STEM教育在澳大利亚的格局

EUROPEAN COMMISSION Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu STEMeducation landscape inAustralia Author:Dr. Steve Murphy, 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. PrintISBN978-92-68-38326-1doi:10.2766/6633751NC-01-26-064-EN-CPDFISBN978-92-68-38325-4doi:10.2766/4231109NC-01-26-064-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system.................................81.2.Governance of STEM education in Australia.......................................101.3.Introduction of the country’s recent performance in STEM education..131.3.1.Performance in STEM and diversity........................................................15 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................17 2.1.Policy framework for STEM education in Australia..............................172.2.Overview of the main structural challenges and other factors related toSTEM education in schools.................................................................192.2.1.Fragmented approach to the governance and delivery of STEM.............192.2.2.Inconsistent implementation of thenational education strategy for STEM202.2.3.Lack of clear STEM identity in the curriculum.........................................202.2.4.Discontinuity across stages of schooling.................................................212.2.5.Teacher qualification and self-efficacy in STEM education.....................222.2.6.Lack of attention for indigenous students................................................22 3.Overview of the identified instruments promoting STEM education andtheirresults............................................................................................23 3.1.Examples of best practices to support STEM education and theirtransferability.......................................................................................24 4.Methodological annexes.......................................................................29 4.1.Bibliography.........................................................................................294.2.List of interviewees..............................................................................31 Thisdocument presents results of country-specific research on science,technology, engineering andmathematics (STEM) education and its support inAustralia. It was prepared in the context of a wider study on ‘Promoting STEMeducation in schools’ commissioned by the European Commission, Directorate-General for Education, Youth, Sport and Culture (DG EAC). 1.Background to the country’s education systemand STEM performance 1.1.Structure of the national school education system In Australia, the education system below the tertiary level is divided into threestages: early childhood education and care (ECEC), primary education, andsecondary education, which includes both lower and upper secondary levels. Early childhood education and care (ECEC) in Australia corresponds to ISCEDlevel 0 and provides foundational learning for children fromaround four years toageof entry in primary schools (around five-years-old).1The ECEC stage is notcompulsory,though it is widely attended and supported by governmentprogrammes, including funding.2Participation is encouraged for at least a year ortwo before full-time school.Thepreschoolcurriculum3emphasises play-basedlearning, focusing on key developmental areas such as identity, well-being, andcommunication,aimingto prepare children for formal schooling. Assessments atthis stage are observational and formative. Primary education (ISCED level 1) in Australia generally begins at age five or sixand lasts forseven yearscovering Foundation (Kindergarten or Prep) through toYear 6, depending on the state or territory.Primary education in Austria iscompulsory and