A number of academics have penned a letter to three government ministers highlighting the need to help the country gain a workforce with the "right skill set", putting forward their proposals.

The letter was penned to the Ministers for Finance and Employment, Education and Equality, Research & Innovation, as well as to the House of Representatives.

Despite initiatives that have been taken, like Science in the City, courses by the eSkills Foundation, initiatives by Tech.mt, Esplora and the Directorate of Learning and Assessment Programmes, and more, "recent statistics still show a massive disparity in the distribution of students across subjects, with Science, Technology, Engineering, and Mathematics (STEM) being amongst the least chosen for specialisation. More broadly, we still encounter sixth form level students who think of computer science as concerned with fixing physical computers, or who think of science as a prescribed set of lab experiments," the academics said.

While the learning outcomes framework was implemented to address the learning needs of students, it is still not nourishing students' curiosity to pursue STEM studies, the academics said. "Our current culture rewards rote learning (the process of memorizing information based on repetition) and leads to a workforce that is ill-equipped to deal with problems that require critical and innovative thinking. This has exacerbated our reliance on third party nationals for staffing high-end jobs."

"For a number of years, we have been seriously considering options of how we can help our country have a workforce with the right skill set and frame of mind. We hereby would like to put forward a three-pronged proposal which could be developed into a comprehensive, long-term nation-wide strategy."

The first reads that STEM thinking is taught in primary and secondary schools as part of the basic curriculum. "Whilst we have syllabi in place for our students to acquire STEM knowledge, this is not leading to creative, computational and critical thinking in our society. Such thinking goes beyond a specific career path; it includes universal problem-solving skills based on the power of abstracting unnecessary details and seeing patterns across multi-disciplinary domains. A workforce possessing these thinking tools is a necessity for a Maltese society capable of evolving. The current literacy hurdles and misconceptions - such as those related to gender - surrounding STEM can be bypassed through alternative pedagogical approaches which emphasise the communication of complex concepts to students of various ages whilst keeping them engaged and motivated."

The second deals with dedicated programmes for STEM. "Just like there are sports and arts schools where students who show promise can excel and advance quicker in those subjects, we propose there would be post-secondary programmes dedicated for STEM subjects. Highly talented students are unlikely to find the covered content in schools stimulating enough. Students with an excellent track record in STEM should be acknowledged and offered the possibility to realise their full potential through the formation of high achieving groups and representing Malta in international competitions."

They said that this approach bears fruit as can be seen in the example of the Bronx High School of Science that has produced eight Nobel Laureates . "Our goal is to be inclusive of all students and have specialised programmes and support for those who are academically inclined as well as for those students who are not. This can be achieved through dedicated programmes such as mentorship, clubs and competitions that allow differently abled students and young adults to be stimulated and able to achieve their full potential using creative, critical and problem solving skills."

The third is for a resource centre to encourage engaged research. "The engagement of stakeholders and citizens with local research is currently being conducted in a piecemeal manner. We lack a professional coordinating central body that facilitates this goal which is at the heart of publicly funded research. Beyond this, the need for a physical space to centralise and integrate resources, overcome fragmentation and maximise impact is clear. Such a centre will be able to strengthen the relationships and trust with various stakeholders: educational and research institutions, civil society, media, industry, and government entities on a local and international scale."

The vision of such a space would be to create a shared understanding of the importance of transdisciplinary research and public engagement through collaborations with researchers and students. "The centre would aim to coordinate (a) public engagement with research activities, (b) research and initiatives by attracting funding, (c) student exchanges and international collaborations, to improve the impact they have on the Maltese Islands. This resource centre will drive efforts to increase student numbers in STEM subjects. The centre can be incorporated into the School for STEM concept and collaborate with pre-existing structures such as Esplora."

While these propositions may be perceived as ambitious and their fruits may take years to reap, "every year that passes is another year of lost potential. The international realities of technological and educational advancements mean that if we fail to innovate and take calculated risks, our standing will continue to comparatively deteriorate. "

"We believe that as a society, we are all responsible to continually improve education - the foundation on which society is built. As stakeholders in STEM, we hope to pass on our passion and enthusiasm to upcoming generations, not only to ensure a future proof workforce, but above all for a critically-thinking and creative Maltese community."

Letter