The “International Dialogue on STEM Education” (IDoS) welcomes new members to its ranks in April. The Finnish STEM initiative LUMA Centre Finland and the French foundation La main à la pâte with its Office for Climate Education will amplify the education network’s efforts to push early STEM Education for children aged 3 to 10 up the international agenda.
The International Dialogue on STEM Education (IDoS) is a joint initiative of Siemens Stiftung and the “Haus der kleinen Forscher” Foundation (Little Scientists’ House) that promotes high-quality early STEM Education for Sustainable Development worldwide. Together with selected expert members, the initiative aims to establish a “Peer Dialogue” – that is, systematic and regular exchanges at international level – that will benefit the actors and organisations involved in the development of the education sectors in their respective countries.
Parties concerned are able to learn from and with the best players in the field of early STEM Education (the so-called “IDoS Peers”) worldwide and thus implement their work at home more efficiently, more effectively, and in a more knowledge-based way.
The IDoS initiative, consisting of the IDoS Peers and their respective international, national and local networks, constitutes an “ecosystem for educational innovations” that encourages the development and professionalisation of innovative STEM Education worldwide. The exchange within the network is nourished by the local experiences of its participating Peers in their respective education sector, together with their international knowledge of successful ideas and practices in the context of STEM Education for Sustainable Development. In this way, the IDoS Peer Dialogue stimulates locally based and globally informed educational work.
Position Paper Planned to Outline Network’s Efforts
A draft international position paper entitled “Impact (oriented) Networks” was presented and discussed at the recent meeting of the IDoS members, known as “Peers”. The aim is to use examples to highlight the similarities and differences in the work of different education networks. Based on the authors’ best-practice experiences, the paper outlines in concrete terms how global knowledge can be translated into local network practice.
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