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2023 •
This policy brief was prepared for the Confederation of Swedish Enterprise to identify Science, Technology, Engineering and Mathematics (STEM) policies introduced by Sweden’s leading comparator countries. As a highly competitive, advanced European economy, Sweden’s comparators identified for this study include other Nordic countries (Finland, Norway, Denmark, Iceland), other European countries (France, Germany), high-performing Anglosphere countries (United States, United Kingdom, Australia) and dynamic East Asia (Japan, South Korea). Rather than focusing on Swedish Government policy priorities and commitments to science, technology and innovation, this policy brief reveals the prevalence of Sweden’s comparator country’s STEM policies. It highlights STEM-related government policy priorities, STEM policy objectives and focus areas, while also referencing climate, energy, space and security policies that are heavily reliant on STEM skills, knowledge and capabilities. Building on this evidence base, further research will be undertaken to analyse key STEM policies of these comparator countries, to contribute to discussions regarding the development of Swedish STEM policy.
The economic and political dominance of the world by European countries and their new settlements in the last few centuries has rested on their superior science and technology. However, this superiority is no longer assured, as the Japanese example indicates. A number of developing countries (Taiwan, South Korea, Malaysia and so on) have demonstrated their ability to industrialize and adopt capitalistic technology more rapidly than was previously imagined possible. Their industrial exports are now perceived in some developed countries as a threat to their own industries. Government management or control of science and technology has increased and governments have become more concerned about their formulation of science and technology policy. The reasons for this are complex and no doubt subject to dispute. Nevertheless, a number of observations appear in order. While the community at large still looks to advances in science and technology as a means of improving the lot of mankind, it questions the social benefits of unbridled scientific and technological change. Indeed many members of the community have become fearful of the possible unwanted effects of technological change – for instance, nuclear risks, unemployment and global pollution. To gain the maximum benefits from scientific and technological change and to avoid unwanted environmental and social consequences, there has been a growing community demand for science and technological effort to be more closely supervised through the government to meet social goals. The belief has gained ground that the direction of scientific effort should not be left to scientists, technocrats or even business managers acting alone but that government, reflecting community-wide interests, should play a greater role in directing technological change. Specific concerns such as defence, environmental damage and the depletion of non-renewable resources and, more recently, increased international economic competition accompanied by economic recession, have brought demands for improvements in the science and technology policies of governments.
Globally, science, technology, engineering and mathematics (STEM) education, research and development (R&D), and innovation are considered critically important for national productivity, economic competitiveness and societal wellbeing. This paper explores the findings of the STEM: Country Comparisons project that considered STEM in East Asia, the Anglo-sphere, Western Europe, Latin America and the Middle East. The research revealed a global turn to STEM, and this paper discusses trends and parallels regarding government STEM policy and structural responses, school and tertiary level STEM education participation, comparative performance through PISA and TIMSS assessments lenses, STEM R&D, and issues concerning gender and under-represented groups including Indigenous peoples. The paper discusses programs and solutions including curriculum and pedagogy reform, teaching-related initiatives, and strategies to redress current systemic disparities.
Canadian Social Science
Elements of the Public Policy of Science, Technology and Innovation2010 •
Abstract: This work analyzes the structure, elements and formulation of science, technology and innovation policy, providing examples of countries on distinct continents. The authors show that the following elements can be used as the basis for analysis of national cases: ...
IEEE Transactions on Components and Packaging Technologies
Editorial - Science, Technology, and Industrial Policy2010 •
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Journal of the Brazilian Chemical Society
Liver Damage Induced by Succinylacetone: A Shared Redox Imbalance Mechanism between Tyrosinemia and Hepatic Porphyrias2016 •
PAIN CONTROL AFTER TRAUMATOLOGICAL OPERATION: A BIBLIOGRAPHIC REVIEW (Atena Editora)
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Continuity and Changing Forms of the Political Violence in Guatemala2009 •
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Jasa Anti Rayap Jakarta di Jakarta
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Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia
The Readiness of Training Tools for Work Skills of Wood Charcoal Sawdust Briquette Molding