Quality Management Systems (ISO 14385:2016), 27001:2013 – Information Security Management systems and ISO 22001:2018- Food Safety Management Systems, etc. For the Third-party certification of various ISO standards, IIQA is working as a Nepal Representative of MOODY Inspection and Assurance Ltd. Moody Inspection and Assurance Ltd is a leading provider of assessment, inspection, certification, and training. MOODY is accredited by multiple International accreditation bodies around the world & managed by highly dedicated & experienced professionals delivering high-quality services to help clients meet the growing challenges of quality, safety, environmental protection, and social responsibility. 

IIQA believes that the establishment of a Quality Management System in an organization helps the organization to develop overall performance indicators and use them as benchmarks for monitoring and improving performance by unearthing hidden problems. Further development of a continual improvement culture will generate additional benefits coming out of implementing a Quality Management System. The process approach of the Quality Management System will help to organize and plan the work of the organization as a series of interrelated interacting activities and achieve systematically. Developing Documented Procedures is an important tool for reducing process variability that forces people to think critically about their actions. 

The Institute of Innovation and Quality Assurance on the behalf of Moody Inspection and Assurance has been conducting different ISO Certification processes in Nepal. IIQA recently conducted a certification audit of Just Nepal Foundation and provided them with ISO 9001 certification leading them to be the first NGO in Nepal to get certified under this standard in Nepal. 

IIQA has been facilitating various training sessions to bring more insights on ISO Standards in Nepal together with different expertise recognized nationally and globally. IIQA provides a three-day intensive training program on Environmental Assessment concerning EPA 2076 and EPR 2077. Environmental Assessment is an important tool to inform decision-makers, regulators, and stakeholders, about the possible environmental, social, and economic costs of the proposed project, to be effective, it requires the active involvement of all concerned stakeholders. IIQA believes that there is a genuine need to develop the capacity of all concerned stakeholders including regulators to screen and scope the EA process, conduct transparent public consultations, and evaluate the EA reports. The session remained very informative with great insights and higher competency for the sustainability of any sort of project in a holistic manner along with the active participation of the attendee.

The Training on Risk Management Awareness and Implementation in Financial Co-operatives primarily based on ISO 31000 was highly dedicated for all mid-to-advanced managers who implement or maintain management systems that may benefit from understanding how risk can be used as a management tool and how it affects their organization. As a proven methodology, risk management is a systematic framework and process for maximizing those areas where outcomes can be controlled while minimizing those that cannot be predicted and over which control cannot be exercised. The training provided participants with the awareness of the need to start managing the organization’s risks effectively.

International Trade Centre (ITC) has organized a Quality champions program in Nepal to develop a network of quality champions to create a pool of trainers and advisors on quality management, food safety, and market access through compliance with legal and technical requirements of the market.  In this regard, Ms. Enusha Khadka CEO of IIQA had been also selected as Quality champion for various programs and is being trained using the latest tools and techniques for ensuring quality and food safety in a business and implementing quality improvement projects in enterprises, and serving the SMEs of Nepal in long run.

IIQA participated in the 26th United Nations Climate Change Conference of the Parties (COP26) in Glasgow that started on 31 October 2021. Nearly 200 countries came together in hope of finding a joint answer to the global challenges posed by climate change. As standards are crucial in underpinning the global economy, creating trust in all aspects of international trade is critical. The ISO has several standards that are essential in supporting the climate agenda, helping in the adaptation of climate change, quantifying GHG emissions, and promoting the dissemination of good practices in environmental management. IIQA's CEO, Ms.Khadka attended the event and shared how ISO had committed to combat climate change through standards to achieve the climate agenda by 2050 and about the London Declaration.

IIQA also provides quality, independent and impartial inspection services to ensure that the compliance of your product is as per specification, standards, customer’s expectations, International codes, environmental and social norms. Under these services, IIQA is serving as an inspection partner for various Import companies of the USA and Europe, Korea who are importing handicrafts, pashmina products from Nepal. Besides this, the company also access the quality of imported goods to Nepal.

International Organization of Standardization (ISO) is globally renowned for producing a proven global benchmark of standardization. IIQA has strong competency in improving the quality of academic institutes such as schools, colleges, training centers, etc. It provides training on various themes of quality management appropriate to the academic institutes and also supports such organizations on getting ISO certification. IIQA helps them to get ISO 21001 certification which specifies requirements for a management system for educational organizations (EOMS). Implementing an EOMS and becoming ISO 21001:2018 certified will enable your organization to:

• Increase value for learners and other beneficiaries

• Increase its ability to respond to the demands of interested parties

• Increase the satisfaction of learners and other beneficiaries

• Enhance its reputation

• Improve learner motivation and engagement

• Improve the acquisition and development of competences

• Widen access to education for learners with different learning styles, with different needs, and from different backgrounds

• Enhance learner personal development, initiatives, and creativity

Prepared by: Swikriti Parajuli

I’m a student and I believe in learning and sharing. Besides community development, I’m passionate about arts, music, and sports.