As stated in “Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy: Europe's education and training systems need to provide the right mix of skills and competences, to equip people with basic skills and the motivation and capacity to learn, to foster the development of transversal competences, to promote sustainable development and active citizenship, and to encourage creativity, innovation and entrepreneurship. NGSS project aims to promote STEM+Arts in early childhood education through the novel approach that will focus on Social and Emotional Learning concept (SEL), integrated with interactive approaches (e.g. drama, gamified learning, physical education etc.), involving social, emotional skills as well as cognitive skills. The main focus will be on the following four skills, communication, critical thinking, collaboration, creativity. Acquisition of the four skills mentioned above will help to remove emotional and conceptual barriers to science learning in early education, so that learners will feel confident to approach the subject in their later schooling. The secondary goals of the project will include: Promote a gender unbiased approach to STEM education; Increase the environmental awareness and sensitivity of young learners;As a 21st century education strategy, the project aims to increase children’s basic skills in STEM+Arts (creativity, critical thinking,problem-solving) and the competence development of teachers to effectively teach interdisciplinary art and science concepts using a real-world context for fostering more creative and collaborative learning environments in schools. To measure the impact on young girls using the NGSS tested approach, an effective assessment behavioural change model will be created by the partnership. In addressing the issues of girls’ engagement in STEM by testing out innovative prevention measures in the early stages of education, the project aims to have a strong impact on all project target groups NGSS expects to directly reach at least 100 teachers across EU and their relative students (3000 pupils) during the piloting phase as well as at least 55 schools, supported by the contribution of 18 female STEM+Arts professionals, 30 institutional stakeholders, 220 participants at Multiplier events wider dissemination to +300 school stakeholders e.g.) Specific Objectives: Increase the competence development of teachers and educators to effectively teach and expose STEM+Arts concepts to young children at early childhood education, with a focus on girls, so to foster creativity, critical thinking and problem-solving competences; Increase and nurture girls’ interest in STEM fields through the development of gender, inclusive teaching methods, open resources focused on STEM+Arts learning in schools with a real-world context; Support a behavioural change in girls to foster non-gender stereotyping in education and career choices, motivating girls to fulfil their potential in STEM fields and reduce the gender gap; Integrate a 21st century education strategy for developing more creative learning environments in pre-primary, primary schools through the adoption of interdisciplinary STEM+Arts learning approaches joined with gender inclusive practices in school curriculum NGSS will include a comprehensive analysis on the value of STEM+Arts education in increasing the motivation, participation of young girls in STEM fields and the development of Online Training Curriculum for teachers in STEM+Arts learning and gender sensitive practices to support educators and teachers to lead interdisciplinary approaches of arts & sciences at schools. Furthermore, all training workshops will support and will also make the teachers to be part of the learning process to be mentors creating guidelines and training the facilitators for the piloting of the OER. As added value, the partnership will create a STEM+Art Kit for pupils and a Digital Toolkit for Teacher Training Course to be used in the classrooms with teachers and school children. The outputs contain a set of new and digital methodologies and tools that will support teachers in reducing gender gaps regarding women and STEM by adopting inclusive STEM+Arts learning. These outputs will mix formal and non-formal teaching approaches as well as ICT based activities in order to enrich both teachers and pupils, supporting young students, especially girls, to make non-stereotyping choices in their future educational pathway. The creation of the “Policy Recommendation for STEM+Arts Education” co-produced with teachers, educators, STEM professionals & stakeholders from 6 EU countries & targeted at school decision makers will give an EU dimension to the project. The Policy Recommendation Paper & Impact Report will provide a framework for schools to integrate STEM education through using evidence-based results will foster the participation of girls in STEM where the gender gap still persists.
Apologies for the oversight. Here's a revised version within the character limit: The NGSS project aimed to achieve multiple objectives. To increase student achievement and interest in STEM subjects, particularly among young learners, engaging STEAM education approaches were utilized. Additionally, the project aimed to support the development of basic skills and competencies for all individuals, with a focus on empowering girls and addressing socioeconomic barriers. Strengthening the expertise of teaching professionals was another goal, achieved through providing up-to-date pedagogical knowledge and assessment skills aligned with Next Generation standards. Furthermore, the project aimed to promote policy recommendations for STEM+Arts education, co-produced with stakeholders from six EU countries, to foster integration and address the gender gap in STEM fields. Innovative curricula, training resources, and methodologies were developed to optimize student engagement. Collaborative communities of practice were established to empower teachers and share effective strategies. The project also focused on inspiring and motivating young people, especially girls, to pursue STEM studies and careers through hands-on learning and exposure to professionals. Overall, the NGSS project aimed to modernize science learning, optimize resources, and create a sustainable impact in STEM education.
As stated in “Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy: Europe's education and training systems need to provide the right mix of skills and competences, to equip people with basic skills and the motivation and capacity to learn, to foster the development of transversal competences, to promote sustainable development and active citizenship, and to encourage creativity, innovation and entrepreneurship. NGSS project aims to promote STEM+Arts in early childhood education through the novel approach that will focus on Social and Emotional Learning concept (SEL), integrated with interactive approaches (e.g. drama, gamified learning, physical education etc.), involving social, emotional skills as well as cognitive skills. The main focus will be on the following four skills, communication, critical thinking, collaboration, creativity. The Need for inclusive STEAM education reform in Europe prompted the application, as many students, especially girls and those in disadvantaged schools, lacked motivation and competency in crucial STEM subjects. Teachers require modernized training incorporating diverse learning needs. The project's main target groups were: - Teachers from pre-school and primary levels - Early childhood education students aged 6-10 - A focus on empowering girls and children from low-socioeconomic families The project aimed to address three pressing needs: 1. Modernizing teaching methodologies to make STEM learning more inclusive and engaging for all students, particularly girls and those facing socioeconomic barriers. 2. Strengthening teachers' professional competencies in student-centered pedagogical approaches fostering skills like collaboration, critical thinking and communication. 3. Developing shared resources and models of exemplary practice that could inform systemic improvements supporting STEAM education across Europe. By recognizing these needs and the alignment with Europe 2020 goals, the consortium partners collaboratively developed this proposal. Please let me know if this response is now appropriately formalized.