International Journal of New Developments in Education, 2023, 5(8); doi: 10.25236/IJNDE.2023.050807.
Weijun Zhang, Jie Chen
College of Education, Guangzhou University, Guangzhou, 510006, China
Based on an international comparative perspective, the article compares and analyses the STEM education policies of five developed countries, namely the United States, the United Kingdom, Germany, Finland and Israel. On this basis, the article focuses on China’s STEM education policies, and compares and analyses STEM education policies at the governmental level and at the level of educational practices in China and abroad. Finally, the article reveals the shortcomings of China’s STEM education policies and proposes specific development paths, with a view to providing references for improving China’s STEM education policies.
STEM Education; Education Policy; International Comparative Research
Weijun Zhang, Jie Chen. Policies of STEM Education from the Perspective of International Comparison. International Journal of New Developments in Education (2023) Vol. 5, Issue 8: 37-43. https://doi.org/10.25236/IJNDE.2023.050807.
[1] Fan W, Zhao R, Zhang Y. The Development, Characteristics and Main Experience of STEAM Education in The United States [J]. International and Comparative Education, 2018.
[2] Advisory Committee to the National Science Foundation Directorate for Education and Human Resources. Shaping the Future: Strategies for Revitalizing Undergraduate Education[EB/OL]. (1996-07-11). https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf9873.
[3] Learning S T &. National action plan for addressing the critical needs of the U.S. science technology, engineering and mathematics education system[J]. 2007.
[4] Hogrefe J. Offshoring and relative labor demand from a task perspective[J]. Social Science Electronic Publishing, 2013.
[5] The White House. Federal STEM Education 5-Year Strategic Plan [EB/OL].(2013-05-31). https://www.nasa.gov/sites/default/files/atoms/files/nac_presentations-04_03_2015-james-fed-stem-5_yr-plan.pdf.
[6] National Science & Technology Council.Charting a Course for Success:America’s Strategy for STEM Education [EB/OL]. (2018-12-25). https:// www.energy.gov/ downloads/ charting-course- success-americas-strategy-stem-education.
[7] Ian Livingstone & Alex Hope. The Livingstone Hope Next Gen[R].NESTA,2011:6.
[8] Culture Learning Alliance. STEM+ARTS=STEAM [R].Culture Learning Alliance, 2014:2,8,9.
[9] Hasan Bakhshi & George Windsor. The Creative Economy and the Future of Employment: Why the UK Needs 1 Million New Creative Jobs by 2030 and What the Government Can Do about It[R]. NESTA, 2015:5.
[10] Wang X, Wang L, Sun H. From STEM to STEAM:The Innovative Road for Education in UK[J]. International and Comparative Education, 2017.
[11] W. Bertelsmann Verlag, Hauke Sturm Design. Perspektive MINT--Wegweiser für MINT-Förderung und Karrieren in Mathematik, Informatik, Naturwissenschaften und Technik [M]. Berlin: Bundesministerium für Bildung und Forschung, 2012:78
[12] Yang Y. Comparative Study on STEM education of primary and secondary schools in America, Germany and Japan[J]. Primary & Secondary Schooling Abroad, 2015.
[13] Yang P, Han F. Framework and Trends STEM Education in Finland[J]. e-Education Research, 2019.
[14] Zhang Y, Ni J. Risk Types, Identification and Governance in STEM Education in Israel[J]. Journal of Comparative Education, 2021(6):88-100.
[15] Jian-Qing L , Xiao-Fei W . On Strategies and Policies of Educational Opening-up in China fromthe Perspective of WTO[J]. Research in Educational Development, 2015.
[16] Zeng N, Zhang B, Wang Q. A Comparative Analysis of STEM Education research at Home and Abroad (2008-2017) Based on Content Analysis [J]. Journal of Modern Distance Education, 2018(05): 27-38.