Opinion on a Draft Concept for the Development of a School STEM Environment

To the attention of:

Ms. Nadya Mladenova Deputy Minister of Education and Science

POSITION

of the Association for Innovation, Business Services and Technologies (AIBEST)

Regarding: Draft Concept for Building a School STEM Environment through the Implementation of Investment Project C1.I1 "STEM Centres and Innovations in Education" under the National Recovery and Resilience Plan of the Republic of Bulgaria, Pillar 1 "Innovative Bulgaria," Component 1 "Education and Skills"

In connection with the public consultation announced by the Ministry of Education on the Draft Concept for Building a School STEM Environment through the Implementation of Investment Project C1.I1 "STEM Centres and Innovations in Education" under the National Recovery and Resilience Plan (NRRP) of the Republic of Bulgaria, Pillar 1 "Innovative Bulgaria," Component 1 "Education and Skills," the Association for Innovation, Business Services and Technologies (AIBEST) expresses its position, objections and proposals as follows:

Acknowledging the necessity of investment in the physical infrastructure of schools, we object to the government's intention to direct the NRRP funds under this measure exclusively towards construction and renovation works and the purchase of equipment and technology.

STEM education does not consist solely of construction and repair works and the renewal of physical infrastructure, the building of laboratories, or the purchase of 3D printers and other equipment that will be practically obsolete at the actual time of their purchase.

We insist that the need to develop a methodology for teachers for teaching in a STEM environment be addressed. The STEM approach is not about "attaching" the current approach to education onto the so-called STEM environment. We find this to be a substitution of the concept of STEM education. The chosen approach in no way corresponds to the essence and philosophy of STEM education — to create the initial ecosystem for innovation through new content, new teaching models including teaching skills, methodology and subjects taught in a way that resembles real life.

At present, the concept does not provide clarity on who will support teachers; who will guide them on how to teach in a STEM environment and what "validated" resources should be used with a view to building the skills that pupils need to acquire.

At the central level, there should be a methodology for the development of resources and tools to be used in STEM teaching, as well as a methodology for conducting scientific expert review and assessment of educational resources created by different STEM teams in schools across the country before they are shared with all teachers, trainers, headteachers, students in pedagogical specialties, lecturers and other experts with access to the portal and e-library.

We insist that all stakeholders be engaged — the academic sector, business, the non-governmental sector, educational institutions and professional organisations — to participate in the development of the principles of teaching and the support of teachers. We believe that these stakeholders are those who can guarantee, through their participation and by virtue of their expertise and experience, that the continuous advancement of technology, the development of science and innovative creative thinking will be integrated into the methodologies and content for STEM education in a way that can be applied in everyday life.

The building of STEM centres is a great opportunity for schools in Bulgaria and a remarkable opportunity for pupils to learn in a modern and technological environment that will contribute to the acquisition of new skills. However, we consider it incorrect and short-sighted that the development of teaching methodology and curricula cannot be placed as a burden and responsibility on the individual teacher. This does not carry the characteristics of a systemic approach and does not lead to sustainability or a guaranteed level of quality.

We object to the introduction of new teaching methods, the development of methodologies and curricula, and the upskilling of pedagogical specialists in the direction of improving digital skills and innovative teaching skills being planned with the complementary support under the "Education" Programme 2021–2027. This approach calls into question the synchronisation of the elements within the STEM education system.

Last but not least, the measure as structured and the lack of synchronisation in the functioning of the elements of the STEM education system pre-emptively embed enormous inefficiency with regard to the STEM outcomes of schools and low practical value for pupils, and indirectly for the businesses working to generate high added value for the economy and society in Bulgaria.