This work was based on the project "STEM Areas and Education in the city of La Paz" developed in the 2021 management whose purpose is contribute to promote STEM education by analyzing the situation of STEM areas in the department of La Paz and its impact on the labor market; to study and recommend appropriate methods and tools; in this sense it has been possible to develop the corresponding activities to obtain the proposed products, so the State of the art on STEM areas, study of their characteristics, advantages and disadvantages in society has been developed. Then, it was necessary to study and obtain statistical reports and tables on the analysis of the impact on the foreign and local labor market; Likewise, it is necessary to analyze statistics on technical and professional training to determine whether the labor supply is sufficient for the existing demand. From these studies it is concluded that STEM constitutes the fundamental basis of research and professional training abroad and that in our country and specifically in the department of La Paz an increase in these areas that became more evident with the pandemic situation in which technology has become essential, as well as Medicine science in which vaccine research is necessary and is being done STEM is an acronym for Science, Technology, Engineering and Mathematics. Likewise, the STEM education system refers to the abovementioned acronym, a concept that was coined by the National Science Foundation (NSF) in the 1990s, and of which countries such as the United States, Canada and France are pioneers in this method that seeks to enhance the capabilities of students so that they are able to solve problems and generate innovations that contribute to real life. The term STEM in education is increasingly used by parents and teachers, although it actually has its origins in the nineties [1]. But then we ask ourselves... Why is it being imposed now? Why is it necessary and convenient to prepare ourselves in these areas? STEM education encompasses, therefore, a multidisciplinary learning process around the subjects of Science (Biotechnology, Medicine, Nursing, Genetics, Chemistry or Physics and others), Technology (Computer Science, Telecommunications, Robotics, Software, etc.), Engineering (Naval Engineering, Public Works, Electronics, Architecture) and Mathematics (Mathematics, Statistics, Economics, Systems Analysis, Physics). According to different studies and trend forecasts, the demand for professions related to STEM disciplines will stand out significantly from other occupations. This fact, which is already a reality today, calls for the design of new teaching and learning methods aimed at fostering a scientifictechnological vocation among young people, providing them with the competencies and skills necessary to solve real problems and face the challenges of the future. The ultimate purpose of
areas in the department of La Paz, Bolivia. Our research questions:
specialized in problem solving, with the ability to innovate and exploit the possibilities offered by
why the teaching of these fields is so necessary, as well as their popularity, it is worthwhile to delve into the role of the areas that make them up. Starting with the "S" for science, it is a field that encompasses problems such as global warming, climate change or medicine. The "T" for
programming. The "E" for Engineering covers infrastructure, building design, systems, cities and bridges. Finally, the "M" for Mathematics can encompass fields ranging from economics, accounting, investment and taxation, mathematical modeling, analysts and even cryptographers [1].
what percentage are in technological and science areas. We know, for example, that at UNAM in Mexico [2] it has double the number of historians (161) as computer science students (75), three times as many psychologists (622) as chemical engineering students (200), roughly speaking, 49,900 students in physical-mathematical sciences and engineering compared to 89,200 students in social sciences, i.e. almost twice as many. 200 students of social sciences, i.e. almost double, and the same happens in several Latin American countries, while Asian countries are favoring engineering and science studies by limiting access to humanities faculties to students who obtain the best qualifications to enter them [3]. Asian countries are looking forward with a long-term vision while Latin American countries are looking backward by reviewing history.
It is the first STEM club in Bolivia, for girls and boys from 6 to 10 years old, working since late 2016 on building different skills needed for the future. STEM areas are considered vital for the future and key to innovation and job creation. It encourages holistic thinking and the application of STEM concepts to solve everyday problems, creative design of solutions, engineering concepts and teamwork, and the importance of tolerance and interculturalism. Periodically he interacts with children from clubs in other parts of the world, exchanging ideas and getting to know each other.
Since September 2017, the Siemens Stiftung Foundation has been offering Experiment training courses in Bolivia in collaboration with universities. The Experiment Educational program arrives in Bolivia with the objective of strengthening learning through innovative methods with an emphasis on “Learning by doing and researching.” This is an initiative implemented by the Ministry of Environment and Water (MMAyA) of Bolivia, through the National Service for the Sustainability of Basic Sanitation Services SENASBA, in conjunction with the Pedagogical University of Bolivia. The adaptation of the Program to the national educational reality, as well as the training of teachers, has had the support and technical assistance of the International Siemens Stiftung Foundation and the German
STEM – Bolivia Digital
3. Impact study on the external and local labor market
employers recruit through other means and the hiring strategy is correlated with structural aspects, such as occupation or economic sector. By definition, these bases provide greater coverage to sectors that are expanding and occupations with high levels of turnover [8].
