Latest news with #EngineeringandMathematics
The Sun
14-07-2025
- General
- The Sun
Call for more inclusive primary education model
PETALING JAYA: Despite the growing awareness of gender equality, many school materials still portray boys as leaders and girls in domestic roles, a concern that has prompted calls for urgent curriculum reform and more inclusive learning environments. Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said schools must intentionally nurture gender equality from the earliest stages, including the use of inclusive language, diverse role models in teaching materials and encouraging both boys and girls to explore all subjects, especially in Science, Technology, Engineering and Mathematics (STEM), the arts and sports. She acknowledged that some textbooks still depict outdated gender roles such as men as leaders and women in passive or domestic settings. 'We would like to see a comprehensive review of teaching materials, led by diverse experts including gender studies professionals. 'It should include updated textbooks that portray boys and girls in a variety of modern, realistic roles such as female scientists, male nurses, women in leadership roles and men as caregivers.' Noor Azimah also stressed the crucial role of parents in reinforcing positive and non-stereotypical values at home. 'Parents should support their children's interests regardless of gender, whether it is a boy in fashion design or a girl in robotics,' she said, adding that PAGE advocates mainstreaming gender sensitivity across the national curriculum, not as a stand-alone subject, but embedded across all areas of learning, with deliberate efforts to achieve balanced participation. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said children begin forming ideas about gender roles from a very young age, often as early as two or three, long before they understand what 'gender' means. 'That's why what they see, hear and experience in school matters deeply. It's not just about changing textbooks or posters. It's about helping children grow up believing they can be anything, regardless of gender. 'Teachers and parents must work together to build an inclusive mindset, as shaping confident, open-minded individuals starts the moment children enter school.' Teh stressed that reinforcing traditional gender stereotypes in schools is not only outdated, but structurally damaging. He said when educational environments implicitly (or explicitly) convey that leadership is masculine and caregiving is feminine, they instil internal hierarchies that confine students' identities and aspirations. 'Over time, these stereotypes crystallise into career pipelines marked by gender imbalance, not because of innate ability but because of early social conditioning. 'Girls may shy away from STEM or leadership roles not because they lack ability but because they're taught to value harmony over competition. Meanwhile, boys may avoid care-based careers like nursing or teaching, despite having the emotional skills to succeed.' Teh warned that limiting children's beliefs about what they can become leads to a loss of talent and innovation. Schools, he said, should empower students, not hold them back by challenging rigid gender roles and helping every child reach his or her full potential. 'While many schools have made strides in promoting academic excellence, I don't think we are doing enough yet when it comes to shaping students' values, especially around gender equity and mutual respect.' He also pointed out that focusing solely on grades while overlooking the subtle social lessons being taught may risk producing high achievers who still carry outdated mindsets about gender and power. 'It's natural for boys and girls to respond differently to lessons on gender roles, as they're often socialised in different ways. Some boys may resist ideas that challenge traditional masculinity, while some girls may hold back from speaking up. 'However, when given a safe space to reflect and express themselves, many begin to open up.' Teh emphasised that promoting gender inclusivity in schools is not about rejecting tradition but about giving children the freedom to be themselves without limitations. He advised school leaders facing resistance to approach change with empathy and purpose. 'If school leaders face pushback when promoting gender inclusivity, the key is to lead with empathy and stay focused on the goal. Change doesn't have to be loud to last – it just needs to be honest, compassionate and consistent.'
