STEM教育景观 瑞典

EUROPEAN COMMISSION Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu STEMeducation landscape inSweden Author:Malin Nilsson Strandberg, in collaboration with the study team Manuscript completed inJanuary2025 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 thispublication. 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 thatreuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may needto be sought directly from the respective rightholders. PrintISBN978-92-68-38334-6 doi:10.2766/3205671 NC-01-26-068-EN-CPDFISBN978-92-68-38333-9 doi:10.2766/0377970 NC-01-26-068-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system81.2.Governance of STEM education in Sweden..........................................91.3.Introduction of the country’s performance in STEM education in 2014-2024.....................................................................................................121.3.1.Performance in STEM and diversity........................................................141.3.2.Performance in STEM at national tests...................................................14 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................16 2.1.Policy framework for STEM education inSweden...............................162.1.1.Key policy reforms..................................................................................172.1.2.‘STEM’ definition and approach in Sweden.............................................172.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................182.2.1.Regional challenges and fragmentated STEM efforts.............................182.2.2.STEM transitions between education levels............................................182.2.3.Widening gap in foundational skills and varied student perceptions of STEM192.2.4.STEM teacher shortages and disparities in teaching quality...................20 3.Overview of the identified instruments promoting STEM education21 3.1.Examples of best practices to support STEM education......................22 5.Methodological annex...........................................................................28 This document presents results ofcountry-specific research on STEM educationand its support in Sweden. It was prepared in the context of a wider study on‘PromotingSTEM education in schools’commissioned by the EuropeanCommission, Directorate-General for Education and Culture. 1.Background to the country’s education systemand STEM performance 1.1.Structure of the national school education system In Sweden, the education system below the tertiary level is divided into threestages: early childhood education and care (ECEC), basic education, and uppersecondary education. ECEC (ISCED level 010-020) is divided into unitary preschool centers for childrenaged 1 to 5 and a compulsory pre-primary class for 6-year-olds. Preschools aimto foster children’s creativity, curiosity, and self-esteem, encouraging them toexplore, communicate, and work both independently and collaboratively. Thecurriculumemphasises language,mathematics,natural sciences,andtechnology. The pre-primary class is usually closely associated with the schoolthe childwill attend. Teaching aims to stimulate development and learning whilepreparing for further education, with a focus on play, creativity, exploration, andcovering language, math, nature, technology, society and physical activity. Swedish basic educationcovers primary and lower secondary levels (ISCED 1and 2) for children aged 7 to 16 (grades 1─9). It is mandatory and free of charge.The curriculum, set by the National Agency for Education, includes Swedish,mathematics, English, practical-aesthetic subjects(arts and crafts), technology,social studies, natural sciences, mother tongue1, and modern languages(e.g.French, Spanish, German). From grade 6, students receive subject grades eachterm. National tests in grades 3, 6, and 9 assess knowledge based on syllabusrequirements. A