The release of the European Commission statistics on students studying science has shed light on Malta’s situation and raised discussion on this paper. Although numbers speak volumes, we need to look beyond figures for a constructive debate to happen.
In today’s globalised world, Malta, like any other country, needs to have a skilled population, competent in science, technology, engineering and mathematics – the so-called STEM subjects. Unfortunately, the take-up in Malta of these subjects has been slow, despite the various efforts and initiatives undertaken throughout the years.
Understanding the importance of science in life, the National Student Travel Foundation (NSTF) played a pioneering role in introducing science popularisation and outreach campaigns among sixth form students as far back as 30 and more years ago.
Furthermore, it systematically extended its reach to all students throughout the educational spectrum – from university level right down to primary school children who are aged as young as six.
This spectrum of students today actively participates in a wide ranging suite of no less than 10 science popularisation and outreach programmes that NSTF annually organises throughout the scholastic year.
Recognition goes to the NSTF altruistic commitment of the student coordinators and the indefatigable support of a small but reliable cohort of dedicated science teachers and school heads who value the non-formal hands-on interactive learning environment that NSTF embraces. But the argument today is that all this is not enough.
While NSTF has constantly received support from the minister and parliamentary secretary at the Ministry of Education, reality reveals that tangible support and encouragement to students must run relentlessly throughout the entire education system to overcome perceptions, hurdles and obstacles to change things around.
History shows that NSTF’s non-formal educational programmes have been both appealing and successful in that they attracted and exposed tens of thousands of students over the years to the beauty of science through various events and programmes run on a national scale.
The 2013/2014 edition alone witnessed a participation of close to 6,000 students in both Malta and Gozo.
But while the focus is on science, students participating in these non-formal programmes are simultaneously guided to improve their interpersonal and soft skills, exposing them, among others, to research, analysis, report writing and presentation, time management, creativity, innovation, public speaking, debate and teamwork.
More recently, the Malta Council for Science and Technology has also been engaging in science outreach programmes that are contributing to the general increase in exposure to STEM subjects.
However, we believe that it is not just about the popularisation or the outreach of STEM subjects. The arguments cannot only focus on the demand for STEM education but, more importantly, they should be about the supply of such opportunities.
An increasing number of soft skills are required
Malta’s recent economic development has been particularly driven by a number of service-oriented subjects, including financial services. The fast and sustained growth in these industries has naturally attracted significant interest in related subjects for students to pursue careers in these industries.
Although the demand for STEM subjects has always been there, it is only recently that there has been a noted interest in STEM graduates from across a wide variety of economic sectors. It therefore follows that any science outreach campaign must also focus on the diversity of career prospects of science and dissipate the myth that science can only lead to a teaching profession.
It is also pertinent to broaden the discussion to focus on education in general and not just on STEM subjects. Care and prudence must be taken not to conclude that future innovation or economic growth depends solely on STEM graduates. Although a skilled pool of STEM graduates is central, any economy requires a wider pool of skilled people to contribute to sustained growth.
Labour markets do not only need more technical expertise. They require more soft skills, like the ability to think imaginatively, develop creative solutions to complex challenges and adapt to changing circumstances and new constraints. This is what young people need from education and this is what NSTF strives to undertake to prop up the formal education system.
At NSTF, soft skills and personality development are central tenants of its educational programmes. We not only expose programme participants of all ages to STEM-related subjects but, at the very basis, we train and expose them to teamwork, critical analysis, debate, public speaking, creative thinking, innovation and more.
As much as we need to further emphasise science education, we must also focus more on, and not continue to overlook, soft skills.
Francis Stivala is general secretary of NSTF.