Aims and purpose of the reports
The aim of workpackage 2 ‘Educational Systems and policy contexts’ of the mascil project is to give insights into the strengths, weaknesses, opportunities and threats of inquiry-based science and mathematics implementation from a context perspective, taking into account patrimonial aspects of learning, and to uncover the complex relationships between general education, vocational education and labour market requirements. The activities in this workpackage focus as well on cooperation and synergies among research, policy and practice fields, producing strategies to support the more widespread uptake of inquiry-based science teaching.
The scope of the work reported in the documents below is to highlight the contextual factors that support or hinder a widespread implementation of inquiry-based learning in vocational contexts. A basic step is the analysis of the educational systems and the policy contexts in all partnership countries, under the scope of investigating the contextual and regulatory conditions in which teachers work and are called upon to implement (or not) inquiry-based approaches to their teaching.
These documents reports on the processes and the first outcomes of such an analysis conducted, for the educational systems and the policy contexts in all 13 partnership nations, namely Denmark, Greece, Netherlands, United Kingdom, Spain, Cyprus, Norway, Romania, Czech Republic, Turkey, Lithuania, Austria and Bulgaria.
Each national report gives insights about the following 5 themes/areas of focus, relating to the contextual condition under which the project is implemented: state of affairs/recent changes and reforms on science and mathematics education; schooling and the world of work; science and mathematics curricula and IBL; pre-service teacher training in relation to inquiry-based learning and the world of work; in-service teacher training in relation to inquiry-based learning and the world of work. Each of these 5 themes/areas of focus is investigated in three levels: macro level (wider policy perspectives), meso-level (regarding schools/institutes) and micro level (relating to how things are in classrooms). In each theme, the potential implications of the existing situation for the work in the mascil project are considered.
In the second part of each national report, the evidence-based information and the themes described in the first part are viewed in a synthetic way, focusing on the links and interrelations among them. The synthesis is made under the scope of promoting equity, the scope of students’ achievement and the scope of entrepreneurship – strategic aims and priorities for education according to “Rethinking Education” policy document. The outcome of this part of the national reports mainly aims to provide ground for reflection during the workshops with the policy makers in each country. The issues immerged from the synthesis are or planned to be commented and validated by the National Advisory Board (NAB) in each country.
Find here the national report of each partner country:
- Austrian policy context analysis
- British policy context analysis
- Bulgarian policy context analysis
- Cypriot policy context analysis
- Czech policy context analysis
- Dutch policy context analysis
- German policy context analysis
- Greek policy context analysis
- Lithuanian policy context analysis
- Norwegian policy context analysis
- Romanian policy context analysis
- Spanish policy context analysis
- Turkish policy context analysis