The Sun
14-07-2025
- General
- The Sun
Calls grow to remove gender bias from school textbooks
PETALING JAYA: Despite the growing awareness of gender equality, many school materials still portray boys as leaders and girls in domestic roles, a concern that has prompted calls for urgent curriculum reform and more inclusive learning environments. Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said schools must intentionally nurture gender equality from the earliest stages, including the use of inclusive language, diverse role models in teaching materials and encouraging both boys and girls to explore all subjects, especially in Science, Technology, Engineering and Mathematics (STEM), the arts and sports. She acknowledged that some textbooks still depict outdated gender roles such as men as leaders and women in passive or domestic settings. 'We would like to see a comprehensive review of teaching materials, led by diverse experts including gender studies professionals. 'It should include updated textbooks that portray boys and girls in a variety of modern, realistic roles such as female scientists, male nurses, women in leadership roles and men as caregivers.' Noor Azimah also stressed the crucial role of parents in reinforcing positive and non-stereotypical values at home. 'Parents should support their children's interests regardless of gender, whether it is a boy in fashion design or a girl in robotics,' she said, adding that PAGE advocates mainstreaming gender sensitivity across the national curriculum, not as a stand-alone subject, but embedded across all areas of learning, with deliberate efforts to achieve balanced participation. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said children begin forming ideas about gender roles from a very young age, often as early as two or three, long before they understand what 'gender' means. 'That's why what they see, hear and experience in school matters deeply. It's not just about changing textbooks or posters. It's about helping children grow up believing they can be anything, regardless of gender. 'Teachers and parents must work together to build an inclusive mindset, as shaping confident, open-minded individuals starts the moment children enter school.' Teh stressed that reinforcing traditional gender stereotypes in schools is not only outdated, but structurally damaging. He said when educational environments implicitly (or explicitly) convey that leadership is masculine and caregiving is feminine, they instil internal hierarchies that confine students' identities and aspirations. 'Over time, these stereotypes crystallise into career pipelines marked by gender imbalance, not because of innate ability but because of early social conditioning. 'Girls may shy away from STEM or leadership roles not because they lack ability but because they're taught to value harmony over competition. Meanwhile, boys may avoid care-based careers like nursing or teaching, despite having the emotional skills to succeed.' Teh warned that limiting children's beliefs about what they can become leads to a loss of talent and innovation. Schools, he said, should empower students, not hold them back by challenging rigid gender roles and helping every child reach his or her full potential. 'While many schools have made strides in promoting academic excellence, I don't think we are doing enough yet when it comes to shaping students' values, especially around gender equity and mutual respect.' He also pointed out that focusing solely on grades while overlooking the subtle social lessons being taught may risk producing high achievers who still carry outdated mindsets about gender and power. 'It's natural for boys and girls to respond differently to lessons on gender roles, as they're often socialised in different ways. Some boys may resist ideas that challenge traditional masculinity, while some girls may hold back from speaking up. 'However, when given a safe space to reflect and express themselves, many begin to open up.' Teh emphasised that promoting gender inclusivity in schools is not about rejecting tradition but about giving children the freedom to be themselves without limitations. He advised school leaders facing resistance to approach change with empathy and purpose. 'If school leaders face pushback when promoting gender inclusivity, the key is to lead with empathy and stay focused on the goal. Change doesn't have to be loud to last – it just needs to be honest, compassionate and consistent.'
