This digest highlights key statistics drawn from a variety of data sources. Data and figures in this digest are organized into the following topical areas: enrollment, field of degree, employment status, and occupation, including academic careers. Surveys conducted by the National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation provided a large portion of the data used in this report. NCSES has a central role in the collection, interpretation, analysis, and dissemination of objective data on the science and engineering enterprise.
The Panel recognizes that the Department of Defense (DoD) and industry have different business models, which at times may be in conflict. In exploring common ground, the Panel members received the testimony of many defense and industry officials, reviewed the history of relevant legislation and identified “tension points” of disagreement between the Government and industry. Following extensive deliberations, Panel members (listed in Appendix B) prepared white papers to address the tension points and to make recommendations for legislative, regulatory, and policy changes that recognize and
Chinese government makes their goal clear. China aims to become the global leader in innovation and manufacturing. This would be an unacceptable outcome for American workers. To drive our own development in a competitive, global economy, we must prioritize the high-wage industries of the 21st century, to the benefit of American businesses, workers, and their families.
The Federal Government has a key role to play in furthering STEM education by working in partnership with stakeholders at all levels and seeking to remove barriers to participation in STEM careers, especially for women and other underrepresented groups . Accordingly, this report sets out a Federal strategy for the next five years based on a Vision for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, and employment.
In the 2018 Skills Gap in Manufacturing Study, the authors find that the talent shortage is accentuated by two factors: a prolonged economic expansion that has increased the number of job openings in manufacturing and projected growth in baby boomer retirement. Although these two factors are expected to lead to more than 4.6 million manufacturing jobs over the next decade, the authors’ research finds that fewer than half of these jobs are likely to be filled.
Members of the book review panel, made up of STEM educators and literacy professionals appointed by NSTA, selected 24 books for the list from approximately 374 submissions. The panel based their decision on their extensive knowledge and looked for the very best STEM books that they believed would inspire K-12 students. The list of winning titles includes topics that range from the world’s most important innovations to using divergent thinking to explore outer space or the ocean.
Code.org names nine varieties of policy that states can create to promote computer science education, and these fall into four categories: policies that create plans and set standards; policies that allocate funding or increase capacity by training teachers; policies that create dedicated computer science positions inside state government agencies; and policies that integrate computer science more tightly into school and university curriculums.
Manufacturing USA completed its third year since Congress authorized the program through the Revitalize American Manufacturing and Innovation Act (Public Law 113-235). This Fiscal Year 2017 Annual Report describes the accomplishments and state of Manufacturing USA, including its 14 member institutes.
The study has significant implications for workforce preparedness and the US economy. By 2020, 77% of all jobs will require some degree of technological skills, and there will be one million more computing jobs than applicants who can fill them. That means there’s a growing need for workers trained in STEM skills but a shortage of graduates who have them. In fact, according to PwC’s annual CEO Survey, 79% of US CEOs are concerned that a shortage of people with key skills could impair their companies’ growth.
This year’s edition lays out the trends and challenges facing higher education globally in adopting education technologies and creating new ones that support broader improvements in learning and student success. On the short-term horizon: analytics technologies and new learning spaces. Already in demand, they will grow even more prevalent in the next couple of years as academe increasingly focuses on measuring what students are learning and providing them with new educational experiences, such as active-learning classrooms and makerspaces.