eu presidency conference effective policies for the development of competencies of youth in europe...
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EU Presidency Conference Effective policies for the development of
competencies of youth in EuropeWarsaw, 16-18 November 2011
Improving basic skills in Europe - national policies and measures
for mathematics and science education
Teodora Parveva, Bernadette ForsthuberEurydice
Education, Audiovisual and Culture Executive Agency
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Importance of competences in mathematics and science:•Council conclusions (2008): ”Numeracy, mathematical and digital competences and an understanding of science are ... vital for full participation in the knowledge society....”•EU-benchmark: reducing the share of 15-year-olds with low achievement in mathematics and science to less than15% by 2020.
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UnderstandingUnderstandingEducation Education in Europein Europe
Education systems and policies Education systems and policies in 33 European countriesin 33 European countries
The Eurydice Network
Other reports on key competences
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Mathematics Education in Europe: Common Challenges and National Policies
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• Curriculum• Teaching methods• Assessment• Teacher education and professional development• Low achievement• Motivation and engagement
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Mathematics Education in Europe: Common Challenges and National Policies
Translating the revised curriculum into
classroom practice
• Recent reforms: less mathematical content, more emphasis on links with other subjects, problem-solving and application of knowledge
• Further guidance on implementing changes in the classroom
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Mathematics Education in Europe: Common Challenges and National Policies
A range of teaching approaches to meet the needs of all learners
Effective use of assessment methods
Teacher education to promote flexible instruction
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Tackling low achievement (1)
Percentage of low achieving 15-year-old students in mathematics, 2009
Data: OECD, PISA 2009 databaseUK (1): UK-ENG/WLS/NIR
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Tackling low achievement (2)
Central level measures and/or support
ISCED 2
No central measures and/or support
Numerical targets on low achievement
National level guidelines in addressing low achievement in mathematics, ISCED levels 1 and 2, 2010/11
Source: Eurydice. 9
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Tackling low achievement (3)
Early interventions at primary level Focus on individual weaknessesAdditional teacher support in classroom Evidence based policiesTargets and progress monitoring
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Improving student motivation (1)
Policy concerns related to skills shortages and the take-up of mathematics and related disciplines in higher education, 2010/11
UK (1): UK-ENG/WLS/NIR
The number of HE graduates in mathematics and related
disciplines is declining
The gender balance among HE students in these disciplines
needs to be improved
There are skills shortages in areas requiring high levels of
mathematical knowledge
Source: Eurydice.
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Improving student motivation (2)
National strategies to increase student motivation in mathematics learning, 2010/11
National strategies and centrally coordinated initiatives
No national strategy or initiative
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Improving student motivation (3)
Initiatives to cover all education levels Include a wide range of actionsFocus on all students Address the gender issue
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Science Education in Europe: National Policies, Practices and Research
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• Promoting science education
• Its organisation in schools
• Support for low achievers
• Assessment
• Teachers’ skills
Science Education in Europe: National Policies, Practices and Research
Curricular reforms introduced
• science taught in context
• various forms of active, participatory and inquiry approaches
• focus on key competences approach
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Science Education in Europe: National Policies, Practices and Research
IntegratedSeparate
subject
End of ISCED1
School autonomy
Source: Eurydice.
Integrated and separate-subject science teaching by grade (ISCED 1-2), 2010/11
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Source: OECD, PISA 2009 database.
Percentage of low-achieving 15 year-old students in science, 2009
Tackling low achievement (1)
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Tackling low achievement (2)
No specific policies for science in placeOnly two countries report clear targetsMeasures frequently decided at school
level
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B Specific initiatives for science subjects
C Support measures determined at school level
Provision of support for students in science subjects (ISCED 1 and 2), 2010/11
A General framework and national programmes for all subjects
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B
C
Tackling low achievement (3)
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Promoting science education: strategies and policies
Overall strategy exists
Specific policies exist
Source: Eurydice.
Existence of an overall national strategy for science education, 2010/11
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Promoting science education: strategies and policies
Existence of national science centres or similar institutions promoting science education, 2010/11
Source: Eurydice.
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Arrangements for standardised assessment in science
ISCED 2 ISCED 3
Standardised examinations/tests in science (ISCED 2 and 3), 2010/11
Source: Eurydice.
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Science teacher education
Strengthening teachers’ competences
School partnershipsScience centres – informal and formal
arrangementsMore initiatives to change offer for
continuing professional development than for initial teacher education
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Thank you for your attention
http://www.eurydice.org