Parents are increasingly aware that the future careers of their offspring could rest on how they perform in Stem subjects – science, technology, engineering and maths.
Which is why several international players are delivering “bolt on” education programmes in the UAE to supplement school endeavours. But the key is to ensure the extra learning is fun.
At Mathnasium’s Reem Island education space – one of the Stem learning-related businesses enjoying success in the UAE – pleasure is part of the process.
“We don’t do English or science or engineering. We are focused on what we know – how to teach maths in a fun way. ” says Bernardo Motta, the UAE chief operating officer of the US-born franchise. “We have a strong curriculum that adapts to different types of schools students come from. The big majority are kids who are struggling.”
Debuted in Dubai Knowledge Village in 2009, Mathnasium now has 13 UAE centres, one in Oman, plus Lebanon, Qatar and Kuwait coming.
“It’s a profitable business,” says Mr Motta, “but we are impacting kids’ lives in a positive way.”
With Microsoft predicting that 80 per cent of jobs in the next decade will require technical skills and Stem-based occupations growing at nearly double the rate of others, it’s not surprising that the extra-curricular Stem industry is well established in western countries.
Australia’s Kip McGrath has 40 years as a provider of supplementary English and maths education.
“We are an inclusive centre, whether that be to give additional support, feed enthusiasm or to allow future leaders to excel in their field,” says Simon Hetherington, master franchise owner of Kip McGrath Abu Dhabi, which has a centre in Al Raha Mall.
A franchise comprising 500 centres in 20 countries, Kip McGrath delivers 1 million lessons annually aimed at improving literacy and numeracy, from kindergarten to final school year.
Mr Hetherington acknowledges the early boost additional Stem education can have on future careers.
“It is a shame that in many developed countries we are seeing a lack of engagement with Stem subjects, particularly with girls,” he says.
“Our programmes target specific gaps in student knowledge and by increasing confidence in younger students, we hope they will engage with vital areas for a country’s economic growth – every country needs experts in engineering, science, renewable energy.”
But why the need for extra tuition outside of school?
Mr Motta is careful not to criticise schools directly, but says standard class sizes are rarely able to customise lessons for strugglers. His teachers work with maximum groups of four.
“One of the first impacts Mathnasium has is on self- confidence. This is part of the future career, and person, that student will be,” he says. “We have an effect on their personality; as they get confident, we unlock this thing they didn’t have before.”
In a competitive marketplace where qualifications can define job candidates, UAE parents appear keen to sign up.
“Maths is part of daily life and once you take away this fear the child is open to learn more — and in other areas they were struggling they are more confident. This is the feedback we get from parents,” says Mr Motta.
Stem for Kids, another US import, goes wider still, providing camps and Saturday sessions as well as regular after-school programmes for 300 four- to 11-year-olds in all Stem subjects, embracing computer programming, robotics and coding, plus civil, aerospace and environmental engineering.
Opened in Dubai in 2015, chief executive Amit Vyes describes Stem for Kids as a “partner for schools”, currently working with 10.
“Our programmes and activities are carried out in-school rather than in our premises, which gives us wider reach and allows us to support the school by supplementing what they are learning in-curriculum,” says Mr Vyes. “We really want kids to have fun while learning – this is proven to provide the best results.”
While all that could enhance student career paths, the Stem education business also appears beneficial to adult careers.
Mathnasium has 160 employees with opportunities to grow within and move between branches, in a global network of 800.
The success of one child encapsulates both aspects.
“We have kids who’ve been in our centres since 2009,” adds Mr Motta. “One became our first trainee. She was passionate about maths and did a kind of internship, helping a teacher with new kids.”
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