促进STEM教育欧盟报告（英）

PromotingSTEM

EducationinSchools

EUreport

EUROPEANCOMMISSION

Directorate-GeneralforEducation,Youth,SportandCulture

3

EN

2026

PromotingSTEMEducationin

Schools

EUreport

Authors:LennartStoy,LauraGalante,ElisaSeminaroti,AdelinaPupelyte

PromotingSTEMeducationinschools

5

Tableofcontents

1.Introduction 8

2.Backgroundandcontext 9

2.1.ThecaseforSTEMcompetences 9

2.2.Recentpolicycontext 10

2.3.MathematicsandscieneperformanceintheEU 13

3.Methodology 19

4.EUinitiativesandfundingprogrammes 22

4.1.EUpolicyinitiatives 22

4.2.STEMdefinitionsintheEUpolicy 27

4.3.ContributionofEUfundingprogrammes 30

4.3.1.ContributionofErasmus+ 30

4.3.2.EuropeanStructuralandInvestmentFunds 44

4.3.3.HorizonEuropeandHorizon2020 51

4.3.4.DigitalEuropeProgramme 58

4.3.5.EuropeanInstituteofInnovationandTechnology(EIT) 60

4.3.6.RecoveryandResilienceFacility(RRF) 61

4.3.7.TechnicalSupportInstrument(TSI)andStructuralReformSupport

Programme(SRSP) 64

4.3.8.InvestEU 66

4.3.9.Others 68

5.SynergieswithinterventionsandinitiativesrelevantforSTEM

educationimplementedbyotherstakeholdersactiveatEuropean

level 70

6.Gaps,challengesandneedsinSTEMeducationpolicy 73

6.1.Gapsandchallenges 73

6.2.Needs 77

7.EUpolicymixandSTEMcompetenceframeworks 80

6

7.1.RoleoftheEUpolicymixandpotentialforsynergiesbetweendifferent

instruments 80

7.2.RoleofSTEMcompetenceframeworks 82

8.Conclusions 90

9.Bibliography 92

10.AnnexITIMMSdata 96

11.AnnexIIListofinterviews 99

12.AnnexIIIHorizonEuropeandHorizon2020Projects 100

Listoffigures

Figure1Averageachievementinfourth-grademathematicsintheEU 14

Figure2Averageachievementinfourth-gradescienceintheEU 14

Figure3Averageachievementineight-gradescienceintheEU 15

Figure4Averageachievementineight-grademathematicsintheEU 15

Figure5Averageachievementinmathematics(PISA) 16

Figure6Averageachievementinscience(PISA) 16

Figure7PISA2022scoresformathematicsandscienceacrosstheEU

MemberStates 17

Figure8Meanpointdifferenceinstudentsmathandsciencescorespercountry

(2012-2022) 17

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Listoftables

Table1KeydimensionsofSTEMeducationpolicy 20

Table2STEMkeycompetencies 23

Table3KeydefinitionsforSTEMandSTEAMeducation 27

Table4SearchapproachforErasmus+STEMprojects 32

Table5Erasmus+projectsduring2014–2020programmingperiod 34

Table6Erasmus+projectsduring2021–2027programmingperiod 34

Table7GeographicaldistributionofE+projects 34

Table8SearchapproachforErasmus+STEMgoodpracticeinventory 36

Table9Erasmus+programmetypes 37

Table10Policydimensionsaddressedingoodpracticeprojects 40

Table11Educationlevelsaddressedingoodpracticeprojects 41

Table12Levelofeducationvspolicydimensions 43

Table13SearchapproachtoESIFandHorizonEuropeprojects 45

Table14NumberofprojectsandbudgetacrossESIF 46

Table15NumberofESIFprojectsperMemberState 47

Table16ESIFprojectsperfundperMemberState 48

Table17HorizonEuropeSTEMeducationprojects 52

Table18Horizon2020STEMeducationprojects 54

Table19STEMeducationaspectsaddressedinHorizonEuropeprojects 57

Table20DEPcall“BoostingDigitalSkillsofyoungpupils,inparticulargirls” 59

Table21NationalRRFplansaddressingSTEMeducation 62

Table22DefinitionofcompetencesintheCouncilRecommendationof22May

