Advanced skills in science, technology, engineering and mathematics, referred to in this report as STEM, combine disciplinary, interdisciplinary, transversal and professional competence and develop cumulatively across education, research, employment and continued learning. Opportunities to develop, demonstrate, use and renew these skills are unequally distributed. Apparent shortages may result not only from a lack of graduates but may also arise from barriers to entering and completing STEM education, limited opportunities to progress to advanced levels, or difficulties in the recognition and effective use of these skills. The global picture is highly nuanced.
The report is intended primarily for those involved in the design, implementation, monitoring and evaluation of a joined-up strategy for the development and effective use of advanced STEM skills. These are policymakers, higher education leaders, practitioners and other key stakeholders. Many policies examined in this report are also relevant to STEM education more broadly as the development of advanced STEM skills is cumulative: access to strong foundations, high-quality teaching, progression, research and professional experience is necessary before advanced competence can be developed and demonstrated.
This report was prepared as part of the OECD project “Supporting effective implementation of the STEM Education Strategic Plan: the promotion of STEM in higher education”, undertaken with financial support from the European Union’s Erasmus+ programme. It draws on comparative data analysis, a review of research and policy literature, desk-based analysis of policy and institutional initiatives, and structured mutual learning involving policymakers, higher education practitioners and other experts. The analysis was refined through exchanges with participating countries and jurisdictions and review of the examples and interpretations included in the report. Further information on the project and methodology is provided in Chapter 1 and Annex A.
The report presents a framework to diagnose five interconnected bottlenecks: entry into STEM higher education; persistence and completion; progression to advanced levels; career entry and effective skills use; and skills renewal across working life. It examines four policy priorities and sets out common questions to support diagnosis, guide the selection and sequencing of policy instruments, and allocate responsibilities. It concludes with eight areas for policy action.