Brussels, 5.3.2025  布鲁塞尔，2025 年 3 月 5 日
COM(2025) 89 final  COM(2025) 89 最终版

A STEM Education Strategic Plan: skills for competitiveness and innovation
STEM 教育战略计划：提升竞争力与创新能力的技能

To unlock its full potential, the EU must strategically leverage its most important asset: its human capital. The Competitiveness Compass clearly identifies the EU’s gaps in productivity and innovation capacity and provides a clear path for the EU to become 'the place where tomorrow’s technologies, services and clean products are invented, manufactured and marketed ${}^{11}$${}^{11}$^(11){ }^{11}. It calls for a stronger focus on key technology sectors to tackle emerging challenges. These sectors require urgent attention and depend on skilled workers, including in STEM (science, technology, engineering and mathematics) ${}^2$${}^2$^(2){ }^{2}, where demand is increasing in view of technology disruption and changing skills needs, and the number of workers is declining due to a shrinking working age population.
为了充分发挥其潜力，欧盟必须战略性地利用其最重要的资产：人力资本。竞争力指南针明确指出欧盟在生产力和创新能力方面的差距，并为欧盟成为“发明、制造和营销未来技术、服务和清洁产品的地方”提供了清晰的路径。它呼吁更加关注关键技术领域以应对新兴挑战。这些领域迫切需要关注，并依赖于熟练工人，包括 STEM（科学、技术、工程和数学）领域的工人，鉴于技术颠覆和不断变化的技能需求，对这些领域的需求正在增加，而由于工作年龄人口的减少，工人数量正在下降。
While education and training systems have already taken steps to raise awareness and support actions to improve STEM skills, including through cooperation in the context of the European Education Area, stronger focus on STEM education and training is essential to sustain competitiveness, preparedness and technological leadership.
尽管教育和培训体系已采取措施提高意识并支持提升 STEM 技能的行动，包括通过欧洲教育区框架下的合作，但更加强调 STEM 教育和培训对于维持竞争力、准备状态和技术领导地位至关重要。

The latest PISA (Programme for International Student Assessment) results show a marked decline in some STEM skills as well as in the share of high achievers across the EU. In 2022, approximately $30\mathrm{\%}$$30\mathrm{\%}$30%30 \% of students did not meet basic proficiency in mathematics, up from around $23\mathrm{\%}$$23\mathrm{\%}$23%23 \% in 2018 , while $24\mathrm{\%}$$24\mathrm{\%}$24%24 \% of students were below the basic proficiency threshold in science, a deterioration from $22\mathrm{\%}$$22\mathrm{\%}$22%22 \% in 2018.
最新的 PISA（国际学生评估项目）结果显示，欧盟范围内部分 STEM 技能以及高成就者比例显著下降。2022 年，约 $30\mathrm{\%}$$30\mathrm{\%}$30%30 \% 的学生未达到数学基本熟练水平，较 2018 年的约 $23\mathrm{\%}$$23\mathrm{\%}$23%23 \% 有所上升；同时， $24\mathrm{\%}$$24\mathrm{\%}$24%24 \% 的学生低于科学基本熟练门槛，较 2018 年的 $22\mathrm{\%}$$22\mathrm{\%}$22%22 \% 有所恶化。

There is a shortage of certain qualified STEM graduates from vocational education and training (VET) and tertiary education, particularly in crafts occupations, the creative and cultural industries, clean tech, and in fields such as information and communication technology (ICT) where demand is projected to increase considerably ${}^3$${}^3$^(3){ }^{3}. The number of enrolments in tertiary STEM fields is increasing, though not fast enough to keep up with job market needs for some STEM fields.
职业教育与培训（VET）以及高等教育领域，特别是在手工艺、创意文化产业、清洁技术以及信息和通信技术（ICT）等预计需求将大幅增长的领域，某些合格的 STEM 毕业生存在短缺 ${}^3$${}^3$^(3){ }^{3} 。尽管高等教育中 STEM 领域的入学人数在增加，但增速不足以满足某些 STEM 领域就业市场的需求。
Critically, the EU also faces a persisting gender gap among its STEM students and professionals, and it increasingly struggles to attract and retain STEM talent globally. Together, these trends weaken the EU’s ability to compete in the global race for technology and maintain its strategic autonomy in key industrial sectors.
至关重要的是，欧盟在其 STEM 学生和专业人士中仍面临持续存在的性别差距，并且在全球范围内吸引和留住 STEM 人才方面日益困难。这些趋势共同削弱了欧盟在全球技术竞争中的能力，并影响了其在关键工业领域保持战略自主性的能力。

Acting to boost STEM skills requires new ambition and action by the EU and by the Member States. The Draghi and Letta reports provide clear recommendations as to where the EU should put its priorities. Broadening the range of the skills available is one of them: besides basic numeracy and literacy skills, the Draghi report identifies digital skills, green skills and STEM skills as crucial to mastering the use of new technologies and advancing their development ${}^4$${}^4$^(4){ }^{4}. Another
提升 STEM 技能的行动需要欧盟及其成员国展现新的雄心并采取行动。Draghi 和 Letta 报告明确指出了欧盟应优先关注的领域。其中一项便是拓宽技能范围：除基础计算和读写能力外，Draghi 报告还强调，数字技能、绿色技能及 STEM 技能对于掌握新技术应用及推动其发展至关重要 ${}^4$${}^4$^(4){ }^{4} 。另一项

priority is a better alignment between education and training with labour market needs, especially in STEM disciplines ${}^5$${}^5$^(5){ }^{5}.
优先事项是更好地协调教育和培训与劳动力市场需求，特别是在 STEM 学科领域 ${}^5$${}^5$^(5){ }^{5} 。

In addition to being key to competitiveness, STEM education can be a powerful driver of equality and upward social mobility. It equips individuals with critical technical and problem-solving skills, helps develop resilience to labour market shifts and opens doors to greater employability and high-quality jobs for citizens of all generations ${}^6$${}^6$^(6){ }^{6}. It also facilitates digital and financial literacy by endowing students with the skills needed to understand how the digital and financial systems work.
除了对竞争力至关重要外，STEM 教育还是推动平等和社会向上流动的强大动力。它为个人提供了关键的技术和问题解决能力，帮助培养对劳动力市场变化的适应能力，并为各代公民打开了更高的就业能力和高质量工作的大门。它还通过赋予学生理解数字和金融系统运作所需的技能，促进了数字和金融素养的提升。