2018onkeycompetencesforlifelonglearning 83

Table23TerminologyrelatedtocompetencesintheEuropeanQualifications

Framework 83

Table24:StructureofSTEAMCompEdu 86

Table25DimensionsoftheSTEAMEducatorCompetenceFrameworkand

profile(s)forSpecialNeeds 87

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1.Introduction

ThisEU-levelreportispartofthestudyo“PromotingSTEMEducationinSchools”,commissionedbytheDirectorate-GeneralforEducation,Youth,SportandCultureoftheEuropeanCommission.ItexaminesEUpolicyinitiativesandEuropeanprogrammesaddressingSTEMeducationoverthepastdecade,withafocusonpre-primary,primary,secondary,andinitialvocationaleducationandtraining(VET).Theanalysiscoversformal,non-formal,andinformaleducation.ForassessingtheEU’scontribution,abroadscopewasapplied,encompassingindividualscience,technology,engineeringandmathematicsdisciplines,integratedSTEMeducation,andapproachesthatcombineSTEMwithartsandcreativity,suchasSTEAM.

TheprimaryobjectiveofthisreportistomapandanalyseEUpolicyinitiativesandstrategies,aswellasEU-fundedprogrammesrelatedtoSTEMeducation.ThefocusisonEUfundinginstrumentsandtheircontributiontoSTEMeducation,includingErasmus+,HorizonEurope,theEuropeanStructuralandInvestmentFunds,andothers,complementedbyarangeofEuropeaninitiativesandtheirrolewithinthewiderEUSTEMeducationecosystem.ThestudyalsoreviewsdefinitionsofSTEMeducationandSTEMcompetencesappliedacrosspolicyinitiativesandfundingprogrammes.Buildingonthisanalysis,thereportidentifiesgaps,challenges,andneedsatEUlevel.

Thereportdrawsonmultiplesourcesofevidence,includingdeskresearch,interviews,programme-leveldata(whereavailable),andprojectcasestudies.Itsstructureisasfollows:Chapter1isthepresentintroduction.Chapter2presentsthebackgroundandcontext;Chapter3outlinesthemethodology;Chapter4examinesthekeyfeaturesofEUsupportforSTEMeducation;Chapter5reviewssynergieswithEuropeaninterventions;Chapter6identifiesgaps,challengesandpolicyneedstoinformfuturepolicymaking;Chapter7highlightsgoodpracticesandtheroleofSTEMcompetenceframeworks;andChapter8concludeswithasummaryofkeyfindings.

9

2.Backgroundandcontext

2.1.ThecaseforSTEMcompetences

Inthe21stcentury,Europecontendswithscientificadvancement,significantsocietaltransformation,andpressingglobalchallenges.Withinthisdynamiccontext,STEM(Science,Technology,Engineering,andMathematics)educationemergesasapivotalareaforaddressingthemultifariouschallengesfacedbytheEuropeanUnion.STEMcompetencesarefundamentaltoresearchanddevelopment,drivinginnovationandmaintainingEurope’scompetitivenessintheglobalmarket.Multidisciplinaryandinterdisciplinaryapproacheswhichintegratescientificknowledgefromdifferentdomainsandtoapplyitinreal-worldsettingsareparticularlyimportant,asmanycontemporarychallengescannotbeaddressedwithinasinglediscipline1.STEMcompetencesalsosupportpersonalfulfilment,health,employability,andsocialinclusion.Thus,theyarepartoftheskillsandcompetenceswhichpreparepeopleforactivecitizenshipand21stcenturychallenges.

Europe’sskillsgapinSTEMfieldsisamultifacetedproblemwhichcanbetracedbacktoseveralchallengestobetackledacrosstheentireeducationbiographyoflearners:Startingfromearlychildhoodeducationoverprimaryandsecondaryeducation,upuntiltertiaryeducationandlifelonglearning.

