EU strategy as to MST:EU strategy as to MST:Maths, Science & TechnologyMaths, Science & Technology

Seminar Seminar Policy Innovation CommitteePolicy Innovation Committee

Maths, Science and Technology sessionMaths, Science and Technology session4-5 November 20094-5 November 2009

Yves Beernaert, rapporteur MST ClusterYves Beernaert, rapporteur MST Cluster

Brussels, EUN SchoolnetBrussels, EUN Schoolnet

Detailed workprogramme: Detailed workprogramme: 3 strategic objectives3 strategic objectives

1. 1. Improving the quality and effectiveness of Improving the quality and effectiveness of education and training systems in Europeeducation and training systems in Europe

2. Facilitating 2. Facilitating access access of all to education and of all to education and training systems training systems

3. 3. Opening Up Opening Up education and training systems education and training systems to the wider worldto the wider world

Strategic objective 1Strategic objective 1: Improving the : Improving the quality and quality and effectivenesseffectiveness of education and training systems in of education and training systems in EuropeEurope

• 1.1. Improving education and training for 1.1. Improving education and training for teachers and trainersteachers and trainers

• 1.2.Developing skills for the knowledge 1.2.Developing skills for the knowledge societysociety

• 1.3. Ensuring access to ICT for everyone1.3. Ensuring access to ICT for everyone• 1.4. 1.4. Increasing the recruitment to scientific Increasing the recruitment to scientific

and technical studiesand technical studies

Benchmarks by 2010Benchmarks by 2010• Halve the rate of Halve the rate of early school leaversearly school leavers, in order to achieve an , in order to achieve an

EU-average rate of 10%or less.EU-average rate of 10%or less.• Halve the level of gender imbalance among graduates in Halve the level of gender imbalance among graduates in

MST MST & secure an significant increase of the total number of & secure an significant increase of the total number of graduates,graduates,

• Average % of 25-64 yrs in the EU with at least Average % of 25-64 yrs in the EU with at least upper sec. upper sec. education education reaches 80%or morereaches 80%or more

• Halve % of Halve % of low-achieving 15 year olds in reading, low-achieving 15 year olds in reading, mathematical and scientific literacymathematical and scientific literacy

• Increase EU-average level of Increase EU-average level of participation in LLL participation in LLL to at least to at least 15% of working adults15% of working adults..

Benchmarks by 2020Benchmarks by 2020

• At least 95% of children between 4 yrs and age for starting At least 95% of children between 4 yrs and age for starting compulsory primary education should participate in early compulsory primary education should participate in early childhood education.childhood education.

• Share of low-achieving 15-years olds in reading, mathematics Share of low-achieving 15-years olds in reading, mathematics and science should be less than 15%.and science should be less than 15%.

• Share of early leavers from education and training should be less Share of early leavers from education and training should be less than 10%.than 10%.

• Share of 30-34 year olds with tertiary educational attainment Share of 30-34 year olds with tertiary educational attainment should be at least 40%.should be at least 40%.

• Average of at least 15 % of adults should participate in LLLAverage of at least 15 % of adults should participate in LLL

Progress as to benchmarks 2010Progress as to benchmarks 2010Progress towards meeting the 5 benchmarks (EU average)

-80-70-60-50-40-30-20-10

0102030405060708090

100110120130140

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Year

2010

ben

chm

arks

= 1

00

MST graduates

Lifelong learning participation

Early school leavers

Upper secondary completion

Low achievers in reading

progress required

181

(below 0 = performance getting worse)

MST graduates, international trendsMST graduates, international trends

0

500000

1000000

1500000

2000000

2000 2001 2002 2003 2004 2005 2006

China

EU27

USA

Japan

Number of MST graduates

European framework for key competencesEuropean framework for key competences8 Key competences8 Key competences

• Communication mother tongueCommunication mother tongue• Communication foreign languageCommunication foreign language• Maths literacy; competence science + technologyMaths literacy; competence science + technology• ICT skillsICT skills• Learning-to-learnLearning-to-learn• Interpersonal and civic competencesInterpersonal and civic competences• EntrepreneurshipEntrepreneurship• Cultural awareness*Cultural awareness***Four in italics are transversal competencesFour in italics are transversal competences!!

