1. HORIZON 2020 SWAFS SiS Net Brokerage Event Brussels, 29 January 2018
Maria Karamitrou – Science Education
RTD B7 - Science with and for Society

2. PRESENTATION OUTLINE - Science Education in H2020 - SEEG Report
- SWAFS Open Schooling and collaboration on science education (CSA)
- Other actions to be funded: SCIENTIX, EUCYS and more….

3. Science Education in H2020 - the story so far….
Science Education forms the basis for the full achievement of the Innovation Union and the European Research Area.
Creative and innovative formal and informal teaching and learning help young people make the best use of their capacities and capabilities to become a force of innovation and to address the challenges faced by young people when pursuing careers in Science, Technology, Engineering and Mathematics (STEM)
Horizon 2020 has been financing a range of initiatives to pursue greater participation of young people in science and encourage long-term scientific careers. Projects include formal settings of science education (e.g. schools) and non-formal, out-of-school teaching settings (e.g. science parks, science museums and events).
Slightly different emphasis since 2016….

4. ….The different emphasis follows the publication of “Science Education for Responsible Citizenship” which makes recommendations on how best to equip citizens with the skills they need for active participation in the processes that will shape all of our futures. The current Open Schooling call is one of the recommendations of this report
In 2014, an Expert Group was appointed by the EC in order to work in drawing on what we have achieved so far in the field of science education, and is supporting the EC by suggesting new policy options and initiatives within the broader context of Horizon 2020, Responsible Research and Innovation, and the European Research Area. Their report was published during the summer 2015.
Based on the objectives and recommendations listed in the report, the Expert Group has provided a list of actions, both at the EU and at the national level, which will certainly serve for future policy-making.
The Expert Group has come up with the following six objectives and a number of recommendations related to these objectives:
1. Science education should be an essential component of a learning continuum for all, from pre-school to active engaged citizenship.
 Education policies and systems should:
• Ensure that science is an essential component of compulsory education for all children;
• Support schools, teachers, teacher educators, and students of all ages to adopt an inquiry approach to science education as part of the core framework of science education for all;
• Address socio-economic, gender and cultural inequalities in order to widen access and provide all talents with the opportunities to pursue excellence in learning and learning outcomes;
 Science education should balance requirements of breadth and depth of knowledge about science to ensure young people and adult learners are both motivated for learning and equipped to fully engage in scientific discussions and decisions, and to facilitate further and deeper study;
2. Science education should focus on competences with an emphasis on learning through science, and shifting from STEM to STEAM by linking science with other subjects and disciplines.
 Greater attention should be given to the value of all disciplines and how inter-disciplinarity (STEAM rather than STEM) can contribute to our understanding and knowledge of scientific principles and solving societal challenges.
 Educational institutions, at all levels, should boost understanding of the importance of science education as a means of acquiring key competences to ease transition from “education to employability” (E2E), by
 Learning about science through other disciplines and learning about other disciplines through science;
 Strengthening the inter-connectivity between science, creativity, entrepreneurship, and innovation;
 More emphasis should be placed on ensuring all citizens are equipped with the skills and competences needed in the digitalized world beginning from preschool.
3. The quality of teaching, from induction through pre-service preparation and in-service professional development, should be enhanced to improve the depth and quality of learning outcomes.
 Actions should be taken to continually improve teaching quality, with greater focus on teacher competences, disciplinary knowledge, and students and teachers learning together;
 Efforts should be undertaken to attract more highly qualified and motivated people to become teachers, and boost the status and prestige of the profession;
 Greater emphasis should be given to closing the research-practice gap, by embedding science education research findings into teacher preparation, curriculum development, teaching and learning, and assessment for learning (AfL);
4. Collaboration between formal, non-formal and informal educational providers, enterprise and civil society should be enhanced to ensure relevant and meaningful engagement of all societal actors with science, and increase uptake of science studies and science-based careers.
 Encourage “open schooling” where
 Schools, in cooperation with other stakeholders, become an agent of community well-being;
 Families are encouraged to become real partners in school life and activities;
 Professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom;
 Promote partnerships between teachers, students, researchers and stakeholders in science-related fields, in order to work on real-life challenges and innovations, including associated ethical and social issues;
 Develop guidelines on how to integrate responsibility and responsiveness into formal, non-formal and informal Science Education, following the principles of CSR (Corporate Social Responsibility) and RRI (Responsible Research and Innovation);
5. Greater attention should be given to promoting responsible research and innovation (RRI) and enhancing public understanding of scientific findings, and the capabilities to discuss their benefits and consequences.
 The link between scientists, researchers, science educators and the media should be strengthened to ensure more effective public communication, in a way that makes the underlying issues and consequences understandable by citizens;
 Science educators, at all levels, have a responsibility to embed social, economic and ethical principles into their teaching and learning in order to prepare students for active citizenship and employability;
 Publicly-funded science education researchers have a responsibility to openly communicate, share and disseminate research outcomes with wider society, and to the international research community;
 Citizens should be actively and directly involved in science research and innovation projects.
6. Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and international levels, taking into account societal needs and global developments.
 Links between responsible research and innovation strategies at local, regional and national level should be strengthened and evaluated in order to overcome regional and other disparities across Europe;
 Collaborating and sharing knowledge of and about science and science communication, as well as identifying solutions for global societal challenges facing humankind, should be actively pursued with international partners;
 Science education should benefit from an agreed set of international guidelines, evidence based and grounded on collaborative and inclusive deliberations.