Time of India
11-07-2025
- Science
- Time of India
Want to work at NASA? Here's what you need to do
For many students, working at the National Aeronautics and Space Administration ( NASA ) represents a blend of scientific aspiration and real-world impact. Whether the interest stems from planetary research, aerospace design, robotics, or data science, NASA remains one of the most sought-after institutions for those passionate about space exploration and innovation. While direct employment at NASA is limited to United States (US) citizens, students from across the world can build careers in NASA-partnered labs, contribute through collaborative research, or work at organisations that operate within its ecosystem. With early planning and the right academic direction, the path becomes more structured than it might appear at first glance. Know what NASA actually hires for NASA's workforce spans far beyond astronauts and rocket engineers. It includes planetary geologists, materials scientists, climate researchers, User Experience (UX) designers, data analysts, and software developers. From Earth science missions to deep-space probes, the agency relies on professionals with technical depth and interdisciplinary thinking. Students aiming for roles aligned with NASA's work should understand the wide variety of departments and missions under its umbrella. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like 검버섯, 레이저말고 이렇게 해보세요 에스테틱최원장 Undo Reading NASA's open-access research papers, following mission updates, or browsing job profiles on its official site can help identify focus areas and required qualifications. Start with strong STEM foundations The academic journey starts in secondary school. Students interested in careers in aerospace, planetary science, or systems engineering should prioritise subjects like physics, mathematics, chemistry, computer science, and biology. In addition to classroom learning, participation in Science, Technology, Engineering and Mathematics (STEM) competitions, science fairs, or international Olympiads can build a strong foundation. Learning to code, engaging with early robotics, or exploring astronomy as a co-curricular interest allows students to develop problem-solving skills that are transferable across multiple space-related domains. Choose undergraduate programs that encourage research NASA hires candidates with solid academic and research experience, often at the graduate or postdoctoral level. For undergraduate studies, students should aim to attend universities that prioritise lab exposure, interdisciplinary coursework, and project-based learning. Relevant majors include: • Aerospace or Mechanical Engineering • Physics or Astrophysics • Planetary Science or Geology • Computer Science or Artificial Intelligence • Earth and Environmental Science • Robotics or Systems Engineering What matters most is not the university's brand alone but the student's ability to apply knowledge in research contexts. Engaging in undergraduate research assistantships, publishing in journals, or working on faculty-led projects helps students prepare for more advanced roles in the field. Explore global fellowships and NASA-linked research centres Although permanent roles at NASA are only available to US citizens, international students can contribute in significant ways. Some US universities and research labs receive NASA funding and offer graduate positions or internships on NASA-affiliated projects. Top universities with strong NASA connections include: • Massachusetts Institute of Technology (MIT) • Stanford University • California Institute of Technology (Caltech) • University of Colorado Boulder • Georgia Institute of Technology • University of Michigan • Johns Hopkins University (Applied Physics Lab) Graduate students in these institutions often work on NASA-funded research involving planetary imaging, flight hardware, astrobiology, data visualisation, and mission planning. Students can also track opportunities like the NASA International Internship Program (I²), which occasionally partners with other countries' space or education agencies to host global participants. Though competitive and limited, such programmes reflect NASA's interest in expanding its global collaboration footprint. Build a credible academic and research profile NASA values applicants who demonstrate curiosity, research skills, and collaborative experience. Regardless of nationality, students should begin building their research credentials early. Publishing in undergraduate research journals, contributing to space-related coding projects, and participating in global hackathons such as NASA's Space Apps Challenge are useful ways to gain visibility. Being active in academic communities, whether through presenting at conferences, joining student chapters of professional bodies like American Institute of Aeronautics and Astronautics (AIAA) or the Institute of Electrical and Electronics Engineers (IEEE), or attending seminars, helps students build both expertise and network access. Follow international collaborations and evolving space ecosystems NASA often works in collaboration with other international agencies such as the