MST Analysis – preliminary results PIC Meeting on MST, Brussels, 05/11/2009 Patricia Wastiau & Caroline Kearney

The issue Disaffection from students Number of graduates Depending on: Level of education Disciplinary field Geographical area

Disaffection from students

A European issue? A topic for cooperation….

A topic for cooperation….

A European issue? Even if…. Different systems Other policies concerned A topic for cooperation…. Universal concepts and content Technological societies

Even if….

Different systems

Other policies concerned

A topic for cooperation….

Universal concepts and content

Technological societies

Common features of public policies on MST Sooner is better Teacher training Active pedagogies

Common features of public policies on MST How to measure impact? Slow scaling up What about content and knowledge Systemic/holistic approach Long term commitment

How to measure impact?

Slow scaling up

What about content and knowledge

Systemic/holistic approach

Long term commitment

Outline of analysis of completed MST questionnaires from 7 MoE Organization of MST subjects in primary & secondary curricula MST priorities rated by MoE National MST Initiatives Role of ICT in MST learning All above based on completed questionnaires from 7 countries: CH, ES, FR, IT, NL, NO, & TU.

Organization of MST subjects in primary & secondary curricula

MST priorities rated by MoE

National MST Initiatives

Role of ICT in MST learning

All above based on completed questionnaires from 7 countries: CH, ES, FR, IT, NL, NO, & TU.

Completed MST questionnaires

Organization of MST subjects in primary curricula All primary school curricula in 7 countries teach Maths and Science (considered as a single area) 3 countries (FR, IT, TU) also teach some form of technology at primary level (ICT, Computer Science, Design & Technology).

All primary school curricula in 7 countries teach Maths and Science (considered as a single area)

3 countries (FR, IT, TU) also teach some form of technology at primary level (ICT, Computer Science, Design & Technology).

Organization of MST subjects in secondary curricula At secondary level in 5 out of 7 countries, MST subjects are split into various separate subjects In 4 countries (FR, IT, ES, & TU) type and number of MST subjects taken depends on subject strand chosen by student In NL Science is taught in a holistic way under the thematic umbrella of ‘Man and Nature’. In CH similar option exists to teach subject clusters as part of more comprehensive fields such as ‘Man and Environment’, ‘Man and Technology’.

At secondary level in 5 out of 7 countries, MST subjects are split into various separate subjects

In 4 countries (FR, IT, ES, & TU) type and number of MST subjects taken depends on subject strand chosen by student

In NL Science is taught in a holistic way under the thematic umbrella of ‘Man and Nature’. In CH similar option exists to teach subject clusters as part of more comprehensive fields such as ‘Man and Environment’, ‘Man and Technology’.

MST MoE Priorities:

Initiatives Pedagogy Career Guidance Gender Teacher Education 3 2 1 7 10 10 15

Inititatives All 7 countries: at least 1 initiative related to improving pedagogy in MST 6 out of 7 countries: at least 1 initiative related to MST career guidance

All 7 countries: at least 1 initiative related to improving pedagogy in MST

6 out of 7 countries: at least 1 initiative related to MST career guidance

MST national strategies in CH, IT, NL & NO Powerpoint template - Patricia Munoz King 28/01/2009

Analysis of other MST initiatives Mostly only national measures reported (except for some regional measures in IT & ES) All initiatives concern either both primary & secondary level students or only secondary students (no initiatives devoted solely to primary) Out of 36 initiatives: 17 concern all MST subjects, 11 concern a certain combination of MST subjects, 5 concern Sciences only, 2 Maths only, & 1 Technology only.

Mostly only national measures reported (except for some regional measures in IT & ES)

All initiatives concern either both primary & secondary level students or only secondary students (no initiatives devoted solely to primary)

Out of 36 initiatives: 17 concern all MST subjects, 11 concern a certain combination of MST subjects, 5 concern Sciences only, 2 Maths only, & 1 Technology only.

Partnerships Schools (All) Universities (FR, CH, TU) Foundations/expert institutes (FR, IT, NO,ES, CH) Other Ministries (FR, IT) Regional Authorities (ES, IT) /EU (IT) Museums (IT, ES) Industry (FR, NL, NO, CH) Teacher & Trade Unions/Associations (IT, NO) Powerpoint template - Patricia Munoz King 28/01/2009

Schools (All)

Universities (FR, CH, TU)

Foundations/expert institutes (FR, IT, NO,ES, CH)

Other Ministries (FR, IT)

Regional Authorities (ES, IT) /EU (IT)

Museums (IT, ES)

Industry (FR, NL, NO, CH)

Teacher & Trade Unions/Associations (IT, NO)

Lack of gender balance for secondary MST teachers

Role of ICT in MST learning ICT is used in the teaching of MST subjects in all countries In NO & NL no specific details are given on how to use ICT in MST subjects (or any subjects) as ICT competence is considered as a basic skill to be integrated in all subject learning

ICT is used in the teaching of MST subjects in all countries

In NO & NL no specific details are given on how to use ICT in MST subjects (or any subjects) as ICT competence is considered as a basic skill to be integrated in all subject learning

Reasons given for using ICT in MST To collect, record & analyze data Display information in different formats Share information Allows students to work independently Allows students to practice as much as they like Motivating for students as do not feel ‘judged’ by computer Aids personalized learning

To collect, record & analyze data

Display information in different formats

Share information

Allows students to work independently

Allows students to practice as much as they like

Motivating for students as do not feel ‘judged’ by computer

Aids personalized learning

Reasons for using ICT in MST teaching:

Thank you and next over to you … Thank you for listening… and for more interesting results, please provide your completed questionnaire as soon as possible so we can produce a complete comparative analysis of Europe by December 2009. Powerpoint template - Patricia Munoz King 28/01/2009

Thank you for listening…

and for more interesting results, please provide your completed questionnaire as soon as possible so we can produce a complete comparative analysis of Europe by December 2009.