HEADlines | Stepping up STEM education for children | Head Foundation Singapore on Glue Up

Issue 83: 28 Sep 2021

Every week, HEADlines brings you the latest news, stories and commentaries

in education and healthcare. This week, get insights on the latest developments in education.

Stepping up STEM education for children

To promote the healthy development of children’s reading and STEM skills, a group of researchers in the United States has identified several innovative projects that use the six principles of learning to create public play spaces: these range from interactive bus stops to learning math along the sidewalk.

In Australia, nine -year-old prodigy Allegra Clarke has just been admitted to study Physics in university, and she hopes to see more girls in STEM classes and fields. Allegra has already mastered Physics content at the senior high school level, and her mother attributes her accelerated learning to supportive teachers who encourage her passion and aptitude in the subject.

Crucial to developing interest and competency in STEM subjects for children is having a robust support system that scaffolds their learning at every level, from explorations in thoughtfully designed public spaces, to breaking glass ceilings and accelerated learning.

In the first of a three-part series, a commentary by Gabrielle Chan for The HEAD Foundation delves into the reason for gender disparity in STEM fields and professions, and why bridging the STEM gender gap, particularly in Southeast Asia, is paramount to equitable development.

Education in the Spotlight

The London School of Economics and Political Science: The state and education: Lessons for the UK from China and India

Research into Chinese and Indian education systems finds that carefully managed government intervention in partnership with local stakeholders often yields the best teaching outcomes.

Brookings: What do we know about the effects of COVID-19 on girls' return to school?

Estimates projected that between 11 million and 20 million girls would not return to school after COVID-19 due to multiple factors. Have these fears been realised?

The New York Times: Opinon: 'It's becoming increasingly hard for them to feel good about themselves'

Is there a whole class of men who no longer fit into the social order? Differing rates of brain maturity and development, and political, social and cultural forces are now at play.

The Hechinger Report: Can making music remake the mind?

A new book by a Northwestern University neuroscientist makes a case for teaching music to improve learning in other subjects.

The Straits Times: Relook portrayal of nature in Singapore's history books: Study

In a recent study, Yale-NUS College researchers found that history books here often focus on Singapore's developmental history, with little mention about the trade-offs the country had to make in terms of its natural environment.

The Washington Post: Why it's a mistake to teach climate change only in science class

Only 49% of young people polled said they view climate change as a major threat at a time when the world has seen the most extreme weather.

The Conversation: Harvard's decision to ditch fossil fuel investments reflects changing financial realities and its climate change stance

Harvard University will keep phasing out all investments tied to oil, gas, and coal, as part of a broader trend gaining steam among many large institutions with endowments.

That's all for the week!

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