3 documents on teachers & schools3 documents on teachers & schools• Common Eur. Principles for Common Eur. Principles for competences & competences &

qualifications of teachers & trainersqualifications of teachers & trainers, 2004, 2004• Communication from the Commission to the Communication from the Commission to the

Council and The European Parliament, 3.8.2007: Council and The European Parliament, 3.8.2007: Improving quality of teacher educationImproving quality of teacher education

• Communication from the Commission, 3.7.2008 : Communication from the Commission, 3.7.2008 : Improving competences for the 21st Century:Improving competences for the 21st Century:An Agenda for European Cooperation on SchoolsAn Agenda for European Cooperation on Schools;;

Education & training work Education & training work programme 2010programme 20108 country “clusters” with PLAs launched in 2004:8 country “clusters” with PLAs launched in 2004:• 1. Modernisation of higher education1. Modernisation of higher education• 2. Teachers and trainers2. Teachers and trainers• 3. Making best use of resources3. Making best use of resources• 4. Maths, Science and Technology: 13 countries4. Maths, Science and Technology: 13 countries• 5. Access and social inclusion5. Access and social inclusion• 6. Key competences6. Key competences• 7. ICT7. ICT• 8. Recognition of learning outcomes8. Recognition of learning outcomes

Information about clusters: Information about clusters: http://www.kslll.nethttp://www.kslll.net

EU Strategy in Ed. & training EU Strategy in Ed. & training Cluster MST Cluster MST

The Cluster MST is the responsibility of DG EACThe Cluster MST is the responsibility of DG EAC• WG + later MST cluster: senior policy makers 13 countriesWG + later MST cluster: senior policy makers 13 countries• Comparative reports + collecting good practiceComparative reports + collecting good practice• Policy Recommendations / reportsPolicy Recommendations / reports• PLA : Peer Learning Activities (5 so far)PLA : Peer Learning Activities (5 so far)• MST Cluster PLA Compendium of good practice (08 09)MST Cluster PLA Compendium of good practice (08 09)• Joint meetings MST Cluster & DG R & DJoint meetings MST Cluster & DG R & D• EU projects and partnerships iEU projects and partnerships in LLP and in 7FPn LLP and in 7FP• Joint seminar with other clusters on “Assessment”Joint seminar with other clusters on “Assessment”

The Commission’s contribution to The Commission’s contribution to quality in MST educationquality in MST education• Ensure that LLP, ESF & 7 FP R & D etc.support MST to Ensure that LLP, ESF & 7 FP R & D etc.support MST to

improve quality of MST education ;improve quality of MST education ;• Develop indicators for improved MST EducationDevelop indicators for improved MST Education• Contribute to creation and dissemination of new Contribute to creation and dissemination of new

knowledge in MST educationknowledge in MST education• Support initiatives promoting Eur. Dimension in MST Support initiatives promoting Eur. Dimension in MST

education education • Review progress and suggest further proposalsReview progress and suggest further proposals

MST Cluster PLAs: visits of national MST Cluster PLAs: visits of national MST initiativesMST initiatives France:France:

Main à la PâteMain à la Pâte PRESTE PRESTE , , Plan de Rénovation de l’Enseignement des Sciences et de la Technologie à Plan de Rénovation de l’Enseignement des Sciences et de la Technologie à

l’Ecole l’Ecole EIST, Enseignement Intégré de Science et de Technologie (collège)EIST, Enseignement Intégré de Science et de Technologie (collège)

The NetherlandsThe Netherlands The Delta PLAN Science and Technology The Delta PLAN Science and Technology

NorwayNorway A joint promotion of Maths , Science and Technology A joint promotion of Maths , Science and Technology

PortugalPortugal Ciência Viva , the National Initiative for Scientific and Technological CultureCiência Viva , the National Initiative for Scientific and Technological Culture The Portuguese Plan of action for mathematics The Portuguese Plan of action for mathematics

SwedenSweden Action plan for Maths Action plan for Maths

Success factors national MST plansSuccess factors national MST plans• Careful analysis of the situationCareful analysis of the situation• Comprehensive and holistic approach with clear targets and Comprehensive and holistic approach with clear targets and

target groups: e.g. teacherstarget groups: e.g. teachers• Clear implementation strategy to reach the objectivesClear implementation strategy to reach the objectives• Monitoring and support of the activities implementedMonitoring and support of the activities implemented• Support structures to facilitate implementationSupport structures to facilitate implementation• Networking amongst stakeholders and the chain approachNetworking amongst stakeholders and the chain approach• Bottom-up approachBottom-up approach• Output or result driven approach Output or result driven approach • Research supporting action plans or initiatives : e.g. ROSEResearch supporting action plans or initiatives : e.g. ROSE• Flexible implementation of the projects Flexible implementation of the projects

Success factors national MST plansSuccess factors national MST plans• Strong information strategy towards all potential beneficiariesStrong information strategy towards all potential beneficiaries• Clear role for initial and in-service teacher educationClear role for initial and in-service teacher education• Focus on school development as a learning organisationFocus on school development as a learning organisation• Transition from upper secondary to universityTransition from upper secondary to university• MST and innovation in school educationMST and innovation in school education• The strong cooperation school- industryThe strong cooperation school- industry• Financial means to develop and implement action plans Financial means to develop and implement action plans • Political supportPolitical support• Evaluation of the activities of the national action plansEvaluation of the activities of the national action plans