Securing the EU’s capacity to innovate requires a stronger pipeline from STEM talent to start-ups and scale-ups. The EU needs to develop top STEM talent also by nurturing entrepreneurs and helping them turn their ideas into profitable businesses. It is crucial to encourage innovators to manage their intellectual property and to advance cross-fertilisation of products and services in AI, semiconductors, cybersecurity, life sciences, blockchain, clean tech, biotechnology or advanced manufacturing. Transdisciplinary education and training, together with stronger ties between education and training institutions, research organisations and industry can accelerate the transition from creative ideas to market products and services.
确保欧盟的创新能力，需要加强从 STEM 人才到初创企业和规模企业的输送管道。欧盟需通过培养企业家并协助其将创意转化为盈利业务，来发展顶尖 STEM 人才。鼓励创新者管理其知识产权，并推动人工智能、半导体、网络安全、生命科学、区块链、清洁技术、生物技术或先进制造等领域产品和服务的交叉融合至关重要。跨学科教育与培训，以及教育机构、研究组织和行业之间更紧密的联系，可加速从创意到市场产品及服务的转化过程。

This STEM Education Strategic Plan sets out EU measures for advancing STEM education and training to increase talent across the EU. It is a key initiative of the Union of Skills and complements the action plan on basic skills, which aims to improve basic skills in primary and secondary education, in VET and in adult education and training. Its goal is to spur and guide action at EU and Member State level. It will thus also contribute to the objectives of the Digital Decade Policy Programme and its target on basic digital skills and ICT specialists employed in the $E{U}^7$$E{U}^7$EU^(7)E U^{7}.
该 STEM 教育战略计划提出了欧盟推进 STEM 教育和培训的措施，以增加整个欧盟的人才储备。它是“技能联盟”的一项关键举措，并补充了旨在提升初等和中等教育、职业教育与培训以及成人教育和培训中基本技能的行动计划。其目标是激发并指导欧盟及成员国层面的行动，从而也将有助于实现“数字十年政策计划”的目标，包括基础数字技能和 ICT 领域就业专家的培养。

It calls for improving skills intelligence, by leveraging the European Skills Intelligence Observatory under development, to anticipate future skills needs in critical or strategic sectors, and to ensure a better alignment of STEM education and training to labour market demand. It will contribute to promote excellence in STEM education by fostering partnerships between business and education and bolstering industry-specific and sector-specific approaches.
它呼吁通过利用正在开发中的欧洲技能情报观察站（European Skills Intelligence Observatory）来提升技能情报能力，以预见关键或战略领域的未来技能需求，并确保 STEM 教育和培训与劳动力市场需求更好地对接。该计划将通过促进企业与教育之间的合作，并加强行业特定和部门特定的方法，为提升 STEM 教育的卓越性做出贡献。

The success of this strategic plan depends on the collective engagement of EU institutions, Member States, regional and local authorities, the private sector, social partners, civil society organisations and education and training institutions, and on their commitment to expanding and aligning national STEM education strategies based on shared EU strategic objectives.
这一战略计划的成功依赖于欧盟机构、成员国、地区和地方当局、私营部门、社会伙伴、民间社会组织以及教育和培训机构的集体参与，以及他们基于欧盟共同战略目标扩展和协调国家 STEM 教育战略的承诺。

The EU leads globally in key industrial sectors such as the aerospace and automotive domains. However, as competitive pressures and global risks mount, the EU needs to respond in a strategic and resolute manner. Boosting STEM education is crucial to the supply of critical skills
欧盟在航空航天和汽车等关键工业领域全球领先。然而，随着竞争压力和全球风险的加剧，欧盟需要以战略性和果断的方式应对。提升 STEM 教育对于关键技能的供给至关重要

for all major technology and industrial sectors. The EU needs to act on two fronts: first, by ensuring STEM education is high quality and widely available; and second, by equipping pupils and learners with the necessary skills and competences to pursue and excel in these fields. Without the right preparation, students may perceive STEM disciplines as too challenging and be discouraged from engaging with them.
针对所有主要技术和工业领域，欧盟需要在两方面采取行动：首先，确保 STEM 教育高质量且广泛普及；其次，为学生和学习者配备在这些领域追求卓越所需的必要技能与能力。若缺乏适当的准备，学生可能会认为 STEM 学科过于困难，从而丧失参与其中的动力。

In school STEM education, the Member States need to raise the level of quality, as it falls behind on foundational STEM skills, as measured by the PISA reports. Recent results show Asian countries dominating the top of the rankings. In contrast, the EU has experienced an increase in the level of underachievers in mathematics and science and a decrease in the level of top performers in mathematics ${}^8$${}^8$^(8){ }^{8}. In the EU, $43\mathrm{\%}$$43\mathrm{\%}$43%43 \% of secondary students in the eighth grade lack basic digital skills ${}^9$${}^9$^(9){ }^{9}, while the comparable figure for South Korea is $27\mathrm{\%}{}^{10}$$27\mathrm{\%}{}^{10}$27%^(10)27 \%{ }^{10}. Contributing to this low performance is the fact that most EU countries face significant shortages of qualified STEM teachers ${}^{11}$${}^{11}$^(11){ }^{11}; parental involvement is low; and less developed regions, cross-border, rural and remote areas, including the Outermost Regions, continue to face challenges in education provision.
在学校 STEM 教育中，成员国需要提高教育质量，因为根据 PISA 报告的衡量，基础 STEM 技能水平落后。近期结果显示，亚洲国家在排名中占据主导地位。相比之下，欧盟在数学和科学领域的低成就者水平有所上升，而数学领域的顶尖表现者水平则有所下降。在欧盟，八年级中学生中有 $43\mathrm{\%}$$43\mathrm{\%}$43%43 \% 缺乏基本数字技能，而韩国的相应数字为 $27\mathrm{\%}{}^{10}$$27\mathrm{\%}{}^{10}$27%^(10)27 \%{ }^{10} 。导致这一低表现的原因包括大多数欧盟国家面临合格 STEM 教师的严重短缺；家长参与度低；以及欠发达地区、跨境、农村和偏远地区，包括最外围地区，在教育提供方面持续面临挑战。

Addressing the challenges in school STEM education requires improving curricula, making them more engaging to spark interest in STEM subjects, and promoting innovative teaching methods. This includes project-based learning, which encourage students to apply theoretical knowledge to real-world-scenarios and transdisciplinary education and training, that promotes creativity and increases student engagement. However, teachers face insufficient professional development support, especially for addressing low achievement, while unclear assessment frameworks for STEM competences make it difficult to track student progress-both factors worsening the overall situation. Lack of access to high-quality STEM education particularly impacts students from disadvantaged socio-economic or migration background.
应对学校 STEM 教育中的挑战，需优化课程设置，使其更具吸引力以激发学生对 STEM 学科的兴趣，并推广创新教学方法。这包括项目式学习，鼓励学生将理论知识应用于现实场景，以及跨学科教育与培训，以促进创造力并增强学生参与度。然而，教师面临专业发展支持不足的问题，尤其是在应对低学业成就方面，同时 STEM 能力评估框架不明确，难以追踪学生进步，这两大因素加剧了整体状况。高质量 STEM 教育的缺失，尤其影响了来自社会经济弱势或移民背景的学生。