Overall,datashowsthatachievementinmathematicsandscienceamongthe15-year-oldshasbeenstagnantordecreasingoverthelastdecadeinmostEUMemberStates(seeChapter2.3).ImprovingSTEMoutcomesinschoolsingeneralisthusacommonchallengeacrosstheEU.ThereisaneedtofindwaysandmethodshowtoincreasemotivationandinterestinSTEMfieldsforalllearnersatschoollevel.Underlyingproblemsrelatedtoequity,genderandsocioeconomicdisparitiesreinforcethisneed.Historically,therehasbeenasignificantgenderdisparityinSTEMfields,withfewerwomenthanmenpursuingcareersintheseareas.EnhancingSTEMeducationinschoolsprovidesanopportunitytoencouragemoregirlsandyoungwomentoengagewithSTEMsubjects,leadingtomorebalancedrepresentationinSTEMcareers.

Socioeconomicdisparities,inparticularlowersocio-economicbackgroundsbutalsourban-ruraldivides,areamajorfactorleadingtolowerSTEMachievements.Thus,increasingthenumberofstudentswhochoseSTEMfieldsforfurtherstudyand,eventually,theirprofessionalcareerscouldbealsoaddressedthroughmeasuresreducingtheeffectsofsocio-economicdisparities,aswellasoverallawarenessofthevalueofSTEMforsociety.

Inaddition,educationsystemsfrequentlysufferfromsystemicproblemssuchasteachershortages,whichespeciallyaffectSTEMfields,andlimited

1CouncilRecommendationof22May2018onkeycompetencesforlifelonglearning,rec2.

10

opportunitiesforprofessionaldevelopment.Schoolinfrastructureisalsocriticalinenablingstate-of-the-artteachingandlearning,includingthroughinformationandcommunicationtechnology.Thus,meetingthedemandofSTEMcompetencesneedstobematchedbyeducationalreformacrossvariousdimensions.

2.2.Recentpolicycontext

Atthepoliticallevel,therecognitionoftherelevanceofSTEMeducationisnotarecentphenomenon.TheCouncilRecommendationof22May2018onkeycompetencesforlifelonglearninghasbeenakeydocument.Lookingatdiminishingoutcomesinmathematicsandscienceamong15-year-oldsbasedon2015data,theCouncilRecommendationstressedthat“thesupportofcompetencedevelopmentinSTEMbecomesincreasinglyrelevant”2formaintainingahighstandardofliving,highratesofemployment,andsocialcohesioninEurope.Yet,despitepoliticalattentiontothematter,themostrecentTIMMSresultscovering2023andPISAfindingsfrom2022shownosubstantialimprovementsinscienceandmathematicshavebeenachievedsince2015(seealsoChapter2.3).

Inreactiontothepersistingchallenges,severalkeypoliticalinitiativeshavebeenlaunchedtosupportSTEMeducation.TheEuropeanEducationArea(EEA)waslaunchedin2020inordertoreinforceEuropeanactionacrossalldimensionsofeducation,focusingonaspectssuchasboostingqualityeducationandoutcomes,improvinginclusionandgenderequality,theroleofeducationinthegreenanddigitaltransition,supportingteachersandtrainers,strengthenedhighereducationinstitutions,andtheinternationalisationofeducation.3Targetsweresettoreducetheshareoflow-achieving15-year-oldsinmathematicsandsciencetolessthan15percentby2030.SpecificattentionwasonmakingSTEMmoreattractivetogirlsandwomen.

Alsoannouncedin2020,theEuropeanSkillsAgenda(2020-2025),includesadedicatedactiononincreasingSTEMgraduateswhilehighlightingtheneedforstrongerSTEMcompetencies.4TheDigitalEducationActionPlan(2021-2027),whichemphasisesadaptingtheeducationsectortothedigitalage,putsaparticularfocusonenhancingdigitalliteracyandskillsthroughSTEMeducationinschools.5Likewise,theEuropeanYearofSkills2023emphasisedskills

2CouncilRecommendationof22May2018onkeycompetencesforlifelonglearning,rec16.

