克罗地亚STEM教育现状

EUROPEAN COMMISSION Directorate-General forfor Education, Youth, Culture and SportDirectorateB—Youth, Education and Erasmus+ Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu European CommissionB-1049 Brussels STEM education landscape in Author:Eli Pijaca Plavšić, incollaboration with the study team Manuscript completed in January 2025 This document has been prepared for the European Commission however it reflects the views only of theauthors, and the European Commission is not liable for any consequence stemming from the reuse of this Luxembourg: Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that For any use or reproduction of elements that are not owned by the European Union, permission may need Contents 1.Introduction..............................................................................................7 2.1.Structure of the national school education system.................................82.2.Governance of STEM education in Croatia.........................................102.3.Introduction of the country’s performance in STEM education in2014─2024..........................................................................................12 3.Overview of the main policy and structural challenges and factors 3.1.Policy framework for STEM education in Croatia.................................173.1.1.STEM definition and approach in Croatia................................................20 3.2.Overview of the main structural challengesand factors related to STEMeducation in schools............................................................................20 3.2.1.STEM education curriculum, pedagogy, and assessment.......................203.2.2.(Dis)continuity of the approach to STEM education across different levelsof education............................................................................................213.2.3.STEM education governance and infrastructure in schools.....................223.2.4.STEM teacher recruitment, development and support............................233.2.5.Public attitudes towards STEM and STEM-related stereotypes..............253.2.6.STEM learning support and equity..........................................................263.2.7.Covid-19 effects......................................................................................27 4.Overview of the identified instruments promoting STEM education29 4.1.Examples of best practices to support STEM education......................31 5.Recommendations for potential EU interventions..............................42 6.Methodological annex...........................................................................43 6.1.Bibliography.........................................................................................43 6.2.List of interviewees..............................................................................45 STEM education landscape in Croatia This document presents results of country-specific research on STEM educationand its support inCroatia. It was prepared in the context of a wider study on 1.Background to the country’s education system 1.1.Structure of the national school education system In Croatia, the education system below the tertiary level is divided into threestages: early childhood education and care (ECEC), single structure of primary ECEC (ISCED level 0) in Croatia includes non-compulsory preschool education(save for the last year), which is available for children from the age of six monthsuntil they enter primary school at around age six or seven. Pre-school educationis designed to support child’s development, including introduction to the STEMfieldssuch as mathematics,basic competences in natural sciences and The single structure education in Croatia is comprised of primary education(ISCEDlevel 1) and lower secondary education(ISCED level 2). Primaryeducation is compulsory and begins at the age of six or seven, lasting for fouryears andcovering grades one through four. Inthose grades, students are taughtby a single teacher per class. Subjects covered are mathematics, physical Upper secondary education (ISCED level 3) in Croatia is not compulsory andtypically begins after the completion of basic education, lasting for four years or Grammar schools, which last four years, allow students to self-select into one ofthe five programmes.1Among them, two of the programmes, natural sciences STEM education landscape in Croatia and mathematics programme; and the natural sciences programme, have anintensified STEM curriculum. At the end of grammar school, studen