Egyptian School of STEM and the Needs for the Labor Market of Teacher of Excellence Throw Higher Education

Elnashar ZE and Elnashar EA

Published on: 2019-08-14

Abstract

This study aims to generate a conceptual framework for Egyptian School of STEM and the Needs' for the Labor Market of Teacher of Excellence Throw Higher Education, specialized Science, and Technology, Engineering, and Mathematics (STEM) schools. There are 14 schools of STEM as examples of STEM-oriented programs and state initiatives exist and demonstrate what is possible for our national STEM agenda. Each program, no matter its place on the continuum of approaches to STEM, needs an explicitly stated goal and specific strategies for achieving that goal as the Needs' for the Labor Market of Teacher of Excellence Throw Higher Education. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types (selective, inclusive, and focused career and technical education). a messaging and marketing campaign that changes school culture and raises the prominence of STEM must be in place. Parents and community members should see that science, technology, engineering, and mathematics matter for our students, and adjust curricular expectations accordingly. Science and technology can no longer be perceived as mere enrichment, second in value to language arts and mathematics. Many schools have already learned the hard lesson that encompasses more than developing reading and scientific writing skills and engaging in literary analysis. Content reading and writing skills, as well as evaluating evidence from non-fiction texts, now appear in the Common Core State Standards for English Language Arts. STEM education gives students access to disciplinary skills that are essential to a productive life in the Egyptian School of STEM. And synthesizing the literature, we created a conceptual framework of effective learning environments for STEM schools included actors (students, teachers, community leaders, and role models), contextual factors.