Multi-Sectoral

International Best Practice Collection of S.T.E.M. (Science, Technology, Engineering and Math) Open Education Resources (OER)

Heading: International Best Practice Collection of S.T.E.M. (Science, Technology, Engineering and Math) Open Education Resources (OER) Secondary School Material

 

Research Question: To demonstrate how provision of high-quality S.T.E.M materials could impact secondary school learning outcomes and contribute to global engagement.

How would this address this research and lead to major S&T solutions:

S.T.E.M material evaluation and acquisition would complement USG administration interest and those education reform efforts, including the use of ICTs in education and 21st century skills development. STEM material identification can build upon, highlight, and reinforce current activities, such as the BLOSSOMS project (Blended Learning Open Sources Science or Math Studies) in Pakistan, where instructors at the Lahore University of Management and Science (LUMS) and MIT are creating interactive educational videos for high school math and science classes.

 

USAID could underwrite a comprehensive review, evaluation and collation of quality S.T.E.M open educational resource (OER) material which are currently and/or can be modified for multimedia delivery (e.g., CD-ROM, web-based, video) for use in many USAID-supported programs. Such materials would complement existing curricular content, teacher training and classroom instruction by providing a comprehensive repository of internationally-approved STEM material. As with the U.S., S.T.E.M education is a high priority for governments in many countries around the world, as it is tied to relevant education, youth workforce development, and long-term national development. Materials would be identified through a comprehensive literature and desk review and informed consultations with OER and educational software, video and audio material providers. Identification of a “top 100” list of STEM materials across major languages would be benchmarked against national and international standards. Pilot countries for material dissemination and integration into existing curricula might include Indonesia, Pakistan, Egypt, Jamaica, Rwanda, and Kenya.

 

Intermediate benchmarks/results:

 

STEM material would be reviewed, evaluated and made available and/or accessible through a variety of electronically-accessible repositories, including linked to and from existing education portals. USAID working in conjunction with Ministries of Education could would support a symposium to bring together the public/private sector/O.E.R S.T.E.M material providers. For example, Intel has made a substantial investment in STEM education in the U.S. and they, Microsoft and Cisco (all USAID GDA partners) are all interested in STEM material dissemination internationally. In addition to showcasing existing materials, deliberations at the symposium might encourage new Global Development Alliance partnerships, for example with Apple’s iTunes Univesity, to technically support STEM educational content development and provision.

 

Partners: US Department of Education, NSF, NASA, NOAA, public educational broadcasters (e.g., PBS, WBGH), OER Foundation, Hewlett-Packard Foundation, iEARN, Peace Corps, UNESCO, Intel, Microsoft, Cisco, Apple

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Idea No. 88