STEM in compulsory secondary education: a comparative análisis

Abstract

STEM (Science, Technology, Engineering and Mathematics) are a political, social and educational approach that was born to increase the scientific vocation among young women and to respond to the different problems that scientific-technological subjects and professions suffer in current societies and Educational systems. The objective of this research is to analyze and compare the current curricular policies in the STEM field in Secondary Education at the level of Europe, Spain and the Valencian Community. To do this, a comparative methodology is designed between the curricular policy of each context. The results of the analysis show an alignment between the educational policies of the three frameworks, especially in relation to the determination of STEM as key competencies in the lifelong learning of students. In this way, the gender perspective, equality, the effort to increase STEM vocations or competency evaluation emerge as the most relevant factors in the new STEM educational policies.