| Summary: | There is a wide demand for professionals related to the science, technology, engineering and mathematics (STEM) field; nevertheless, the number of students is decreasing every day, and the presence of women is also scarce. Within the Spanish context, different programs are promoting measures for STEM skills’ development; however, they are neither collected nor evaluated under a common umbrella. For that reason, it seems appropriate to investigate the possibilities of carrying out a STEM certification, involving the management and teaching practice of secondary and high school education centers. The present work has developed an evaluation instrument based on the work by The Friday Institute for Educational Innovation from the North Carolina State University (USA). The model proposed looking at obtaining a high-quality STEM Center certification in the Spanish context, seeking to guarantee that the efforts made are systematically collected and evaluated in a common framework. This model includes an evaluation rubric with 5 dimensions and a series of indicators, classifying the centers in 4 levels of development. The aim is to provide a framework to establish, monitor and guide their STEM culture development with a global perspective, counting with the entire educational community, working on STEM skills in a transversal manner.
|
|---|