VET graduates represent almost half of all STEM graduates. Between 2015 and 2022, combined figures for upper secondary and post-secondary non-tertiary education levels showed an increase in the percentage of VET students enrolled in STEM fields going from 34 to $36.2\mathrm{\%}$$36.2\mathrm{\%}$36.2%36.2 \%. VET graduates in engineering, manufacturing and construction are the most sought after, with an employment rate of $83.3\mathrm{\%}$$83.3\mathrm{\%}$83.3%83.3 \% showing the importance of this type of education, for example, in the context of the deployment of clean tech needed for the green transition, and for security and preparedness purposes. Other widespread shortages include those related to construction occupations: 21 Member States have shortages of welders, 20 Member States report shortages of plumbers, and 17 Member States report shortages of metal and machine setters ${}^{12}$${}^{12}$^(12){ }^{12}.
VET 毕业生几乎占所有 STEM 毕业生的一半。2015 年至 2022 年间，高中和高中后非高等教育阶段的综合数据显示，STEM 领域 VET 学生的比例从 34%增加到 $36.2\mathrm{\%}$$36.2\mathrm{\%}$36.2%36.2 \% 。工程、制造和建筑领域的 VET 毕业生最为抢手，就业率为 $83.3\mathrm{\%}$$83.3\mathrm{\%}$83.3%83.3 \% ，显示了此类教育的重要性，例如在绿色转型所需的清洁技术部署以及安全和准备目的的背景下。其他普遍存在的短缺包括与建筑职业相关的短缺：21 个成员国报告焊工短缺，20 个成员国报告管道工短缺，17 个成员国报告金属和机械安装工短缺 ${}^{12}$${}^{12}$^(12){ }^{12} 。

Looking at the initial vocational education and training system, the specific challenges affecting STEM are: i) performance: in most countries, the average performance of VET pupils in mathematics at age 15 is substantially lower than that of pupils in general secondary education [see action plan for basic skills]. This is then reflected in the level of adult skills as measured by the ‘PIAAC’ survey, which highlights that one in four adults struggles with basic numeracy (mathematics). Over the past ten years, the gap between the lowest and the top performing adults has widened. Yet, in particular for the crafts occupations (manufacturing, construction), a solid basis in STEM subjects is key; ii) VET teachers shortages, as reported in several countries, coupled with, on average, an older teacher population, posing the additional challenge of replacements; iii) attractiveness: in some countries, VET, including in STEM, is not always seen as attractive, particularly where it offers only few opportunities to access to higher education, or where it is insufficiently linked to businesses or work-based learning.
审视初始职业教育和培训体系，影响 STEM 领域的具体挑战包括：i) 表现：在多数国家，15 岁职业教育学生在数学上的平均表现显著低于普通中等教育学生[参见基础技能行动计划]。这一差距随后体现在“PIAAC”调查所衡量的成人技能水平上，该调查显示四分之一的成年人难以掌握基础算术（数学）。过去十年间，低技能与高技能成人之间的差距进一步拉大。然而，特别是对于手工艺职业（制造业、建筑业），扎实的 STEM 学科基础至关重要；ii) 多个国家报告称，职业教育教师短缺，且教师群体平均年龄偏大，这带来了替代人员的额外挑战；iii) 吸引力：在一些国家，包括 STEM 在内的职业教育并不总是被视为有吸引力，尤其是当它仅提供少量进入高等教育的机会，或与商业或工作本位学习联系不足时。

At tertiary level, the number of STEM graduates does not meet the demand in some STEM fields. Despite the $14.4\mathrm{\%}$$14.4\mathrm{\%}$14.4%14.4 \% increase in the number of STEM tertiary graduates (ISCED 5-8) between 2015 and ${2022}^{13}$${2022}^{13}$2022^(13)2022^{13}, this is not enough to keep up with current and future labour market needs in some fields. This is particularly the case in ICT, which, together with the engineering sector, is essential for digitalisation and electrification. In 2022, there were about 9.8 million ICT specialists in the EU, reaching a projected 12 million by 2030, which is well below the Digital Decade target of 20 million.
在高等教育层面，某些 STEM 领域的毕业生数量无法满足需求。尽管 2015 年至 ${2022}^{13}$${2022}^{13}$2022^(13)2022^{13} 期间，STEM 高等教育毕业生（ISCED 5-8）数量有所增加，但这仍不足以满足当前及未来某些领域的劳动力市场需求。特别是在 ICT 领域，这一现象尤为突出，ICT 与工程领域对于数字化和电气化至关重要。2022 年，欧盟约有 980 万 ICT 专家，预计到 203 年将达到 1200 万，远低于数字十年目标设定的 2000 万。

There is room for further increasing the number of student enrolments in STEM programmes at tertiary level. A more accessible, inclusive and gender-unbiased STEM education could draw more girls and women, as well as new talents from students with special needs. The current STEM skills supply faces challenges linked to inadequate skills intelligence, as well as outdated STEM curricula that fail to adapt to emerging technological trends. Recognition and adoption of microcredentials remains limited and the lack of practical training in innovation and entrepreneurship further widens the skills gap.
在高等教育层面，STEM（科学、技术、工程、数学）项目的学生招生人数仍有提升空间。一个更加可及、包容且无性别偏见的 STEM 教育，能够吸引更多女孩和女性，以及来自有特殊需求学生的新人才。当前，STEM 技能供给面临挑战，这包括技能情报不足，以及 STEM 课程未能适应新兴技术趋势而显得过时。微证书的认可与采用仍然有限，且创新与创业实践培训的缺乏进一步加剧了技能差距。
At doctoral level, data show a decrease in the EU STEM research talent in the past few years ${}^{14}$${}^{14}$^(14){ }^{14}. Between 2015 and 2022 there was an overall decline (-7%) in doctoral graduates in STEM fields, with numbers falling for natural sciences, mathematics and statistics (-13.1%) and for ICT ($25.5\mathrm{\%}$$25.5\mathrm{\%}$25.5%25.5 \% ); and only increasing in engineering, manufacturing and construction ( $+9.4\mathrm{\%}{)}^{15}$$+9.4\mathrm{\%}{)}^{15}$+9.4%)^(15)+9.4 \%)^{15}. In comparison, STEM doctoral graduates in the US have grown by $16.3\mathrm{\%}(2015-2022{)}^{16}$$16.3\mathrm{\%}(2015-2022{)}^{16}$16.3%(2015-2022)^(16)16.3 \%(2015-2022)^{16} and latest data available on China and India (2020) show much higher numbers compared to the rest of the world ${}^{17}$${}^{17}$^(17){ }^{17}. There are several challenges affecting research careers in the EU, such as: precarious working conditions (including the strong dependency on short-term project-based contracts), rigid academic hierarchies, lack of permanent positions and comparatively low salaries (i.e. compared with the US or Japan) and a competitive industry.
在博士层面，数据显示过去几年欧盟 STEM 研究人才数量有所下降。2015 年至 2022 年间，STEM 领域的博士毕业生总体下降了 7%，其中自然科学、数学和统计学领域下降了 13.1%，ICT 领域也有所下降；仅工程、制造和建筑领域有所增长。相比之下，美国的 STEM 博士毕业生增长了 $16.3\mathrm{\%}(2015-2022{)}^{16}$$16.3\mathrm{\%}(2015-2022{)}^{16}$16.3%(2015-2022)^(16)16.3 \%(2015-2022)^{16} ，而中国和印度（2020 年）的最新数据显示，其数量远高于世界其他地区。欧盟的研究职业生涯面临诸多挑战，例如：不稳定的工作条件（包括对短期项目合同的强烈依赖）、僵化的学术等级制度、缺乏永久职位以及相对较低的薪资（即与美国或日本相比）和竞争激烈的行业。

