卢森堡STEM教育风景

EUROPEAN COMMISSION Directorate-General forEducation, Youth, Culture and SportDirectorateB—Youth, Education and Erasmus+UnitB.2—Schools and multilingualism Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu European CommissionB-1049 Brussels STEMeducation landscape in Author:Laura Rennie, in collaboration with the study team Manuscriptcompleted 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.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system.................................8 1.2.Governance of STEM education in Luxembourg.................................10 1.3.Introduction of the country’s performance in STEM education............13 1.3.1.Performance in STEM and diversity........................................................151.3.2.Performance in STEM at school-leaving exams......................................16 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 Luxembourg........................172.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................202.2.1.Fragmented curriculum structure at the secondary education level that lacksan integrated approach to teaching.........................................................202.2.2.Instruction time for mathematics and science education inschools.........212.2.3.Inequalities in STEM education...............................................................22 3.Overview of the identified instruments promoting STEM education24 3.1.Examples of best practices to support STEM education......................25 4.Recommendations for potential EU interventions..............................33 5.Methodological annex...........................................................................34 5.1.Bibliography.........................................................................................34 This document presents results of country-specific research on STEM educationand its support inLuxembourg. It was prepared in the context of a wider study‘Study on Promoting STEM education in schools’ commissions by the European 1.Background to the country’s education system 1.1.Structure of the national school education system In Luxembourg, the education system below the tertiary level is divided into threestages: early childhood education and care (ECEC), primary education, and ECEC in Luxembourg corresponds to ISCED level 0 and serves children frombirth to six years old. This stage includescrèchesfor children under three, andearly education (one year) and preschool education (two years) for children agedthree to six (Cycle 1). Attendance in early education is compulsory from age four.The curriculum focuses on play-based learning, as well as language acquisition, Primary education corresponds to ISCED level 1 and is compulsory, beginning atage six and lasting six years. It is organised into four learning cycles: Cycle 1forms a part of the early childhood (pre-primary education–see above), whileCycles 2 through 4 cover primary education, with each Cycle spanning 2 years.The curriculum includes core subjects, as well as STEM courses such as Secondary education in Luxembourg corresponds to ISCED levels 2 and 3 andisdivided into two main tracks:general secondary education and classic Classicsecondary education is more academically oriented and preparesstudents for university studies. It lasts seven years (three years ISCED 2 and fouryears ISCED 3). At the beginning of upper secondary education, thefourthgeneral courses aims at consolidating the knowledge acquired so far and guidingpupils towards specialisation cycles. As such, in their final three years of classic ●section B:Mathematics–Computer Science(mathématiques–informatique)(17 schools) STEMeducation landscape in Luxembourg ●section C:Natural Sciences–Mathematics(sciences naturelles–mathématiques)(17 schools)●section D:Econ