Policy Brief on the State-of-Affairs on Inquiry Based Learning & the World of Work in 13 European educational contexts

Insights from a comparative overview

Kathy Kikis-Papadakis & Fotini Chaimala

In recent years, the European policy agenda has prioritised the promotion of equity, the enhancement of students’ achievement and the promotion of entrepreneurship. With a view to addressing these challenges, educational policy discourse has focused on the promotion of inquiry-based teaching approaches, on opening schools to the world of work and on ensuring high quality teaching. This document reports on the main outcomes of a comparative study conducted in the frame of the mascil project, concerned with the above-mentioned strategic priorities in education and links closely to the main areas of current educational policy discourse. The scope of the comparative overview is twofold: on the one hand, it attempts to develop a thorough understanding of current policy intensions and actual practice in science, mathematics and technology education; on the other hand it aims to inform the development of future policy in national and European settings, by identifying factors that impede upon effective policy implementation.

The comparative overview covers 13 European countries, namely: Germany, Greece, Netherlands, United Kingdom, Spain, Cyprus, Norway, Romania, Czech Republic, Turkey, Lithuania, Austria and Bulgaria. The study takes the reference year 2013, while changes and reforms planned for the coming years have also been taken into account.


Main outcomes of the study are presented in this document:pdfmascil_TakeAwayMessages_PolicyBriefs.pdf


The full study is accessible at: http://www.mascil-project.eu/images/pdf/reports/D2.2_Crossnational_report_and_policy_paper.pdf