Special Initiatives in Mathematics and Science Education
The Flemish labor market has been struggling for many years with a shortage of technical and scientific workers. Even in times of economic crisis, job vacancies in science and technology have remained unfilled—a clear sign that there are too few technically skilled graduates of secondary and higher education. The Flemish government is addressing these issues. In 2012, a STEM (Science, Technology, Engineering, and Mathematics) plan was developed to motivate more people to choose a career in science and technology.9
In schools there is an urgent need to integrate mathematics, science, and technology instruction. Many students are demotivated because mathematics and science instruction are too abstract. Technology makes these subjects more concrete. For example, elements of mathematics, physics, and computer science may be illustrated by the effect of the windmill. In the reformed secondary education curriculum, content is linked to key competencies that are defined in attainment targets. Future grant projects and management agreements in Flanders call for an integrated approach to teaching STEM subjects, identifying it as a key criterion, and good examples of integrated STEM education receive public recognition. In higher education, there are measures in place that support integrated and interdisciplinary work, and “bridge projects” have been established in which educational institutions and business organizations work together toward the objectives of the STEM Action Plan.