5. SWAFS-01-2018-2019 : Open Schooling and collaboration on SE (CSA)
The action calls for collaboration between education providers, enterprises and civil society to ensure relevant and meaningful engagement of all societal actors with science to increase the uptake of science studies and science careers.
New for 2018 – Two stage submission!

6. SWAFS contd.
Challenge - We need to expand opportunities for science learning. We know European citizens, young and old, appreciate importance of science and want to be more informed. Action calls for collaboration between education providers, enterprises and civil society to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and careers. Scope – Activities based on collaboration between formal, non-formal and informal education providers, enterprises and civil society to integrate concept of open schooling in SE. Schools and other stakeholders become agents of community well- being; families encouraged to become partners in school life, professionals from enterprises and civil and wider society should actively be involved in bringing real-life projects to the classroom. Gender and geographical differences should be considered. Proposals should have wide geographical coverage. Consortia to include at least entities from 10 different MS or Associated Countries, although smaller consortia will also be eligible and may be selected. EUR 1,5 million but other amounts considered Expected Impact – Action targets creation of new partnerships in local communities to foster improved science education for all. Short term: develop partnerships between schools, local communities and local industry.

7. Definitions on formal, non-formal and informal learning and Open Schooling…
Formal learning – learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification. Non-formal learning – learning which is embedded in planned activities not always explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contains an important learning element. Non-formal learning is intentional from the learner’s point of view. It can take place in museums, science camps/ clubs etc. Informal learning – learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is mostly unintentional from the learner’s perspective. Open Schooling – institutions that promote partnerships with families and the local community, with a view to engaging them in the teaching and learning processes but also to promote education as part of local community development.

8. Other actions that will continue to be funded
Scientix, the community for science education in Europe was developed to ensure a wide uptake and dissemination of STEM education practices. As well as continuing what Scientix has been doing, we hope to find a means for its long term sustainability.
The European Commission also recognises that science events to inspire and mobilise young people, are more important than ever. The annual European Union Contest for Young Scientists (EUCYS) is one of Europe's premier events for showcasing young scientific talent. It brings together winners of national science competitions (young people between 14 and 20 years of age) to compete with their European counterparts. EUCYS 2017 was organised in Estonia; EUCYS 2018 will take place in Ireland.

9. European Union Contest for Young Scientists (EUCYS)
Project based contest for Young Scientists aged 14 – 20 - Forerunner to IBSE! Strengthen the efforts made in MS to attract young people to careers in science and technology. Promote the ideals of co-operation and interchange between young scientists; to showcase the best of European student scientific achievement and as such attracts widespread media interest. Very successful event in Tallinn in September 2017 

10. Subjects
Projects can be submitted to the contest is all disciplines of science and technology including
Biology, Chemistry, Physics, Mathematics
Engineering
Computer science
Environmental science
Medicine
Social Science

11. Prizes are awarded to Projects
Main prizes are the EC monetary prizes
3 First prizes of €7000
3 Second prizes of €5000
3 Third prizes of €3500
Two Honorary prizes associated with the 1st prizes
Visit to London International Science Forum
Visit to Stockholm International Youth Science Seminar including tickets to the Nobel Prize ceremony
Special donated Prizes
8 projects visit CERN, EFDA JET, EMBL, ESRF, ESA, ESO, ILL, XFEL
3 projects visit JRC Institutes at Ispra, Italy
3 projects attend INTEL International Science and Engineering Fair (INTEL Isef) in the US
Visits to BBI, FooddrinkEurope,PRace

12. Thank you for your attention!
EC DG RTD B7