Rattikorn Hewett Center for the Science and Engineering of Cyber Security Department of Computer Science, Texas Tech University Aug 8, 2016 Conference of Center of Excellence: Past, Present and Thailand 4.0 Bangkok, Thailand STEM Education: are we doing it right? A data scientist perspective

Rattikorn Hewett Texas Tech University US STEM education has three forces: 1)A shift from manufacturing to service economy  demands in high-value technicians to deliver advanced services 2)Unequal access to quality STEM education 3)US slides in Student Global Ranking on Math, Reading & Science This talk focuses on issue 1) in Thailand to prepare STEM workforce to drive Thai economy 2 Motivation & Scope

Rattikorn Hewett Texas Tech University Promoted data-driven STEM Education community Use data to drive policies/decisions & evaluate results Today, 2016, more data are publically available Perdo (S&T Postgraduate Education and Research Development Office) NSO (National Statistical Office), Ministry of Inform. and Com. and Technology But do we use them effectively? Data-driven is the key for many large scale complex problems Doing the right thing the wrong way will NOT lead us to success or will take too long to succeed 3 My talk in 2014

Rattikorn Hewett Texas Tech University 4 Understanding STEM education & Work Future Thai Economy STEM Supply STEM Demand World Economy Thai job markets Thai education/traini ng Digital revolution * World Economic Forum, June 1-2, 2016.

Rattikorn Hewett Texas Tech University Understand the trend* of the 4 th Industrial Revolution "65% of children entering primary school today will ultimately end up working in completely new job types that don't yet exist." 5 Global/Asean Contexts * Human Capital Outlook: Association of Southeast Asian Nations (ASEAN), World Economic Forum, June 1-2, URL: 40% agriculture 41% service 19% industry Thailand/Vietnam agriculture-heavy labor market 2016 Ease of finding skilled workers in ASEAN*

Rattikorn Hewett Texas Tech University STEM Supply in ASEAN STEM education enrollment in Thailand is relatively low compared to non- STEM - Useful data that could not easily be found 6 Asean Contexts * Human Capital Outlook: Association of Southeast Asian Nations (ASEAN), World Economic Forum, June 1-2, URL: STEM Non-STEM data should have been normalized

Rattikorn Hewett Texas Tech University 7 Asean Contexts * Human Capital Outlook: Association of Southeast Asian Nations (ASEAN), World Economic Forum, June 1-2, URL: Education Quality perceived by country's business industry companies do own training Employment Share Perception of skills and quality of education

Rattikorn Hewett Texas Tech University 8 Demanded Skills & shortages in Thailand* Top three jobs requiring high skills Most shortage But not shortage in workforce Does it mean we should not produce supply to jobs 1-3 but 7? No – Because these are not what we aspire to be..... Level 7 will find jobs easier now * NSO (National Statistical Office), Ministry of Inform. and Com. and Technology

Rattikorn Hewett Texas Tech University 9 Job Projections in ( ) Source: Bureau of Labor Statistics No! Predict future jobs from historical data can't reflect future changes Are these necessary the future trends of jobs in Thailand? To understand future demand in Thai labor market

Rattikorn Hewett Texas Tech University 10 Reminders 1. Projection of future data are estimated from targeted goals & not history

Rattikorn Hewett Texas Tech University 11 No. graduates in ( ) Source: Bureau of Labor Statistics Workforce by education levels Can we tell from this data what STEM supply in Thailand is? Workforce by university types Need to collect the number of STEM-specific graduates To understand Thai STEM supply

Rattikorn Hewett Texas Tech University 12 Data tell what the US has to do for STEM education by 2020 US STEM Demand vs. Supply Example of useful data that we should collect

Rattikorn Hewett Texas Tech University 13 Reminders 1. Projection of future data Are estimated from targeted goals & not history 2. What we collect matters Not everything that can be counted counts Data Analysis and Interpretation Is a must.....

What insights do we get so far? Hewett Department of Computer Science Whitacre College of Engineering Labor Intensive Job Market Workforce are dominated by Workers with Elementary Education Low Vocational Graduates Learn characteristics of STEM workforce

Rattikorn Hewett Texas Tech University 15 Data from Thai National Statistical Office To understand impacts of the supply side  Unemployment rate at each level of education except No school

Rattikorn Hewett Texas Tech University 16 Data from Thai National Statistical Office Does this mean that we should stop producing graduates with high level of education? To understand impacts of the supply side Not so fast...

Rattikorn Hewett Texas Tech University 17 Data that are not so useful Jobs by posiitons/occupations Shortage of Graduates at different levels Level 1 Level 2 Level 3 Level 4

Rattikorn Hewett Texas Tech University 18 Data that are not so useful Jobs by posiitons/occupations Shortage of Graduates at different levels   Level 1 Level 2 Level 3 Level 4 

STEM supply at a university level* * NSO (National Statistical Office), Ministry of Inform. and Com. and Technology

2556 unemployed Bachelor degree Grads Non-STEM vs. STEM: similar ratios for Demand & Shortage BUT unemployed NON- STEM are much higher 57% 43% 47% 53% 69% 41%

(Contd.) Strategist Analysis Example Assume Shortage is derived from Demand and Supply Unemployed > Demand  over supply Unemployed > Shortage  1) misaligned qualifications 2) unsatisfied worker needs 3) poor job advertisement/search Should we stop producing STEM supply? Actions 1) stop producing OR 2) increase job demands 3) none if not workforce objective Actions 1) Education task forces 2) improve offer packages 3).....

Rattikorn Hewett Texas Tech University Current Workforce Thailand can no longer rely on cheap labors to compete  there is a need for advanced service workers Move Adult low-skilled workers to higher skills Educate using modular nano-degrees, Demand-driven train, Partner with training providers Expose students to workplace 22 Recommendations: Preparing Workforce

Rattikorn Hewett Texas Tech University Future Workforce By 2020, core skills of most occupations will require strong convocational skills to deliver advanced services Major curricula reform at all levels: 1) basic education 3) vocational training & 4) higher education Malaysia: Improve reputation of vocational education Vietnam: Shift away from rote learning curriculum Indonesia: Increase collaboration between Economics & Education ministries Joint initiatives: Government + Schools + Enterprises Cross-industry cross-regional training for enterprises Create more STEM jobs (via Thailand 4.0 missions) 23 Recommendation: Preparing Workforce

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