We conduct research programmes by collaborating with different universities within the regions based on the two broad rationals below:
1Future post-industrial economies (the so-called industrial revolution 4.0 economies) will demand technologically literate, globally aware, ethically responsible citizens, to be flexible to take on the challenges of our world. Examination of emerging trends in workforce demographics, skills, and orientations illustrates an accelerating demand for capabilities that align with STEM/STEAM/STREAM perspectives. Engaging early with these disciplines and approaches are shown to have positive long term effects on the connections learners have to view STEM and related disciplines as meaningful and rewarding career opportunities. Establishing this position is a foundational component of lifelong learning, critical future skills as part of school readiness, early literacies relevant to motivation and engagement with learning.
2A lot of teachers’ training programmes globally, particularly in early years education have focused on matters other than deep STEM competencies. This set a reality that significant proportions of the global early year's workforce will present as having limited backgrounds and experience with disciplines potentially viewed as technical and difficult. Exploring on how to engage and motivate teachers from different irrespective of cultural and educational background with curriculum imperatives vital to national futures is a critical human capital endeavor.
Ensuring that the pre-service and in-service professional development, certification, and accreditation of teachers are relevant, achievable, accessible, place-based and connected to visible student learning, is an important building block in establishing confidence, trust, and recognition.
Creating the conditions to showcase in context, leading practices establishes an environment in which to build communities of practitioner lead impactful change. Recognising that every learning environment is unique, these differences will encompass a diverse range of strategies and approaches. By having responsive and flexible approaches to the introduction of curriculum and programme change grounded in pursuit of student learning will position different countries to take the best advantage of their efforts in transformation and future-focused alignment.