European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA), and Indian Space Research Organisation (ISRO). Global missions like Artemis, NISAR, and Mars Sample Return involve multi-country coordination and create indirect roles in academia, engineering firms, and policy institutes across the world. Students who stay updated on these partnerships and develop cross-disciplinary skillsets including policy, ethics, and environmental science position themselves well for both direct and adjacent roles in the space sector. For students thinking long-term Those aiming for long-term careers in NASA-adjacent roles often pursue graduate education in the United States, Europe, or increasingly, in research-focused institutions in India. Many begin with master's degrees or Doctor of Philosophy (PhD) programmes at universities that have strong aerospace or planetary science departments and later join postdoctoral projects funded by NASA or its collaborators. Along the way, they develop technical portfolios, gain mentorship from established researchers, and often work on published missions or instrument development. A long-term focus on academic excellence, collaboration, and real-world application increases visibility in NASA-aligned networks, even for international students. Working at NASA may begin as a personal dream, but turning it into a professional goal requires academic planning, scientific curiosity, and consistent effort over several years. For students who ask thoughtful questions, value research over recognition, and see science as a collaborative journey, space agencies like NASA offer a path worth pursuing. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Borneo Post
04-07-2025
- Science
- Borneo Post
Science comes alive in rural Bau school through fruit, vinegar and curiosity
Pupils having a fun time yet knowledgable session during the high-impact outreach programme under the STEM Yellowhippo Squad. SIBU (July 4): In a quiet corner of Bau's highlands, a classroom without walls came to life at SK Tringgus, where science was learned not through textbooks, but through fruit-powered batteries, vinegar-generated electricity, and student-built water filtration systems. Over two days, the rural school, nestled within the Sarawak Delta Geopark, hosted a meaningful collaboration between academia and community. A total of 52 student volunteers from Universiti Malaysia Sarawak (Unimas) brought their high-impact outreach programme, the 'STEM Yellowhippo Squad', to the school. The initiative, themed 'Tringgus Jak Berami Katik', was more than just a school visit. It was a deliberate intervention aimed at narrowing the learning divide and sparking early interest in Science, Technology, Engineering and Mathematics (STEM) among under-resourced communities. Programme director Mohammad Muzzamil Abdullah, a final-year engineering student, said the team wanted to reimagine how rural children experience science not as something abstract and distant, but as tangible, practical and empowering. 'We believe children in the most remote areas deserve the same opportunities to touch, explore and be inspired by science as those in urban schools. 'STEM isn't about tools or labs, it's about curiosity, problem-solving and confidence. That's what we brought here,' he said in a statement. Instead of high-tech equipment, the volunteers used everyday materials to create makeshift science labs. Children lit up LEDs powered by ambarella fruits, explored chemical reactions through vinegar-based batteries, and learned about real-world water purification via electrocoagulation. These activities weren't just educational — they were designed to connect scientific knowledge to local realities, nurturing both critical thinking and a sense of possibility. SK Tringgus pupils with Unimas STEM Yellowhippo Squad volunteers after two days of immersive STEM activities under the outreach programme. Beyond the experiments, pupils took part in STEM-themed physical challenges and performed English-language skits, building their confidence, communication skills and teamwork. For SK Tringgus headmistress Francisca Sandra Andrew Pero, the programme meant far more than just an extracurricular activity. 'This is the kind of exposure we rarely see in rural schools. Our pupils were excited, engaged, and above all, they felt seen. 'Unimas didn't just teach science, they showed our children what they can aspire to become.' she said. STEM Yellowhippo Squad advisor Dr Nazeri Abdul Rahman said the initiative was also a powerful platform for student leadership and empowerment. 'Our students planned every detail, raised funds through social entrepreneurship, and implemented this project on the ground. This is community-based innovation in action. 'They are not just engineering students, they are agents of change,' he said. As Sarawak advances toward a digital and green economy, equitable access to STEM education becomes increasingly critical. Initiatives like 'Tringgus Jak Berami Katik' may seem small, but they are vital in ensuring rural communities are not left behind. The programme ended with bright smiles and excited chatter, but the seeds planted in SK Tringgus could grow into the next generation of Sarawakian engineers, innovators and leaders. . STEM Bau Science SK Tringgus Unimas Yellowhippo Squad
