00:00The structural deficiencies that we have encountered require a synergistic and coordinated action
00:09of all the operators of the educational system, from universities, institutions to companies,
00:16but also the third sector and above all families.
00:19Only in this way can an effective action be proposed.
00:22Moreover, from this point of view, what we have found in the Observatory
00:27is that there are still elements of contrast to the achievement of a greater dissemination of these skills.
00:34In particular, there are cultural obstacles that, for example,
00:39as regards the evidence of the relationship, in one case out of two,
00:43lead young people to believe that they do not undertake educational and professional paths of STEM
00:50because they consider them too complex or simply do not feel comfortable.
00:55In this context, we have tried to identify levers of intervention, levers of action,
01:02which, in coordination with all the operators of the system, the agents of change,
01:08can intervene effectively to spread this type of skills,
01:12skills that are essential to face the great challenges that we are facing globally,
01:19from the digital and ecological transition to the themes of great transformations
01:25and innovation at the level of artificial and generative intelligence.
01:30In particular, I would focus on some aspects that we find particularly relevant.
01:36One of the elements that we have found to be decisive is to propose role modelling
01:44of people who have undertaken STEM training courses, in particular girls,
01:50and who have had professional success in their careers.
01:54However, also in this case, one out of two young people, both students and workers,
01:58tell us that they believe a lot in role modelling.
02:01Another important element is to enhance the orientation in schools and universities
02:07towards this type of training courses.
02:12In this sense, we have also seen that there are aspects that companies and young people
02:18consider particularly important.
02:20For example, as regards the supporting elements of STEM skills for large transitions,
02:2775% of companies are convinced that these skills are fundamental
02:34as regards elements that promote innovation.
02:38As a matter of fact, 9 out of 10 students and workers consider these skills
02:44decisive in driving the green transition,
02:47and 7 out of 10 companies believe that these skills are essential
02:54to achieve their decarbonisation goals.
Comments