Board1 Most in-demand occupations [8]
More O*NET code added Argentina Chili Sales and Related Occupations 21.19 21.55 Professionals Health Care and Technical Occupations 10.64 3.28 Occupations related to Food Preparation and Serving 5.45 2.26 Occupations in Community and Social Services 0.59 0.97 Occupations in Education, Training and Library 4.06 1.47 Science Occupations in Law 2.23 3.24 Occupations in Biological, Physical and Social 1.92 1.86 Sciences Personal Care and Service Occupations 1.75 2.28 Occupations of Transportation and Transfer Material 1.67 1.95 Protective Service Occupations 1.21 5.81 Production Occupations 6.09 5.50 Occupations Commercial and Financial Operations 5.93 4.60 Office and Administrative Support Occupations 8.49 16.63 Maintenance and Cleaning Occupations of Buildings 2.6 2.53 and Green Areas Occupation Installation, Maintenance and Repair 2.56 1.85 Management Occupations 4.70 8.61 Construction and Extraction Occupations 4.07 3.25 Computer and Mathematics Occupations 3.55 1.97 Art, Design, Entertainment, Sports and Media 1.98 1.4 Occupations Architecture and Engineering Occupations 7.14 6.86 Health Care Support Occupations 0.84 1.17 Agriculture, Fishing and Forestry Occupations 0.46 0.26 The new job demands are now much closer to a specific capacity and skill than to a medium or long-term degree; we see demand based on STEM in boxes. The skills gaps are concentrated in more focused capabilities, programming, design, and product specification skills and not so much in traditional academic qualifications. For example, the growth of e-commerce due to the pandemic has generated demand for programming skills, massive data analysis, machine learning, and the use of geo-referencing software. "Traditional reading would place this demand in the field of engineering or the technical level of systems careers, but in practice many young people are trained in 'Bootcamps' or intensive courses that provide students with excellent preparation for these skills." and there is still a supply gap for them in many countries in the region. Knowing how to read these new demands will be essential to maintain relevance in training responses” [8].
important requirements regarding work experience or educational level. In most cases, there is no explicit requirement for work experience or only one year is required. And very few vacancies require a university degree; The minimum educational level required is a bachelor's degree or technician and technologist [9].
For the local study, information has been requested from appropriate institutions in the country, such as INE, Chamber of Industry and Commerce, Ministry of Labor, etc. But, due to times of pandemic, we have been able to obtain very little in terms of statistics or tables prepared by these institutions, which is why we have had to generate tables from the integration of different sources published via the internet or official websites. [10, 11, 12, 13, 14]. It is for this reason that the sources considered may turn out to be a biased set since they mostly take the existing online demand.
Tendencia de empleo STEM en Bolivia Telecomunicaciones Sociales y Humanidades
Seguridad Industrial ONG y Org Benéficas
Medicina y Salud
Mano Obra Legal y Asesoría
Inmobiliaria Informática
Educación
Industria Minera
Dirección y Gerencia Consultoría y Proyectos
Cocina y Repostería
Banca y Finanzas Administración y Oficina
Agricultura y Campo 0 200 400 600 800 1000 1200 1400 1600 1800 2000 LinkedIn Bolivia
Opción Empleo
Trabajo Polis
Compu Trabajo
Acción Trabajo
in the department of La Paz and analyze if the same trend exists. Therefore, statistical data on enrollment by areas of knowledge of the two public universities in the department of La Paz are presented. In Table 5 the statistical data corresponding to enrollment by knowledge area management 2018 of the Universidad Mayor de San Andrés (UMSA) of the city of La Paz, and in Table 6 the statistical data corresponding to enrollment by knowledge area management 2018 of the Public University of El Alto (UPEA).
universities in the department. of La Paz, since it has not been possible to obtain data from private universities. There is a total of 50,367 enrolled in Social Sciences and Humanities in the
enrolled in Sciences, Engineering and Technology in 2018. Data that allows affirm that, professional training in STEM areas of public universities of the department. of La Paz has exceeded 60% mainly due to an increase in enrollment in Engineering and Technology.
public and private), we see that approximately 5,000 new professionals graduate in STEM areas.
we have presented the state of the art in STEM areas; study of its characteristics, advantages and disadvantages in society; Reports and statistical tables on the analysis of impact on the labor market abroad and locally, as well as local training that give us an overview of the current situation regarding STEM areas in the department of La Paz.
demand in the country, and the fundamental basis of professional training in recent years in the country and specifically in the department of La Paz, as it is observed an increase in these areas that became more evident with the pandemic situation in which technology has become essential, as well as the science of Medicine.
the department of La Paz, for which a proposal has been developed aimed at teachers and parents, and to apply it to children and young people within educational institutions, as well as in the home and/or cultural or other centers, a proposal that is found in file I.I.I [16] but is not presented in this article for reasons of space.