3‘CommunicationfromtheCommissiontotheEuropeanParliament,theCouncil,theEuropeanEconomicandSocialCommitteeandtheCommitteeoftheRegionsonachievingtheEuropeanEducationAreaby2025’(2020),COM(2020)625final.

https://eur-lex.europa.eu/legal-

content/EN/TXT/?uri=celex:52020DC0625

.

4See

https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-

qualifications/european-skills-agenda_en

.

5See

https://education.ec.europa.eu/focus-topics/digital-education/action-plan

.

11

shortagesinSTEMoccupations,underscoringtheneedfortargetedeffortstobridgethesegaps.6

RecentIy,thetopichasgainedfurthertractionduetoconcernsaboutEurope,sfuturecompetitiveness.TheDraghiReportforexamplearguesthat“IabourandskiIIsshortagesactasadragontheEU,sfuturecompetitiveness.Theyendangerprogressindevelopingemergingtechnologies,achievingthegreenanddigitaltransitions,andthedeveIopmentofbusinessesinstrategictechnoIogies.”7Accordingtothereport,oneoftherootcausesisthe“deterioratingperformanceoftheeducationsystem”.8Specificaspectshighlightedinthereportincludetheunderfundingofeducationsystems,lackofhigh-qualityearlychildhoodeducation,earlyschoolleaving,failuretosupportlearnersfromdisadvantagedbackgrounds,genderdisparities,slowgrowthinSTEMgraduates,andagenerallydecreasingeducationperformance.9

AgainstthesesurmountingconcernsaboutSTEMskillsgaps,thePoliticalGuidelinesfortheEuropeanCommissionfor2024-2029announcea“focusonimprovingbasicskiIIs”andthedeveIopmentofa“STEMEducationStrategicPIan”.ThisincIudestheobjectivetotackIethedropinperformance,aIackofSTEMteachers,andtheambitiontoattract“moregirIsandwomenintoSTEMeducationandcareers”.10ThisiselaboratedintheMissionlettertoRoxanaMînzatu,ExecutiveVicePresidentoftheEuropeanCommissionresponsibleforSocialRightsandSkills,QualityJobsandPreparedness.11TheMissionletterstressesthereIevanceofSTEMeducationfor“ouroveraIIprosperityandproductivity,aswellasthesuccessofthetwingreenanddigitaItransitions”.12

TheUnionofSkillsresultingfromthisrenewedfocusonskillsincludesanActionPlanonBasicSkillsandaSTEMEducationStrategicPlan.OtherinitiativessuchastheproposedEUTeacherAgenda,anda“RoadmaponthefutureofdigitaleducationandtrainingbasedonthereviewedDigital

6Decision(EU)2023/936oftheEuropeanParliamentandoftheCouncilof10May2023onaEuropeanYearofSkills(TextwithEEArelevance),rec2.

7“ThefutureofEuropeancompetitiveness.PartB|In-depthanaIysisandrecommendations”,2024,p.261.

8“ThefutureofEuropeancompetitiveness.PartB|In-depthanalysisandrecommendations”,2024,p.262.

9Ibid.

10‘Europe,sChoice.PoIiticaIGuideIinesfortheNextEuropeanCommission2024一2029,

(Strasbourg,18July2024),

https://commission.europa.eu/document/download/e6cd4328-673c-

4e7a-8683-f63ffb2cf648_en?filename=Political%20Guidelines%202024-2029_EN.pdf

.

11‘RoxanaMînzatu一MissionLetter,(EuropeanCommission,17September2024),

https://commission.europa.eu/document/download/27ac73de-6b5c-430d-8504-

a76b634d5f2d_en

.

12‘RoxanaMînzatu一MissionLetter,(EuropeanCommission,17September2024),

https://commission.europa.eu/document/download/27ac73de-6b5c-430d-8504-

a76b634d5f2d_en

.

