STEM教育在荷兰的格局

EUROPEAN COMMISSION Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu STEMeducation landscape in theNetherlands Author:Dr.HannieGijlers, in collaboration 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 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. PrintISBN978-92-68-38340-7doi:10.2766/9925845NC-01-26-071-EN-CPDFISBN978-92-68-38339-1doi:10.2766/8280786NC-01-26-071-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 the Netherlands............................101.3.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 main policy and structural challenges and factorsrelated to STEM education in schools.................................................17 2.1.Policy framework for STEM education in the Netherlands...................17 2.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................182.2.1.Lack of clear objectives and upcoming curriculum reform.......................182.2.2.Transitions from primary to secondary education....................................192.2.3.Gender inequality in STEM education.....................................................192.2.4.Implementation of STEM education in the classroom..............................202.2.5.Teacher shortage....................................................................................212.2.6.Challenges and structural trends in STEM education curriculum, pedagogy,and assessment......................................................................................222.2.7.STEM assessment practices...................................................................232.2.8.Challenges and structural trends in STEM learning support and equity..24 3.Overview of the identified instruments promoting STEM education25 3.1.Examples of best practices to support STEM education......................27 4.Recommendations for potential EU interventions..............................33 5.Methodological annex...........................................................................34 This document presents the results of country-specific research on the science,technology, engineering and mathematics (STEM) education and the support forSTEM education in the Netherlands. It was prepared in the context of a widerstudy on ‘Promoting STEM education in schools’ commissioned by the EuropeanCommission, Directorate-General for Education, Youth, Sport and Culture (DGEAC). 1.Background to the country’s education systemand STEM performance 1.1.Structure of the national school education system In the Netherlands, the education system below the tertiary level is divided intothree stages (Figure 1): early childhood education and care (ECEC), primaryeducation, and secondary education, which includes multiple academic andvocational pathways. Early childhood education and care (ECEC) in the Netherlands corresponds toISCED level 0 and serves children from birth to six years old. This stage includesdaycare centres for children under four and preschools or playgroups for childrenaged two and a half to four. At age four, children typically begin kindergarten,which is integrated into the first two years of primary school. ECEC emphasisesplay-based learning and holistic development. Assessments are informal, witheducators monitoring developmental progress to ensure children are ready forformal schooling. Whena child transitions to primary education,childcare centres and pre-schoolsshare information on each child’s development, strengths, challengesandsocio-emotional contextthatthey have observed using structureddevelopmental