Furthermore, there is a persistent gender gap in STEM fields. Despite comprising 53.7% of tertiary students enrolled in 2022, women accounted for only $30.9\mathrm{\%}$$30.9\mathrm{\%}$30.9%30.9 \% in STEM tertiary fields. In VET, the gap is even bigger, with women representing only $16.1\mathrm{\%}$$16.1\mathrm{\%}$16.1%16.1 \% of enrolment in medium-level VET STEM fields. In 2023 in the EU, female scientists and engineers accounted for $41\mathrm{\%}$$41\mathrm{\%}$41%41 \% of total employment in science and engineering ${}^{18}$${}^{18}$^(18){ }^{18}. In these fields the gender gap not only limits individual opportunities but deprives the EU of crucial talent and diverse perspectives that are needed for technological advancement. The root causes are linked to persisting gender-related societal expectations and stereotypes, which influence girls’ career aspirations and choices early on, affecting attitude, motivation and performance in STEM subjects.
此外，STEM 领域长期存在性别差距。尽管 2022 年女性占高等教育入学人数的 53.7%，但在 STEM 高等教育领域，女性仅占 $30.9\mathrm{\%}$$30.9\mathrm{\%}$30.9%30.9 \% 。在职业教育与培训（VET）中，这一差距更为显著，女性在中级 VET STEM 领域的入学比例仅为 $16.1\mathrm{\%}$$16.1\mathrm{\%}$16.1%16.1 \% 。2023 年，在欧盟，女性科学家和工程师占科学与工程领域总就业人数的 $41\mathrm{\%}$$41\mathrm{\%}$41%41 \% ${}^{18}$${}^{18}$^(18){ }^{18} 。这些领域的性别差距不仅限制了个人的发展机会，还使欧盟失去了技术进步所需的关键人才和多元视角。其根源与持续存在的性别相关社会期望和刻板印象有关，这些因素在早期影响了女孩的职业志向和选择，进而影响她们对 STEM 学科的态度、动机和表现。

Raising interest, awareness and enthusiasm for STEM subjects, particularly among young girls, is essential to attract them into STEM careers later on, but it is not enough. Teaching methods and classroom settings may impact boys and girls in distinct ways, emphasising the importance of adopting gender-sensitive teaching strategies and materials. Member States that have implemented comprehensive strategies to engage women and girls in STEM have seen measurable improvements in participation rates and educational outcomes, but progress is too slow. For instance, the number of women in energy increased from $19\mathrm{\%}$$19\mathrm{\%}$19%19 \% in 2010 to $24\mathrm{\%}$$24\mathrm{\%}$24%24 \% in 2022 ; in ICT, over the past decade, the share of women grew by $2.9\mathrm{\%}$$2.9\mathrm{\%}$2.9%2.9 \%, reaching $19.3\mathrm{\%}$$19.3\mathrm{\%}$19.3%19.3 \% in 2023 . Still these sectors remain among the most male-dominated sectors in the EU economy ${}^{19}$${}^{19}$^(19){ }^{19}.
提高对 STEM 学科的兴趣、意识和热情，尤其是年轻女孩，对于吸引她们未来进入 STEM 职业至关重要，但这还不够。教学方法和课堂环境可能以不同的方式影响男孩和女孩，这强调了采用性别敏感的教学策略和材料的重要性。已实施全面战略以吸引女性和女孩参与 STEM 的成员国在参与率和教育成果方面取得了可衡量的改善，但进展过于缓慢。例如，能源领域的女性人数从 2010 年的 $19\mathrm{\%}$$19\mathrm{\%}$19%19 \% 增加到 2022 年的 $24\mathrm{\%}$$24\mathrm{\%}$24%24 \% ；在 ICT 领域，过去十年中，女性的比例增长了 $2.9\mathrm{\%}$$2.9\mathrm{\%}$2.9%2.9 \% ，到 2023 年达到 $19.3\mathrm{\%}$$19.3\mathrm{\%}$19.3%19.3 \% 。尽管如此，这些领域仍然是欧盟经济中男性主导最为明显的领域之一 ${}^{19}$${}^{19}$^(19){ }^{19} 。

Socio-economic disadvantage is an increasingly strong predictor of student performance. Underachievement is much more frequent among disadvantaged students than among their advantaged peers. For instance, half of disadvantaged students (48%) in the EU underachieve in mathematics (PISA 2022). Students with a migrant background are at higher risk of underachievement.
社会经济劣势日益成为学生学业表现的强有力预测因素。在处于劣势的学生中，学业不佳的情况远比其优势同龄人更为普遍。例如，在欧盟，近半数的劣势学生（48%）在数学方面表现不佳（PISA 2022）。具有移民背景的学生面临更高的学业不佳风险。

The demand for STEM skills will continue to rise notably in the fastest-growing fields which are the technology-related ones: Big Data Specialists, Fintech Engineers, AI and Machine Learning Specialists and Software and Application Developers. Key industries like semiconductors and biotechnology depend on STEM talent for technological leadership. Meeting green transition goals requires a $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% increase in STEM-skilled energy workers by 2030. Indeed, green and energy transition roles, including Autonomous and Electric Vehicle Specialists, Environmental Engineers, and Renewable Energy Engineers, also feature within the top fastest-growing roles. The shortage of STEM skills extends beyond traditional technical fields to creative and cultural industries, where limited technical expertise hinders their ability to leverage AI and emerging technologies, undermining their competitiveness and growth potential. Advanced STEM skills are crucial for defence and aerospace capabilities, including climate forecasting and skills for circular economy to reduce reliance on non-EU suppliers. Healthcare professionals require enhanced cybersecurity training and awareness. Current demographic trends represent an additional challenge in this regard. The healthcare sector illustrates these challenges starkly: facing a shortage of 1.2 million medical professionals in 2022, declining student interest since 2018, and growing pressure from
对 STEM 技能的需求将在增长最快的技术相关领域持续显著上升，这些领域包括大数据专家、金融科技工程师、人工智能和机器学习专家以及软件和应用开发人员。半导体和生物技术等关键行业依赖 STEM 人才来保持技术领先地位。实现绿色转型目标要求到 2030 年，具备 STEM 技能的能源工作者数量增加 $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% 。事实上，绿色和能源转型角色，如自动驾驶和电动汽车专家、环境工程师和可再生能源工程师，也位列增长最快的职位之中。STEM 技能的短缺不仅限于传统技术领域，还波及创意和文化产业，有限的技术专业知识阻碍了它们利用人工智能和新兴技术的能力，削弱了其竞争力和增长潜力。高级 STEM 技能对于国防和航空航天能力至关重要，包括气候预测和循环经济技能，以减少对非欧盟供应商的依赖。医疗保健专业人员需要加强网络安全培训和意识。 当前的人口趋势在这方面带来了额外的挑战。医疗保健行业鲜明地体现了这些挑战：2022 年面临 120 万医疗专业人员的短缺，自 2018 年以来学生兴趣下降，以及来自