12

EducationActionPlan”13alsoseektoaddresschallengesrelatedtotheskillsgapsinSTEMeducation.

ThepoliticalattentiontoboostingSTEMcompetencesoverthelastdecadehasbeensupportedbyarangeofEU-levelstudiesintothefactorsandchallengesrelatedtoSTEMeducation.Thesestudiesinclude:

•TwostudiesinvestigatedgenderaspectsinSTEM.OnewasconductedbytheNetworkofExpertsworkingontheSocialdimensionofEducationandTraining(NESET),featuringaliteraturereviewandanalysisofEU-fundedprojectsinrelationtogendergapsinSTEM.14Theotherstudyinvestigatedtheindividualandcontextualfactorsaffectinggirls’aspirationsinSTEMareas.15

•Astudyfrom2024conductedbytheJRCassesseddifferentdefinitionsofSTEM(traditional,integrated,STEAM),aswellasspecificchallengesrelatedtoSTEMeducationandexistingmeasurementtools(PISA,TIMSS,PIAAC,ICILS).16ThestudywasfollowedbyaPolicyBriefin2025summarisingandsystematisingdefinitionsofSTEM,integratedSTEM,andSTEAM/STE(A)Meducation.17

•A2022EurydicestudyanalysedthestructureofSTEMeducationacrossvariablessuchasinstructiontime,curriculumorganisations,andassessment,aswellasthevariablesinfluencingachievementsandmotivation.18

13‘RoxanaMînzatu−MissionLetter’(EuropeanCommission,17September2024),

https://commission.europa.eu/document/download/27ac73de-6b5c-430d-8504-

a76b634d5f2d_en

.

14EuropeanCommission.DirectorateGeneralforEducation,Youth,SportandCulture.,

AddressingtheGenderGapinSTEMEducationacrossEducationalLevels:AnalyticalReport.(PublicationsOffice2024)

https://data.europa.eu/doi/10.2766/260477

.

15Directorate-GeneralforEducation,Youth,SportandCulture(EuropeanCommission)andICF,Girls’CareerAspirationsinSTEM(PublicationsOfficeoftheEuropeanUnion2021)

https://data.europa.eu/doi/10.2766/52684

.

16PokropekA,‘STEMCompetencies,Challenges,andMeasurements:ALiteratureReview’(JRCPublicationsRepository,8October2024)

https://publications.jrc.ec.europa.eu/repository/handle/JRC138618

.

17OrtolaniMazzeo,Giovanna,‘STEMandSTEAMEducation,andDisciplinaryIntegration:AGuidetoInformedPolicyAction’,2025,

https://publications.jrc.ec.europa.eu/repository/handle/JRC141438

.

18EuropeanEducationandCultureExecutiveAgency(EuropeanCommission)andothers,

IncreasingAchievementandMotivationinMathematicsandScienceLearninginSchools

(PublicationsOfficeoftheEuropeanUnion2022)

https://data.europa.eu/doi/10.2797/031821

.

13

•Otherstudiesexploredtheroleofscienceeducationandcitizenship19anda2019reportinvestigatedSTEM-relatedprojectsco-fundedunderErasmus+.20

Theobjectiveofthepresentreportisnottoreplicatetheanalysisandfindingsofthesestudies,whicharestillapplicabletoday.ThepurposeofthereportistozoominonthedifferentfacetsofEUlevelpoliciesandprogrammesinthefieldofSTEMeducationtoaiddecisionmakingandpolicydesignconsideringtherenewedfocusonSTEMeducation.

2.3.MathematicsandscienceperformanceintheEU

Decreasingperformanceinmathematicsandscienceisanoften-citedargumentforSTEMeducationreform.ThemostrecentPISAandTIMMSresultsforEuropeshowdonotalwaysshowaclearnegativetrend.Forinstance,resultsfromtheTIMMSsurveyforstudentsinfourthandeighthgradesshowthattheaverageachievementinfourth-grademathematicsinparticipatingMemberStateshasincreasedfromameanscoreof511to525between2007and2023

(Figure1

).Averageachievementinscienceinfourthgradehasdecreasedbyfourpointsbetween2007and2023inparticipatingMemberStates

(Figure2

).

