The implementation of STEM education in schools across the globe is to prepare the future workforce with strong scientific and mathematical backgrounds to enhance skills development across STEM disciplines. However, for STEM education to achieve its goals and objectives, addressing the barriers to STEM education should start by fixing the problems at the elementary, junior and senior high school levels; the grassroots and potential feeders to colleges and universities. Since many nations including the United States of America is in dire need of the workforce with adequate preparation in science and mathematics to help address the nation's economy that is in shambles, the barriers to its successful implementation should be identified and addressed. In this paper, (a) the definition of STEM education and (b) some barriers to successful implementation of STEM education are discussed and elaborated.

Supporting learners at different stages of learning is essential to achieve positive learning, critical thinking, technical and problem solving skills, and gainful employment upon graduation. Collaboration is critical to providing strong foundational educational support to all learners as they advance to higher level of learning. More important is the need to promote collaboration among educators and other professionals across the Science, Technology, Engineering, and Mathematics (STEM) fields who educate the learners throughout their academic pursuit in their respective institutions of learning. To reap the value in diverse teams, the promotion of emergent interdependence fosters seamless collaborative activities across STEM disciplines. This paper addresses knowledge sharing among collaborators, the educational aspects of research facilities, and research clusters as some of the tools necessary to develop program through collaboration in STEM fields.

The engagement of students in service learning will help them acquire and improve on necessary leadership skills required of them upon graduation. This is essential to help prepare and put the graduates of STEM programs at the forefront of employment in the new industrial revolution. It is therefore important that STEM majors should participate in service learning so as to discharge their civic responsibility and to improve their leadership skills. This paper addresses the forms, assessment and the need for service learning in STEM programs and how it can help develop the leadership skills of the participants.

The technological revolution occurring in today's market place has made it possible for many companies to be innovative about the way and where work is done. This is the next evolution of the Web. To get the job done, due to digital revolution, companies have turned to virtual workforce to harness the benefits of connectivity and effective information sharing among stakeholders to get the job done. More important, the success of coordinating work among a virtual workforce for profitability in a rapidly changing global environment depends on "effective indirect communication" between the leadership and the virtual workforce. This article will address the importance of effective communication as a necessary tool for the success of e-leadership, productivity improvement in virtual work environment.

Many graduates upon graduation from college or university find it difficult to get the job they planned to enter after they leave school. Employers are claiming that the new graduates are not equipped with the necessary skills required to work for them. Hence, they are not hirable. Obviously, it is easy to shift blame on academic for failing to prepare students with the necessary skills to be gainfully employed upon graduation. However, this is an issue that needs to be addressed jointly by all stakeholders involved in educating these potential college graduates while in school. This article addresses what skills gap is, some of its causes, and what to be done by students, educators and the industry to limit its effect on the future college graduates.