Main challenges highlighted by Main challenges highlighted by MST clusterMST cluster

• Recruitment of MST teachersRecruitment of MST teachers• Initial Teacher Ed. for primary school teachersInitial Teacher Ed. for primary school teachers• Professional development of teachersProfessional development of teachers• Use of ICT as supportive tool for MSTUse of ICT as supportive tool for MST• Use of active pedagogical MST methods ( more IBSE)Use of active pedagogical MST methods ( more IBSE)• Competency-based curriculumCompetency-based curriculum• Too much focus on the Curriculum versus curiosityToo much focus on the Curriculum versus curiosity• QA in MST and in innovative MST projectQA in MST and in innovative MST project• Assessment of MST in creative learning environmentsAssessment of MST in creative learning environments

Main challenges highlighted by Main challenges highlighted by MST clusterMST cluster

• Evaluation of the national action plans or initiativesEvaluation of the national action plans or initiatives• Negative impact of early selection pupils on choice of Negative impact of early selection pupils on choice of

sciencessciences• Lack of explicit focus on Maths in some MST action plans Lack of explicit focus on Maths in some MST action plans • Lack of focus on the promotion of MST with girls and with Lack of focus on the promotion of MST with girls and with

children of migrant origin children of migrant origin • More networking needed with all stakeholders: teacher More networking needed with all stakeholders: teacher

associations, parents, industry etc. associations, parents, industry etc.

Cluster ICTCluster ICT• MeetingsMeetings• PLAsPLAs• Studies / reports such as: Studies / reports such as:

• European policy making around digital competences European policy making around digital competences • Provide evidence on the added-value of ICT for learning Provide evidence on the added-value of ICT for learning • The Use of ICT for innovation and lifelong learning for The Use of ICT for innovation and lifelong learning for

all all

• Compendium: http://www.kslll.netCompendium: http://www.kslll.net

Policy recommendations by the ICT Policy recommendations by the ICT ClusterCluster• Key lessons from PLA in Birmingham on how to achieve Key lessons from PLA in Birmingham on how to achieve

leadership and parental involvement in eLearning, Oct. 07leadership and parental involvement in eLearning, Oct. 07• Recommendations by MST and ICT Clusters on novel pedagogies Recommendations by MST and ICT Clusters on novel pedagogies

for learning and teaching MST and how ICT can be an added for learning and teaching MST and how ICT can be an added value, May 08value, May 08

• Bottlenecks and enablers of innovative learning and teaching and Bottlenecks and enablers of innovative learning and teaching and the role of ICT, Sept. 08the role of ICT, Sept. 08

• Recommendations on "Digital competences for LLL for all" in the Recommendations on "Digital competences for LLL for all" in the context of the " e-inclusion " Ministerial conference, Dec. 08context of the " e-inclusion " Ministerial conference, Dec. 08

Conclusions as to MSTConclusions as to MST

• Important progress has been made as to MST education Important progress has been made as to MST education since 2000since 2000

• Cluster MST with the PLAs has an impact onCluster MST with the PLAs has an impact on– Policy developmentPolicy development– Valorisation of good practiceValorisation of good practice

• Further actions of Cluster MST are required!Further actions of Cluster MST are required!• More dissemination & valorisation of good practiceMore dissemination & valorisation of good practice• More focus on teachers , initial teacher education & CPDMore focus on teachers , initial teacher education & CPD

Reference websites & studiesReference websites & studies• Lisbon strategy website : for all documents referred to in the PPT Lisbon strategy website : for all documents referred to in the PPT

http://europa.eu.int/comm/education/policies/2010/et_2010_en.html http://europa.eu.int/comm/education/policies/2010/et_2010_en.html http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm

• All documents of the MST Cluster: http://www.kslll.netAll documents of the MST Cluster: http://www.kslll.net• Main policy initiatives and outputs in Ed & Tr since the year 2000: Main policy initiatives and outputs in Ed & Tr since the year 2000:

http://ec.europa.eu/dgs/education_culture/index_en.htmlhttp://ec.europa.eu/dgs/education_culture/index_en.html

• The Rocard report: The Rocard report: http://ec.europa.eu/research/science-society/document_library/pdf_06/http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdfreport-rocard-on-science-education_en.pdf

• Innovating schools / Ecoles innovantes OECD/OCDE 1999Innovating schools / Ecoles innovantes OECD/OCDE 1999• Networks of innovation / Réseaux Innovants, OECD/OCDE 2003Networks of innovation / Réseaux Innovants, OECD/OCDE 2003• EUN Schoolnet website with information on Xplora, PENCIL etc.: EUN Schoolnet website with information on Xplora, PENCIL etc.:

http://www.eun.org/portal/index.htmhttp://www.eun.org/portal/index.htm