an aging population ${}^{20}$${}^{20}$^(20){ }^{20}. However, the EU’s STEM workforce growth lags behind demand, especially in ICT and engineering sectors crucial for green and digital transitions, as well as for security and preparedness, notably in key sectors such as cybersecurity, defence and aerospace.
人口老龄化。然而，欧盟的 STEM 劳动力增长滞后于需求，特别是在对绿色和数字化转型至关重要的 ICT 和工程领域，以及在安全与准备方面，尤其是在网络安全、国防和航空航天等关键领域。

By developing a long-term STEM education strategy which covers the entire education chain and considers the demographic shifts and territorial disparities, the EU can simultaneously address critical workforce shortages, create sustainable and accessible employment pathways and support upward social mobility. This will imply, for instance, reinforcing targeted specialisations in the fastest-growing fields, promoting work-integrated learning programmes, upskilling and reskilling the workforce, and ensuring the closer cooperation of education and training institutions as well as the public and private sectors.
通过制定一项涵盖整个教育链并考虑人口变化和地区差异的长期 STEM 教育战略，欧盟可以同时解决关键的劳动力短缺问题，创造可持续且可及的就业途径，并支持社会向上流动。这将意味着，例如，在增长最快的领域加强有针对性的专业化，促进工作一体化学习计划，提升和再培训劳动力，并确保教育和培训机构以及公共和私营部门之间的更紧密合作。
Several EU initiatives already address existing skills shortages in STEM, but their implementation including with a sectoral approach, needs to be bolstered and streamlined. The Union of Skills will build on earlier EU upskilling initiatives. This includes: i) the roll-out of European individual learning accounts; ii) the uptake of micro-credentials as flexible learning solutions for upskilling and reskilling adults; and iii) the Pact for Skills, where members have pledged to upskill 25 million workers by 2030 through large-scale partnerships covering all 14 EU industrial ecosystems. Similarly, the EU skills academies, including the net-zero industry academies, the Interoperable Europe Academy, the Advanced Materials Academy and the Digital Skills Academies, will facilitate reskilling and upskilling that responds to STEM needs. These academies will leverage the collaboration between industry, higher education, and vocational training institutions to skill, upskill and reskill students and professionals in various technological domains.
欧盟已有若干举措旨在应对 STEM 领域现有的技能短缺问题，但这些举措的实施，包括采用行业特定方法，亟需加强和优化。技能联盟将基于欧盟早先的技能提升计划展开工作，这包括：i）推广欧洲个人学习账户；ii）采用微证书作为灵活的学习解决方案，为成人提供技能提升和再培训；iii）技能公约，其成员承诺通过覆盖欧盟所有 14 个工业生态系统的大规模合作，到 2030 年提升 2500 万工人的技能。同样，包括净零工业学院、互操作性欧洲学院、先进材料学院及数字技能学院在内的欧盟技能学院，将促进响应 STEM 需求的再培训和技能提升。这些学院将利用产业、高等教育和职业培训机构之间的合作，为不同技术领域的学生和专业人士提供技能培训、提升及再培训。

To act upon these challenges and leverage opportunities, the EU STEM Education Strategic Plan will be guided by three key objectives:
为应对这些挑战并把握机遇，欧盟 STEM 教育战略计划将以三个关键目标为指导：

The EU has a highly educated population and can build on a strong tradition of STEM. Further prioritising STEM education and training requires improved data, governance and cooperation mechanisms between the EU and its Member States. To increase the overall supply of STEM skills, Member States should follow through on their commitment to reduce underachievement in basic skills (among which mathematics and science) among 15-year-olds to less than $15\mathrm{\%}$$15\mathrm{\%}$15%15 \% by 2030 . More agile cooperation with industry and social partners to better address their needs is key to responding to STEM skills shortages more quickly. More comprehensive STEM skills intelligence, with comparable data across the EU, can anticipate sector-specific STEM skills needs in a more effective and timely manner. Aligning Member States’ policy reform measures and EU support, based on evidence, and shared good practices through EU-wide cooperation, will help promote excellence in STEM education. To this end, the Commission sets out the following measures:
欧盟拥有受过高等教育的人口，并可以建立在强大的 STEM 传统基础上。进一步优先发展 STEM 教育和培训需要改进数据、治理以及欧盟与其成员国之间的合作机制。为了增加 STEM 技能的整体供应，成员国应履行其承诺，到 2030 年将 15 岁青少年在基本技能（包括数学和科学）方面的未达标率降低至 $15\mathrm{\%}$$15\mathrm{\%}$15%15 \% 以下。与行业和社会伙伴进行更灵活的合作，以更好地满足他们的需求，是更快应对 STEM 技能短缺的关键。通过在整个欧盟范围内提供更全面的 STEM 技能情报和可比数据，可以更有效、更及时地预测特定行业的 STEM 技能需求。基于证据调整成员国的政策改革措施和欧盟的支持，并通过全欧盟范围内的合作共享良好实践，将有助于促进 STEM 教育的卓越发展。为此，欧盟委员会提出了以下措施：