19EuropeanCommission:Directorate-GeneralforResearchandInnovation,Scienceeducationforresponsiblecitizenship-ReporttotheEuropeanCommissionoftheexpertgrouponscienceeducation,PublicationsOffice,2015,

https://data.europa.eu/doi/10.2777/12626

.

20EuropeanCommission:Directorate-GeneralforEducation,Youth,SportandCulture,AcompendiumofinspiringprojectsintheareaofSTEMco-fundedundertheErasmus+

programme,PublicationsOffice,2019,

https://data.europa.eu/doi/10.2766/111701

.

14

Figure1Averageachievementinfourth-grademathematicsintheEU

560

540

520511,09

EUAverage

MeanScore

523,60523,86525,48516,21

500

480

2007

2011201520192023

Source:IEA,TIMSS2023

Figure2Averageachievementinfourth-gradescienceintheEU

MeanScore

EUAverage525,05

565

545

521,16

520,82

519,62

523,91

525

505

485

465

445

20112015

2019

2023

2007

Source:IEA,TIMSS2023

Whenlookingatachievementateight-grade,however,theoveralldecreasegetsmorepronounced.ThemostrecentmeanscoreinscienceforEUMemberStatesparticipatingintheTIMMSsurveyisat506comparedtothepeakat518in2015

(Figure2

).Inmathematics,the2023averagescoreateight-gradeis502,downfivepointsfromthepeakinof507in2015butonlyonepointbelowthelastsurveyin2019

(Figure4

).

15

Figure3Averageachievementineight-gradescienceintheEU

MeanScore

550

530

515,14

EUAverage518,43

506,58

511,30

510501,33

490

470

450

2011

2007

2019

2023

2015

Source:IEA,TIMSS2023

Figure4Averageachievementineight-grademathematicsintheEU

EUAverage

MeanScore

515

495

503,30502,08

507,57

495,14

490,33

475

455

20072011201520192023

Source:IEA,TIMSS2023

TheTIMSSdatashowsthattheinterpretationshowingastarkdeclinedoesnotfullyholdup.However,notallEUMemberStatesparticipateineachTIMSSedition.Thus,theaverageacrosstheparticipatingMemberStatesisnotconsistentandnotnecessarilyrepresentativeoftheentireEU27.Fluctuationsarenoteworthyinthe2023eight-gradesurvey,inwhichonly13MemberStatesparticipated.AfulloverviewofparticipatingMemberStatesandtheirperformanceresultsispresentedinAnnexI.

PISAresults,ontheotherhand,includeamoreconsistentcoverageof15-year-oldsacross26EUMemberStates.21TheavailablePISAdataindicatesthatthe

performanceof15-year-oldschoolstudentsinmathematicsandscienceisindeclineinmostoftheEUcountries.IntheEU,theaveragemathematicsscorefellfrom489in2012to472in2022

(Figure5

).Inscience,theaverageachievementfellfrom496in2009to480in2022

(Figure6

).

21OnlyLuxembourgismissingfromthe2022surveyonscienceandmathematics.The2018and2015editionscoveredtheentireEU27.

16

Figure5Averageachievementinmathematics(PISA)

EUAverage486

535

489

488

515490

472

495

475

455

435

415

20092012201520182022

Source:OECD,PISA2022.

Figure6Averageachievementinscience(PISA)

EUAverage

525496

487

483

481

545

497

505

485

465

445

425

405

20092012201520182022

Source:OECD,PISA2022

FocusingonthesituationwithinMemberStates,therearenotabledisparitiesbetweenthecountries,asshowninFigure7below.Accordingtothe2022PISAresults,someEUMemberStateswereinthetop10performersinthePISAstudyforbothmathematicsandscience,includingCzechia,Denmark,Estonia,Finland,Ireland,PolandandSlovenia.Incontrast,Cyprus,Bulgaria,RomaniaandGreecehadthelowestscoresforbothmathandscienceachievements.ThesedisparitiesacrossMemberStateshighlighttheneedforpolicyinterventionssensitivetothecontextofnationaleducationsystems.

