COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A STEM Education Strategic Plan: skills for competitiveness and innovation
Date: 2025-03-05
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: competitiveness, education, education policy, female work, innovation, intellectual capital, labour market, professional qualifications, promotion of the European idea, vocational training

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 5.3.2025  COM(2025) 89 final  COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A STEM Education Strategic Plan: skills for competitiveness and innovation  
 
 
1.  Introduction 

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’1. 
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, 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. 

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. 

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% of students did not meet basic proficiency in mathematics, up from around 
23%  in  2018,  while  24%  of  students  were  below  the  basic  proficiency  threshold  in  science,  a 
deterioration from 22% in 2018.  

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  considerably3.  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.  

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. 

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 development4. Another 

1  COM(2025) 30 final  
2 The scope of this plan broadly covers the fields of education ‘Natural sciences, mathematics and statistics (05)’; ‘Information and 
Communication Technologies (06)’ and ‘Engineering, manufacturing and construction’ (07)’ of the International Standard Classification of 
Education (ISCED), as well as related interdisciplinary fields and studies. 
3  Employment and Social Developments in Europe 2023 -  Addressing labour shortages and skills gaps in the EU. 
4 Draghi Report ‘The future of European competitiveness – In-depth analysis and recommendations’, page 258 

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priority is a better alignment between education and training with labour market needs, especially 
in STEM disciplines5.  

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 generations6. It also facilitates digital and financial literacy 
by endowing students with the skills needed to understand how the digital and financial systems 
work. 

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.  

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 
EU7. 

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.  

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. 

2.  Addressing challenges and harnessing opportunities in the development of STEM skills 

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 

5 Draghi Report ‘The future of European competitiveness – In-depth analysis and recommendations’, page 272 
6 Demographic change in Europe: a toolbox for action, page 13 
7 https://digital-strategy.ec.europa.eu/en/library/report-state-digital-decade-2024 

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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.  

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 mathematics8. In the EU, 43% of secondary students in the eighth grade lack basic 
digital  skills9,  while  the  comparable  figure  for  South  Korea  is  27%10.  Contributing  to  this  low 
performance  is  the  fact  that  most  EU  countries  face  significant  shortages  of  qualified  STEM 
teachers11; 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.  

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. 

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%.  VET 
graduates  in  engineering,  manufacturing  and  construction  are  the  most  sought  after,  with  an 
employment rate of 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 setters12. 

8 According to the PISA 2022, at EU level, the underachievement rate in 2022 was 29.5% in mathematics, and 24.2% in science (vs 22.4% and 
21.6%, respectively in 2018). The rate largely increased between 2018 and 2022: +6.6 percentage points in mathematics, and +2.0 in science. At 
the same time, the share of top performers in mathematics decreased by 3.1 percentage points, from 11% in 2018 to 7.9% in 2022. 
9 The 2018 Council Recommendation on key competences for lifelong learning provides a broad definition as ‘confident, critical and responsible 
use of, and engagement with, digital technologies for learning, at work, and for participation in society’. 
10 European Commission: Directorate-General for Education, Youth, Sport and Culture, International Computer and Information Literacy Study 
(ICILS) in Europe, 2023 – Main findings and educational policy implications, Publications Office of the European Union, 2024, 
https://data.europa.eu/doi/10.2766/5221263. 
11 Most EU education systems report shortages of permanent or temporary STEM teachers, with only a few exceptions (Greece, Italy, Cyprus, 
Hungary, Portugal and Romania). See the 2022 Eurydice report on mathematics and science learning in schools (referring to the 2020-21 school 
year) and the 2023 Education and Training Monitor. 
12 https://www.ela.europa.eu/sites/default/files/2024-05/EURES-Shortages_Report-V8.pdf 

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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.  

At tertiary level, the number of STEM graduates does not meet the demand in some STEM 
fields. Despite the 14.4% increase in the number of STEM tertiary graduates (ISCED 5-8) between 
2015 and 202213, 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. 

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 micro-
credentials remains limited and the lack of practical training in innovation and entrepreneurship 
further widens the skills gap. 

At doctoral level, data show a decrease in the EU STEM research talent in the past few years14. 
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%);  and  only  increasing  in  engineering,  manufacturing  and  construction  (+  9.4%)15.  In 
comparison, STEM doctoral graduates in the US have grown by 16.3% (2015-2022)16  and latest 
data available on China and India (2020) show much higher numbers compared to the rest of the 
world17. 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.  