A. Propose new 2030 EU-level STEM targets. By 2030:
A. 提出新的 2030 年欧盟层面 STEM 目标。到 2030 年：
i) the share of students enrolled in STEM fields in initial medium-level VET should be at least $45{\mathrm{\%}}^{21}$$45{\mathrm{\%}}^{21}$45%^(21)45 \%^{21}; at least 1 out of every 4 students should be female ${}^{22}$${}^{22}$^(22){ }^{22}.
i) 初始中等职业教育中 STEM 领域的学生比例应至少达到 $45{\mathrm{\%}}^{21}$$45{\mathrm{\%}}^{21}$45%^(21)45 \%^{21} ；每 4 名学生中至少应有 1 名女性 ${}^{22}$${}^{22}$^(22){ }^{22} 。
ii) the share of students enrolled in STEM fields at tertiary level should be at least $32\mathrm{\%}{0}^{23}$$32\mathrm{\%}{0}^{23}$32%0^(23)32 \% 0^{23}, with at least 2 out of every 5 students female.
ii) 高等教育阶段 STEM 领域的学生比例应至少达到 $32\mathrm{\%}{0}^{23}$$32\mathrm{\%}{0}^{23}$32%0^(23)32 \% 0^{23} ，且每 5 名学生中至少有 2 名是女性。
iii) the share of students enrolled in ICT PhD programmes should be at least $5\mathrm{\%}{}^{24}$$5\mathrm{\%}{}^{24}$5%^(24)5 \%{ }^{24}, with at least 1 out of every 3 students female.
iii) 参加信息通信技术博士课程的学生比例应至少为 $5\mathrm{\%}{}^{24}$$5\mathrm{\%}{}^{24}$5%^(24)5 \%{ }^{24} ，且每三名学生中至少有一名女性。

Member States are invited to engage with the Commission in setting these EU level targets and, on this basis, develop own national targets, to guide national or regional STEM strategies.
成员国被邀请与委员会合作，设定这些欧盟层面的目标，并在此基础上制定各自的国家目标，以指导国家或地区的 STEM 战略。
B. In 2025, set up a European STEM Executive Panel at top business/political/administrative level to advise on strategic issues including curriculum modernisation, industry feedback on skills needs across industrial sectors, innovative teaching and content, and embedding academic-business cooperation in STEM education. The STEM Panel would provide actionable recommendations to foster close cooperation between business and STEM education to the European Skills High Level Board and make the results of its work publicly available to any other interested party.
B. 2025 年，在最高商业/政治/行政层面设立欧洲 STEM 执行小组，就包括课程现代化、跨工业领域技能需求的行业反馈、创新教学与内容，以及将学术与商业合作嵌入 STEM 教育在内的战略问题提供建议。STEM 小组将为欧洲技能高级委员会提供可操作的建议，以促进企业与 STEM 教育之间的紧密合作，并将其工作成果向任何其他感兴趣的方公开。
C. Improve overall STEM skills intelligence based on international indicators and benchmarks, by measuring graduate outcomes in VET and tertiary education through the Eurograduate survey, and by better anticipating sector-specific skills needs as part of the future European Skills Intelligence Observatory and by leveraging the common European Data Space for Skills.
C. 基于国际指标和基准，通过 Eurograduate 调查衡量职业教育和高等教育的毕业生成果，作为未来欧洲技能智能观察站的一部分，更好地预测特定行业的技能需求，并利用欧洲技能共同数据空间，提升整体 STEM 技能情报。

Developing a larger and more inclusive STEM talent pipeline requires more profound reforms and a comprehensive approach to STEM education and training by the Member States. Beyond modernising curricula and upgrading teaching methods, keeping in close consideration their accessibility and inclusiveness features, industry partnerships need to be strengthened to give all students practical exposure to STEM careers. Education providers should be enabled to more directly incorporate industry feedback and workplace requirements into STEM education offers. Creating sector-tailored learning pathways that offer accessible opportunities for students and for adults can increase attractiveness. In addition, the rising demand for STEM professionals requires a comprehensive and flexible approach to education that extends beyond
发展更大规模且更具包容性的 STEM 人才管道，需要成员国实施更深入的改革，并采取全面措施来推进 STEM 教育和培训。除了现代化课程体系和提升教学方法，还需充分考虑其可及性与包容性特征，同时加强产业合作，确保所有学生都能亲身体验 STEM 职业。应使教育提供者能够更直接地将行业反馈和工作场所需求融入 STEM 教育方案中。创建针对特定行业的学习路径，为学生和成人提供易于接触的机会，可提升 STEM 教育的吸引力。此外，STEM 专业人才日益增长的需求，要求采取全面且灵活的教育策略，其范围应超越...

traditional classroom settings. Attracting STEM talents from population groups whose potential is still untapped, including from rural areas, is crucial to amplify the magnitude of the effort and to reap results. The integration of advanced digital skills such as data science, algorithmic literacy, computational thinking, encryption or cybersecurity in STEM curricula and in micro-credentials can improve the learning experience and prepare a dynamic workforce. Professional development for STEM teachers and trainers is pivotal and requires sustained investment. To this end, the Commission sets out the following measures:
传统的课堂环境。吸引来自潜力尚未开发的人群，包括农村地区的 STEM 人才，对于扩大努力规模并取得成果至关重要。将数据科学、算法素养、计算思维、加密或网络安全等高级数字技能整合到 STEM 课程和微证书中，可以提升学习体验，培养一支充满活力的劳动力队伍。STEM 教师和培训师的专业发展至关重要，需要持续投资。为此，委员会提出了以下措施：

