Dr. Aisling Soden:

I am from IDA Ireland's talent transformation and innovation team and I lead on client talent development. IDA Ireland welcomes the opportunity to input into the committee’s examination of the future of STEM education. Almost 1,800 IDA client companies employ over 300,000 people across the country, which is the highest employment in IDA-supported multinational corporations ever recorded. At the end of 2022, foreign direct investment, FDI, accounted directly for 12% of the workforce. In 2021, IDA client companies spent €31.5 billion in the Irish economy, had over €315 billion in total exports and accounted for an estimated 70% of all corporation tax paid to the Exchequer. However, global competition for FDI is intensifying and it is critical we continue to focus on Ireland’s competitiveness.

Crucial to Ireland’s value proposition for FDI is the availability of a highly skilled, agile workforce. IDA clients view skills as the most positive influence on and the greatest opportunity for business performance. With that in mind I wish to highlight several points for the committee's consideration. The activities carried out by multinationals in Ireland are wide-ranging, constantly evolving and highly dependent on a workforce with a depth and breadth of scientific, technology, engineering and mathematics skills. For citizens to avail of the opportunities presented by multinationals. it is vital our STEM education system continues to produce graduates with skills aligned to Ireland's industry sectors of strength, as well as responding to skills needs as industry sectors evolve and new areas of opportunity emerge. To meet the growing demand for STEM skills and ensure a strong STEM talent pipeline into the future, we need to initiate interest in and enjoyment of STEM at primary level and encourage uptake of STEM subjects at leaving certificate level and beyond. All primary-level students must have the opportunity to participate in STEM subjects and activities and the full range of STEM subjects should be available to all post-primary schools. Developing new learning methods and demonstrating real-world application of STEM and the alternative education pathways into a STEM career are required to foster greater interest in STEM subjects and greater diversity of students opting for them at post-primary and tertiary level.

Transversal skills such as critical thinking, complex problem solving, creativity, innovation, collaboration and communication are critical skills across the industry. Industry is increasingly focused on the T-shaped employee, who has a depth of technical knowledge and a breadth of transversal skills that enable them to work across business functions and be flexible and responsive to changes. Furthermore, with the increasing complexity of problems facing society, there is a growing need for professionals who can think across disciplines and collaborate effectively. STEM education from primary to tertiary level can provide students with a strong foundation in these critical transversal skills. The STEM education curriculum should focus on developing and appraising transversal skills in addition to academic skills and knowledge. Digital and data skills are now considered transversal skills and they have become foundational in many life and work contexts. IDA client companies are incorporating digital transformation of their operations as a key component of their site’s future growth strategy. STEM education at all levels is an opportunity to provide students with an understanding of digital skills such as basic coding, algorithmic thinking, and artificial intelligence, AI, applications. All of these are becoming part of non-IT roles. People in all roles across enterprise must be data-literate; that is, they must have the ability to work with and analyse data trends, derive insight and communicate data-based decisions.

Career advisers play a significant role in guiding students towards the best options and variety of careers open to them. It is essential that careers advice at post-primary level is strengthened and invested in. Career advisers must be supported to develop their understanding of the current and emerging industry roles available to students if they are to guide them on their learning pathway. Educators from primary to tertiary level need to have the requisite level of knowledge and understanding of STEM industry developments and technologies to teach students. At the further and higher education level there should be clear pathways for industry engagement to inform future teaching and STEM course development and to respond to industry needs and opportunities.

In conclusion, continued success in attracting inward investment depends significantly on the availability of talent with strong STEM skills. The future of STEM education in Ireland should recognise the continuous evolution of STEM skills arising from the impact of technological and advancement and the fundamental analytical and transversal skills that will become core competencies for the future of work. I welcome any questions members may have and thank them for the opportunity to speak to them about this.