Ms Evelyn O'Connor:

Ms Forster has set out things well there in relation to the curriculum. The Deputy is right when she points out that in primary school, they are all doing the same subjects. It is as they are getting to the stage of fifth and sixth class that they are choosing and thinking about subjects they will take at post-primary level. It is at that stage we want to capture them, create interest in STEM and ensure they have all the information needed available to them. It is not that we want to corral children and force them into STEM subjects.

Obviously, we want them to choose subjects to the best of their abilities. We are conscious of that, and some of the actions we are taking in STEM are to ensure we provide the kinds of information that they and their parents need when they are making that important transition. Other actions we are taking in the implementation plan include sponsoring the STEM passport for inclusion, and this, in particular, is to support girls who are in DEIS schools. We are providing information on careers and equity of access to role models in the early learning and care areas, because we think it is important to start early. We are looking at revising the training with an emphasis on gender balance, equity, diversity and inclusion. We are exploring the development of a national accreditation framework for a whole-school culture change, and the idea is to address gender balance and unconscious bias as well. Ms Forster outlined gender balance in all the curricula, but it is also in our own policies and strategies, and our STEM action plan aligns with other policies and strategies of the Department.

These are just some of the actions that we are taking in the plan. I would also like to advise the Deputy that we actually established a gender balance in STEM group to help us to come up with the recommendations, because we also felt it was a very important issue to consider and address.