Ms Arlene Forster:

-----those gender stereotypes can become very evident.

Looking then at the future of STEM in Irish education, we have some great opportunities ahead of us. I mentioned the new primary mathematics curriculum in the opening statement. One of the important messages underpinning the overall philosophy of that curriculum is mathematics is for all and everybody can succeed in mathematics. That is a very important message. As to how that transacts in terms of teaching and learning, there is a strong emphasis on children being active in their mathematical learning, talking about their mathematical learning and talking aloud about how they are thinking and collaborating with each other. We know from literature that when you use that type of pedagogy, specifically that inquiry-based approach, in maths or in any aspect of science, it motivates and captures the interest of children. I hope an emphasis on that type of approach to STEM education will help us to motivate and encourage children and to ultimately work towards a more balanced approach when it comes to the gender take-up of STEM subjects as young people move into post-primary education.

As a final point from the NCCA perspective, when we are working on the development of curriculum specifications in the STEM area, we are conscious of the gender piece and it is part of the STEM implementation plan as well. We are very conscious of it. It forms part of the brief our development groups work to when they are carrying out the detailed work on the curriculum. We strive as best we can, from the perspective of the curriculum and the development of it, to ensure that it will appeal to both male and female students and will encourage greater uptake and generally greater interest in the area.

Those are some of things relevant to the question the Deputy asked, from a curriculum perspective.