A. Promote future-oriented STEM curricula in schools, VET and tertiary education by:
A. 通过以下方式在学校、职业教育和高等教育中推广面向未来的 STEM 课程：
i) Developing by 2026 a STEM competence framework for all learners at all stages of education and a taxonomy of STEM skills within the ESCO classification. This will inspire and promote curriculum design, and assessment frameworks for STEM skills.
i) 到 2026 年，为所有教育阶段的学习者制定一个 STEM 能力框架，并在 ESCO 分类中建立 STEM 技能分类体系。这将激发并促进 STEM 技能的课程设计和评估框架。
ii) Working towards a European degree for engineers, by building on the European Universities alliances and ongoing Erasmus+ pilots, considering the needs of employers.
ii) 致力于通过基于欧洲大学联盟和正在进行的 Erasmus+试点项目，考虑雇主需求，推动欧洲工程师学位的实现。
B. Pilot STEM education centres for school education, including VET schools, across the $\mathit{E}\mathit{U}$$\mathit{E}\mathit{U}$EU\boldsymbol{E} \boldsymbol{U} with the goal of improving how STEM is delivered and experienced in primary and secondary education. Supported by Erasmus ${}^{+}$${}^{+}$^(+){ }^{+}, these centres will create dynamic learning ecosystems that drive innovation in STEM teaching and learning in schools, by stepping up cooperation with businesses, science museums, STEM organisations, libraries, cultural associations, creative industries, universities and research institutions.
B. 在 $\mathit{E}\mathit{U}$$\mathit{E}\mathit{U}$EU\boldsymbol{E} \boldsymbol{U} 范围内试点设立 STEM 教育中心，包括职业教育学校，旨在改进中小学教育中 STEM 课程的传授与体验。在 Erasmus ${}^{+}$${}^{+}$^(+){ }^{+} 的支持下，这些中心将通过加强与商业、科学博物馆、STEM 组织、图书馆、文化协会、创意产业、大学及研究机构的合作，创建推动学校 STEM 教学创新的动态学习生态系统。
C. Attract more students from diverse backgrounds to STEM studies in secondary education, VET and tertiary education by launching:
C. 通过启动以下措施，吸引更多来自不同背景的学生参与中等教育、职业教育和高等教育中的 STEM 学习：
i) the STEM Tech Talent Induction. Induction activities designed to attract young people to STEM careers and involving role models and entrepreneurs will be implemented by the European Institute of Innovation and Technology (EIT).
i) STEM 技术人才引入计划。欧洲创新与技术学院（EIT）将实施旨在吸引年轻人投身 STEM 职业的引入活动，包括榜样人物和企业家的参与。
ii) the European Advanced Digital Skills Competitions to engage young European people in cutting edge digital technologies by providing societal, technological or industry challenges, drawing on existing competitions such as the International and the European Cybersecurity Challenges.
ii) 欧洲高级数字技能竞赛，通过提供社会、技术或行业挑战，吸引欧洲年轻人参与前沿数字技术，借鉴国际和欧洲网络安全挑战等现有竞赛。
D. Address employers’ needs in VET and tertiary education by means of the following actions:
D. 通过以下行动满足雇主在职业教育和高等教育中的需求：
i) Develop joint transnational programmes and short courses leading to microcredentials in strategic STEM sectors, as identified in the Competitiveness Compass, through the Centres of Vocational Excellence and European Universities alliances. In close cooperation with their respective innovation ecosystems and with EU skills academies: i) boost the available range of joint programmes and microcredentials in STEM, including with a STEAM (science, technology, engineering, arts, and mathematics) educational approach, ii) encourage the centres and alliances to coordinate their STEM offer and to pool and share their investments in STEM infrastructure, equipment and educational technologies; iii) encourage the centres and alliances to leverage private investment for the development of microcredentials tailored to upskilling and reskilling the European workforce in strategic STEM sectors; iv) support and monitor the take-up by employers recruiting talent with micro-credentials issued with EU support.
i) 通过卓越职业中心（Centres of Vocational Excellence）和欧洲大学联盟（European Universities alliances），开发跨国联合项目和短期课程，颁发与《竞争力指南针》（Competitiveness Compass）中确定的战略 STEM 领域相关的微证书。在与各自创新生态系统及欧盟技能学院的紧密合作下：i) 扩大 STEM 领域联合项目和微证书的范围，包括采用 STEAM（科学、技术、工程、艺术和数学）教育方法；ii) 鼓励中心和联盟协调其 STEM 课程，并共享其在 STEM 基础设施、设备和教育技术方面的投资；iii) 鼓励中心和联盟利用私人投资开发微证书，以提升和重新培训欧洲劳动力在战略 STEM 领域的技能；iv) 支持并监控雇主对欧盟支持的微证书人才的招聘情况。
ii) Support the development of joint education programmes (Bachelors, Masters, and Doctoral levels) and specialist training for strategic STEM sectors, leveraging the skills academies and the European Universities Alliances. This includes joint degrees and future European degrees in digital technologies (e.g., AI, quantum, cybersecurity) and interdisciplinary degrees applying these technologies to sectors like health and biotech, as well as training for Destination Earth ${}^{25}$${}^{25}$^(25){ }^{25} technologies (e.g., climate modelling, circular engineering).
ii) 支持开发联合教育项目（学士、硕士和博士层次）以及战略 STEM 领域的专业培训，利用技能学院和欧洲大学联盟。这包括数字技术（如人工智能、量子、网络安全）的联合学位和未来欧洲学位，以及将这些技术应用于健康和生物技术等领域的跨学科学位，还包括针对 Destination Earth ${}^{25}$${}^{25}$^(25){ }^{25} 技术（如气候建模、循环工程）的培训。
iii) Promote upskilling and reskilling through bootcamps, short courses delivered by formal VET and higher education institutions leading to micro-credentials, and platforms for digital immersive learning and training to create innovative lifelong learning opportunities.
iii) 通过由正规职业教育和高等教育机构提供的短期课程（可获得微证书）以及数字沉浸式学习和培训平台，促进技能提升和再培训，创造创新的终身学习机会。
iv) Provide dedicated training on innovation, entrepreneurship and IP management to 200000 STEM higher education students, academics and staff by 2028, building on the EIT Higher Education Institutions Initiative in synergy with the European Universities alliances and the EIT knowledge and innovation communities.
iv) 到 2028 年，基于 EIT 高等教育机构倡议，与欧洲大学联盟及 EIT 知识与创新社区协同合作，为 200000 名 STEM 高等教育学生、学者和教职员工提供创新、创业和知识产权管理的专项培训。
E. Pilot in 2026 the development of STEM skills foundries in strategic sectors by involving companies to mentor young student entrepreneurs, in cooperation with vocational education and training providers and with higher education institutions, providing them access to their laboratories, technical infrastructures and equipment, development of intellectual property (IP), as well as facilitating access to venture capital. This should also bring together VET and higher education providers, talented VET and higher education students and the world of finance, particularly venture capital.
E. 2026 年试点在战略领域开发 STEM 技能铸造厂，通过企业参与指导年轻学生创业者，与职业教育和培训机构及高等教育机构合作，为他们提供实验室、技术基础设施和设备的使用权，发展知识产权（IP），并促进风险资本的获取。此举还应汇聚职业教育与高等教育机构、有才华的职教与高等教育学生以及金融界，尤其是风险投资领域。
F. Propose ‘Capacity Building for STEM’ for education institutions in enlargement countries and other EU priority partner countries such as beneficiaries of EU Talent Partnerships and propose ‘International Partnerships on STEM’ to foster STEM
F. 为扩大国家及其他欧盟优先伙伴国家（如欧盟人才伙伴关系受益国）的教育机构提出“STEM 能力建设”计划，并提出“STEM 国际伙伴关系”以促进 STEM 发展

Attracting more women to STEM education requires more efforts by the Member States to increase the appeal of STEM as a study and a career choice for girls and women: i) addressing gender stereotypes; ii) facilitating access to STEM education by targeting crucial age cohorts; and iii) promoting more institutionally supported mentorship programmes with role models. Such measures should be amplified by national and European information and awareness-raising initiatives. Nurturing the next generation of women innovators demands that STEM education be modernised through interdisciplinary programmes where technical skills are complemented by creative problem-solving and entrepreneurial skills. Increasing the number of innovators in STEM studies can also be achieved through improved pathways for international STEM talent to come to or return to Europe, as addressed in the Communication on Union of Skills. In addition, the Commission will incentivise measures, to:
吸引更多女性接受 STEM 教育，需要成员国加大努力，提升 STEM 作为学习和职业选择对女孩和女性的吸引力：i) 解决性别刻板印象问题；ii) 针对关键年龄段，便利其接触 STEM 教育；iii) 推动更多由机构支持的、以榜样为导向的导师计划。此类措施应通过国家和欧洲层面的信息宣传与意识提升活动得到加强。培养下一代女性创新者，要求通过跨学科项目现代化 STEM 教育，使技术技能与创造性问题解决及创业技能相辅相成。增加 STEM 研究中的创新者数量，还可通过改善国际 STEM 人才来欧或返欧的路径实现，正如《技能联盟通讯》中所提及的。此外，欧盟委员会将激励采取以下措施：