13 Eurostat educ_uoe_grad02 
14 The total number of doctoral graduates decreased as well, by 6.1% between 2015 and 2022.   
15 Eurostat educ_uoe_grad02 
16 https://ncses.nsf.gov/pubs/nsf24300/figure/5. 
17 Center for Security and Emerging Technology (2023): The Global Distribution of STEM Graduates: Which Countries Lead the Way?  

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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% in STEM tertiary fields. In 
VET, the gap is even bigger, with women representing only 16.1% of enrolment in medium-level 
VET STEM fields. In 2023 in the EU, female scientists and engineers accounted for 41% of total 
employment in science and engineering18. 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.  

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% in 2010 to 24% in 2022; in ICT, 
over the past decade, the share of women grew by 2.9%, reaching 19.3% in 2023. Still these sectors 
remain among the most male-dominated sectors in the EU economy19. 

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.  

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%  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 

18 Eurostat, hrst_st_nsecsex2. 

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an aging population20. 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. 

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.  

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. 

3.  Turning ambition into action 

To act upon these challenges and leverage opportunities, the EU STEM Education Strategic Plan 
will be guided by three key objectives: 

•  anchor STEM as a strategic pillar in the EU’s education and skills policy (LEAD). 
•  build a stronger and more inclusive EU STEM talent pipeline (LEVEL up). 
•  advance women in STEM and inspire future innovators (LIFT barriers). 

20 OECD/European Commission (2024), Health at a Glance: Europe 2024: State of Health in the EU Cycle, OECD Publishing, Paris, 
https://www.oecd.org/en/publications/health-at-a-glance-europe-2024_b3704e14-en.html. p36 

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EU STEM 
Education 
Strategic 
Plan 

3.1 Anchor STEM as a strategic pillar in the EU’s education and skills policy 

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% 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: 

7 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LEAD 

A.  Propose new 2030 EU-level STEM targets. By 2030: 

i) 

ii) 

iii) 

the share of students enrolled in STEM fields in initial medium-level VET should be 
at least 45%21; at least 1 out of every 4 students should be female22. 
the  share  of  students  enrolled  in  STEM  fields  at  tertiary  level  should  be  at  least 
32%23, with at least 2 out of every 5 students female. 
the share of students enrolled in ICT PhD programmes should be at least 5%24, with 
at least 1 out of every 3 students female. 

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.  

at 

up 

set 

B.  In 

2025, 

a  European 

STEM  Executive  Panel 

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. 
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.  

3.2 Build a stronger and more inclusive EU STEM talent pipeline 

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 

21 up from 36.2% in 2022 
22 up from 16.1% in 2022 
23 up from 27.1% in 2022 
24 up from 3.7% in 2022 

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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: 

LEVEL UP 

A.  Promote future-oriented STEM curricula in schools, VET and tertiary education by: 

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. 

ii)  Working towards a European degree for engineers, by building on the European 
Universities  alliances  and  ongoing  Erasmus+  pilots,  considering  the  needs  of 
employers. 

B.  Pilot STEM education centres for school education, including VET schools, across 
the EU 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, 
industries,  universities  and  research 
libraries,  cultural  associations,  creative 
institutions. 

C.  Attract  more  students  from  diverse  backgrounds  to  STEM  studies  in  secondary 

education, VET and tertiary education by launching: 

i) 

ii) 

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). 
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.  

D.  Address employers’ needs in VET and tertiary education by means of the following 

actions: 

9 

 
 
 
 
 
i)  Develop  joint  transnational  programmes  and  short  courses  leading  to  micro-
credentials  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 micro-
credentials  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 micro-
credentials 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. 
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  Earth25  technologies 
(e.g., climate modelling, circular engineering). 
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.  

ii) 

iii) 

iv)  Provide dedicated training on innovation, entrepreneurship and IP management 
to 200 000 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. 

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.  

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 

25  A flagship initiative of the European Commission to develop a highly accurate digital model of the Earth (a digital twin of the Earth) to model, 
monitor and simulate natural phenomena, hazards and the related human activities. https://destination-earth.eu/  

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excellence.  The  upcoming  New  Pact  for  the  Mediterranean  also  offers  particular 
opportunities in this regard. 

3.3 Advance women in STEM and inspire future innovators 

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: 

LIFT barriers 

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. 

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. 

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. 

D.  Pilot  a  ‘STEM  Specialists  Fellowship’  under  the  current  MFF  to  attract  top 
international  STEM  experts  from  diverse  backgrounds  to  EU  higher  education  and 

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research institutions as well as EU-supported public-private partnerships working in 
key strategic sectors. 

4.  Way forward 

The implementation of the STEM Education Strategic Plan, starting in 2025, will be integrated in 
the Union of Skills governance structures.  

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. 

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.  

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. 

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.  

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. 

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. 

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