Borneo Post
21-06-2025
- Science
- Borneo Post
Petrosains Discovery Rover delivers STEM to Sabah rural communities
Guests and students at SJK (C) Kuok Ming, Tawau, gather around Petrosains Discovery Rover. TAWAU (June 21): Petrosains is reaching out to communities and students in rural and remote areas across more than nine districts in Sabah through its latest outreach initiative, the Petrosains Discovery Rover. This initiative features a mobile exhibition truck, which brings interactive exhibits and engaging activities designed to spark interest in Science, Technology, Engineering and Mathematics (STEM) education among students, while also equipping teachers with the necessary tools and techniques to enhance STEM delivery in classrooms. Among the activities featured in this travelling outreach are: Math Kit: A hands-on game module designed to strengthen numeracy through interactive problem-solving tasks. Drone Challenge: Encouraging students to explore basic principles of flight and programming. Carbon-O-Polly: A game-based activity focused on environmental sustainability and carbon literacy. Da Vinci Bridge: A game challenge utilising physics and creative thinking. Science Show: Live demonstrations to illustrate scientific concepts in an exciting and accessible way. Teachers' Upskilling Session: Professional development activities aimed at enhancing STEM teaching methodologies among educators. The launch ceremony was officiated by Syahrin Samsir, Sabah's Deputy Permanent Secretary II of the Ministry of Science, Technology and Innovation (KSTI); representing Datuk Mohd Hanafiah Bin Mohd Kassim, Permanent Secretary of KSTI Sabah; together with Mohammad Fuad Bin Rahman, Director of National Science Centre (PSN); Maria Teo, Senior General Manager of Global HR Partners for Project, Technology & Health, Safety, Security & Environment (PT&HSSE), Petronas; Ahmad Munir Akram Ahmad Faiz, General Manager of Human Capital Investment, Petronas; and Ezarisma Azni Mohamad, Chief Executive Officer of Petrosains. It was held at SJK(C) Kuok Ming, Tawau, in conjunction with Kembara Sains Borneo 2025. During the launch, Ezarisma Azni Mohamad, Chief Executive Officer of Petrosains said: 'As a social impact arm under Petronas, Petrosains is committed to democratising access to science and technology education, with a clear mission to spark interest, open up opportunities, and ultimately help individuals realise their full potential in STEM education.' He said: 'Sabah is the first and only state to host Petrosains Discovery Rover this year, making this launch profoundly significant for us. This emphasises our commitment to providing inclusive access to education, particularly in driving STEM literacy and empowering future talent, especially in rural and underserved communities.' The initiative is expected to benefit more than 5,000 students statewide. This effort complements Petrosains' long-standing presence in the state through its satellite centre, Petrosains PlaySmart Kota Kinabalu, which has welcomed over one million visitors since its inception in 2012. Petronas continues to uphold its commitment to advancing education and human capital development in Sabah through various high-impact initiatives. These include support for the establishment of the Tawau and Sandakan Science Centres, aimed at nurturing interest in science and technology through interactive exhibits and educational programmes. In 2023, a Petronas-led programme in Tawau involved the participation of 520 students and 65 teachers to raise awareness about the Petronas Education Sponsorship Programme (PESP). In August 2024, Yayasan Petronas launched an initiative to enhance internet connectivity at SMK Wallace Bay, Pulau Sebatik, benefiting 25 teachers and 293 students, with plans to expand to the surrounding community. The school also hosts teacher Azrinsyah Abdul Aziz, a participant of the Program Duta Guru – Yayasan Petronas' flagship initiative aimed at upskilling 4,500 STEM teachers in underprivileged schools nationwide by 2030. In addition, through the WeHelp Programme led by the Sabah State Education Department in collaboration with Yayasan Petronas, Petronas Floating LNG, UTP, and SLB, Petronas has contributed 17,190 scientific calculators to students across the state. The event also witnessed the signing of a Memorandum of Understanding between Petronas and two institutions – Institut Latihan Teknik dan Perdagangan Papar and Kolej Teknologi Yayasan Sabah – under the Petronas Vocational Institution Sponsorship and Training Assistance (VISTA) programme, further strengthening vocational education in Sabah. Kembara Sains Borneo, running as part of the National Science Week initiative, covers selected areas in southern Sarawak and ends in Tawau, Sabah. The programme, organised by Pusat Sains Negara (PSN), supported by the Ministry of Science, Technology and Innovation (MOSTI) and strategic partners including the National Planetarium, Academy of Sciences Malaysia, Yayasan Inovasi Malaysia, and Petrosains, seeks to provide hands-on science learning opportunities for students in the remote areas across Sarawak and Sabah.