A. Attract more girls and women to STEM by launching, in 2025, a new ‘Girls go STEM’ initiative to attract female secondary students into STEM study fields, including in VET, and female higher education students into STEM professions, and by developing their technical and entrepreneurial skills in STEM domains, including through induction periods and mentorship. The aim is to train 1 million girls by 2028 through Erasmus + , the European Universities alliances, European Alliance for Apprenticeships, digital skills academies and the EIT.
A. 通过于 2025 年启动新的“Girls go STEM”计划，吸引更多女性和女孩进入 STEM 领域，包括吸引女性中学生进入 STEM 学习领域（含职业教育与培训）以及女性高等教育学生进入 STEM 职业，并通过包括入职期和导师指导在内的方式，发展她们在 STEM 领域的技术和创业技能。目标是到 2028 年，通过 Erasmus+、欧洲大学联盟、欧洲学徒制联盟、数字技能学院以及 EIT，培训 100 万名女孩。
B. Launch ‘STEM Futures’, to identify and share inclusive and successful STEM education practices, including the most promising EU-supported STEM education projects, leveraging on existing communities and networks. In 2026, the focus will be on the most successful practices for girls and women in STEM. As part of this initiative, a European STEM Week will be organised, in synergies with EU-funded projects, with a focus on reaching out in accessible ways to young people, in particular girls and their families.
B. 启动“STEM 未来”计划，以识别和分享包容且成功的 STEM 教育实践，包括最有前景的欧盟支持的 STEM 教育项目，利用现有的社区和网络。到 2026 年，重点将放在针对 STEM 领域女孩和女性最成功的实践上。作为该计划的一部分，将组织一次欧洲 STEM 周，与欧盟资助的项目协同合作，重点以易于接触的方式向年轻人，特别是女孩及其家庭进行推广。
C. Showcase and exchange good practices and foster mutual learning on attracting and supporting girls and women in STEM apprenticeships. Engaging with companies, research institutions, research and technology organisations and other stakeholders as part of the European Alliance for Apprenticeships, with a focus on increasing the proportion of female apprentices.
C. 展示和交流吸引与支持女性参与 STEM 学徒制的良好实践，促进相互学习。作为欧洲学徒制联盟的一部分，与企业、研究机构、研究与技术组织及其他利益相关方合作，重点提高女性学徒比例。
D. Pilot a ‘STEM Specialists Fellowship’ under the current MFF to attract top international STEM experts from diverse backgrounds to EU higher education and
D. 在现行 MFF 框架下试点“STEM 专家奖学金”计划，吸引来自不同背景的国际顶尖 STEM 专家加入欧盟高等教育领域
research institutions as well as EU-supported public-private partnerships working in key strategic sectors.
研究机构以及欧盟支持的在关键战略领域开展工作的公私合作伙伴关系。

The implementation of the STEM Education Strategic Plan, starting in 2025, will be integrated in the Union of Skills governance structures.
STEM 教育战略计划的实施将从 2025 年开始，融入 Union of Skills 治理结构中。

The main ways to implement this strategic plan will be through policy coordination of reforms and investments, based on skills intelligence. A further path for strengthening coordination among Member States is through additional focus on STEM in the follow-up to education and skills reforms in the European Semester.
实施这一战略计划的主要方式将是通过基于技能情报的政策协调，推动改革和投资。加强成员国之间协调的另一途径是在欧洲学期教育和技能改革的后续行动中进一步关注 STEM。

The STEM Executive Panel will deliver actionable, industry-driven recommendations to support world-class STEM education policy, drawing on real-world business experience and needs. These recommendations will inform the European Skills High-Level Board.
STEM 执行小组将基于实际商业经验和需求，提供可操作的、行业驱动的建议，以支持世界一流的 STEM 教育政策。这些建议将为欧洲技能高级别委员会提供参考。

Under the current multiannual financial framework, the implementation of the STEM Education Strategic Plan and related projects and activities will continue to draw on the Recovery and Resilience Facility, Cohesion Policy Funds and Erasmus+, alongside other funds and instruments such as Horizon Europe, the Digital Europe programme and the Technical Support Instrument (TSI). The pilots of the STEM education centres and of the STEM foundries will rely on the available funding in the current programmes.
在当前的多年度财政框架下，STEM 教育战略计划及相关项目和活动的实施将继续利用复苏与韧性基金、凝聚力政策基金和 Erasmus+等资源，同时结合其他资金和工具，如 Horizon Europe、数字欧洲计划和技术支持工具（TSI）。STEM 教育中心和 STEM 铸造厂的试点项目将依赖于现有计划中的可用资金。
Future EU funding will support education and training, while addressing the fragmentation of resources across multiple programmes. This includes shifting from short-term (individual) actions to longer-term investment products that leverage private contributions, draw on public-private partnerships, address societal and territorial disparities and support national and subnational reforms. The Commission’s proposal to have in the future a plan for each country linking key reforms and investments could help better deliver on this objective by ensuring coherence and efficiency.
未来的欧盟资金将支持教育和培训，同时解决跨多个项目的资源分散问题。这包括从短期（个人）行动转向长期投资产品，这些产品利用私人贡献，借助公私合作伙伴关系，解决社会和地区差异，并支持国家和地方改革。委员会提议未来为每个国家制定一个将关键改革与投资联系起来的计划，通过确保一致性和效率，有助于更好地实现这一目标。

To deliver on this ambition, the EU must lead strategically, level up talent and lift the barriers that are holding back the STEM education, training and performance that the European economy needs. It must implement a coordinated approach that bridges and integrates education, industry and policy. Through this strategic plan, the EU is stepping up its commitment to inclusive education and training as a cornerstone of economic growth and societal progress, ensuring that everyone can contribute to and benefit from Europe’s future and prosperity.
为实现这一雄心壮志，欧盟必须在战略上引领，提升人才水平，并消除阻碍 STEM 教育、培训及表现（这些正是欧洲经济所需）的障碍。它必须实施一种协调一致的方法，将教育、产业与政策紧密联结并融为一体。通过这一战略计划，欧盟正加大对包容性教育与培训的承诺，将其视为经济增长与社会进步的基石，确保每个人都能为欧洲的未来与繁荣贡献力量并从中受益。
The Commission invites the European Parliament, the Council and social partners to endorse the STEM Education Strategic Plan and to actively support and contribute to delivering on its initiatives.
委员会邀请欧洲议会、理事会和社会伙伴支持 STEM 教育战略计划，并积极支持和贡献于其倡议的实施。