PromotingSTEMeducationinschools

17

Figure7PISA2022scoresformathematicsandscienceacrosstheEUMemberStates

Source:OECD,PISA2022

BesidesthevarianceinMemberStates’performances,therewasadeclineinmathematicsscoresbetween2012and2022,forallcountriesexceptSweden

(Figure8

).Sciencescoresfaredslightlybetter:ninecountriesdidnotexperienceastatisticallysignificantdeclineinscoresbetween2012and2022(Czechia,Denmark,Croatia,Hungary,Latvia,Lithuania,Portugal,SlovakiaandSweden).

Figure8Meanpointdifferenceinstudents’mathandsciencescoresper

country(2012-2022)

Source:OECD,PISA2022

Whilenotstrictlyinthescopeoftheanalysis,tertiaryeducationstatisticsinSTEMfieldswarrantfurtherattentionaswell.ThisisnotonlyduetotheimportanceofSTEMgraduatesforfuturecompetitiveness,butalsotoidentifypossiblechallengesinthetransitionfromsecondarytotertiaryeducation,aswellasdifferencesbetweenMemberStates.RegardingthenumberofgraduatesinSTEMfieldsintertiaryeducation,the

18

EUaverageisat23graduatesper1000inhabitantsbetweentheagesof20and29.ThehighestgraduatenumbersinSTEMfieldsarerecordedinIreland,with40.1graduates,andFrance,with35.3graduatesper1000inhabitants.Atthelowerend,Luxembourgreported5.6graduatesper1000inhabitantsinSTEMfields.Withinthesefigures,therepersistsacleargendergapacrossallMemberStates.Onaverage,therearealmosttwiceasmanymalegraduatesastherearefemalegraduatesinSTEMfields.AccordingtoEurostat,amongSTEMgraduates,thereare28.9menper1000maleinhabitantsaged20to29yearsbutonly16.7womenper1000femaleinhabitantsaged20to29yearsacrosstheEU.22ThisgapingraduationratesinSTEMfieldspointstotherelevanceofmotivatingmorediversegroupstotakeupSTEMstudies,suchasbyincreasinggirlsparticipationinSTEMatanearlystageandincreasingawarenessofcareeropportunitiesinSTEMsectorsbyaddressingbarriersatindividual,institutionalorcontextuallevel.

22Eurostat(n.d.)Tertiaryeducationstatistics.Availableat

https://ec.europa.eu/eurostat/statistics-

explained/index.php?title=Tertiary_education_statistics

.

19

3.Methodology

Theinformationinthisreportwascompiledusingdifferentmethodsandsources:

•DeskresearchincludedareviewofEU-levelpolicyandstrategicdocuments,aswellasEU-levelstudiesonSTEMeducation.Workprogrammes,writtenreports,evaluationsandimpactassessmentsofEUlevelprogrammeswereconsulted.

•AcorepartofthefurtheranalysisisbasedontheadministrativeandmonitoringdataoftherelevantEUprogrammessuchastheEuropeanstructuralandinvestmentfunds.ItshouldbenotedthattheanalysisofErasmus+,contributiontopromotingSTEMeducationinschoolsisprovidedinaseparatedeliverablethatisapartofthisstudy(Erasmus+report).

•DeskbasedresearchwassupportedbyatotalofeightEU-levelinterviewswithpolicymakersandstakeholdersthroughthestudyteamtocorroborateandfurtherdocumentthestatusofEU-levelpolicyandprogrammesonSTEMeducationinschools.ThelistofinterviewsisreportedinAnnexII.

Thequantitativeanalysisofproject-leveldatawasconductedforErasmus+,Horizon