STEM教育 瑞士教育体系

STEMeducation landscape in Author:Dr. Anke Simone Schad-Spindler, 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 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 PrintISBN978-92-68-38374-2doi:10.2766/7328954NC-01-26-088-EN-CPDFISBN978-92-68-38373-5doi:10.2766/7024161NC-01-26-088-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system (below tertiary level)8 1.2.Governance of STEM education in Switzerland...................................10 1.3.Introduction of the country’s performance in STEM education in 2014-2024.....................................................................................................121.3.1.Performance in STEM and Diversity.......................................................15 2.Overview of the policy and structural challenges related to STEMeducation in schools.............................................................................17 2.1.Policy framework for STEM education in Switzerland..........................172.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................192.2.1.Fragmented approaches across cantons................................................192.2.2.STEM transitions between education levels............................................202.2.3.STEM teacher training and development................................................21 3.Overview of the identifiedinstruments promoting STEM education andtheir results............................................................................................23 3.1.Examples of best practices to support STEM education and theirtransferability.......................................................................................24 4.Recommendations for potential EU interventions..............................29 5.Methodological annexes.......................................................................30 5.1.Bibliography.........................................................................................30 5.2.Listof interviewees..............................................................................31 Thisdocument presents results of country-specific research on science,technology, engineering and mathematics (STEM) education and its support inSwitzerland. It was prepared in the context of a wider study ‘Study on Promoting 1.Background to the country’s education system 1.1.Structure of thenationalschooleducationsystem In Switzerland, the education system below the tertiary levelis divided into threestages: early childhood education and care (ECEC), primary education, and ECEC in Switzerland corresponds to ISCED level 0 and serves children from birthto six years old. This stage includes daycare centres and playgroups for childrenunderfour and kindergarten for children aged four to six.1 Attendance atkindergarten is compulsory in most cantons for the final one or two years beforeprimary school. ECEC focuses on play-based learningand preparing children for Primary education in Switzerland corresponds to ISCED level 1 and typicallybegins at age six,lasting for five to six years, depending on the canton.2Thecurriculum includes core subjectsand courses in STEM such as Mathematicsand Natural Sciences. Assessment during primary education is formative and Secondary education in Switzerland is divided into lower secondary (ISCED level2) and upper secondary (ISCED level 3). Lower secondary education typicallybeginsat age 12 and lasts for three years.3 Lower secondary educationcurriculum includes STEM subject areas such as Mathematics and Natural Upper secondary education in Switzerland offers two main pathways: generaleducation and vocational education and training (VET). General education is students for university studies. The curriculumcoversbasic subjects, includingSTEMsuch as mathematics,biology,chemistry and physics,as well as In Switzerland, the structure of science education evolves progressively from anintegrated approach in primary school to a more different