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Peer Learning Activities relevant to this Peer Learning Cluster or group:

• Increased recruitment and better quality instruction in MST. A joint promotion of MST in Norway
• Mathematics education
• Renovation in science education: an inquiry-based approach
• The action plan for mathematics, the action plan for science and the promotion of scientific culture in Portugal
• The Dutch Delta Plan
• The Science and Mathematics reform in Latvia (2005 – 2011)

Math, Science and Technology (MST)

Aims and Objectives

The MST Cluster has been set up in 2006 to follow the European MST benchmark and to improve participation in MST studies and careers, especially regarding women (E&T 2010).

It shall contribute to prepare scientific specialists for the Barcelona objective of reaching 3% of GDP in research. Moreover MST is one of the eight key competences for Life Long Learning. 

 

Overall focus of cluster:

• Follow-up European benchmark on number of graduates and gender imbalance in MST;
• Increase participation in MST studies and careers, as well as women in science;
• Improve the scientific culture of citizens;
• Promote exchange of good practices and peer learning in MST;
• Follow-up of MST as one out eight key competences for LLL;
• Contribute to prepare scientific specialists needed for the goal of 3% GDP in research;
• Follow-up of FP7 'Science in Society'' – Rocard report, Women & Science.

 

• Reflection on how to improve didactics and teaching methods, professional profile of MST teachers, school curricula, partnerships, and support to girls and special groups such as high and low achievers. Two reports with recommendations addressed to decision-makers. 'Mapping' of innovative initiatives in MST across Europe;
• Exchange of good practices and peer learning activities among countries (five countries visited); publication of a compendium of good practice in MST; dissemination of successful experiences;
• Close cooperation between education and research: synergies on topics and priorities, European programmes, projects, research results, networks and experts;
• Support of € 60 MIO from FP7 under 'Science in Society' allocated to projects promoting innovative methods in science education (2007-2013).

The topics addressed by the five PLAs (2006-2008) are closely linked to policy priorities of participating countries; they all concern large scale action plans or strategic reforms on MST at national level.

In several countries there is an indirect impact of PLA on MST policy and PLAs are inspiring national solutions. It is also recognised that no other platform for cooperation in this field exists where policy development and implementation are combined. The MST Cluster certainly contributed as well to the consensus on the need for a renovation in science education.

Its outputs include:

• A Compendium of Good Practices in MST that presents relevant initiatives in MST related to national reforms and action plans in five countries: France, the Netherlands, Norway, Portugal and Sweden. The compendium is organised by thematic areas and provides a tool for decision makers and actors in the field.
• Five PLA reports present the detailed information on national plans and initiatives and the evaluation by Cluster members, and each report includes an executive summary.

Background

In recent decades Europe has been facing a growing demand for qualified human resources in science and technology and skills shortages in several areas (i.e. Physics, Engineering, and ICT).

‘Increasing recruitment to scientific and technical studies’ was one of the first work priorities of the work programme Education and Training 2010 adopted by Member States and the Commission as a response to the Lisbon Strategy stimulus.

 

For further reading:

Assessment of Key competences_joint seminar Oct. 2009.pdf
Council Conclusions on Reference Levels of European Average Performance in Education and Training (Benchmarks).
MST Compendium.pdf

Participants