Ms Claire McGee:

Gabhaim buíochas leis an gCathaoirleach as ucht an cuireadh teacht agus labhairt inniu. My name is Claire McGee, head of education and innovation policy at IBEC, Ireland's largest business representative organisation. It on this basis that I am delighted to join this round-table discussion on the future of STEM education in Ireland, as the outcome of these critical discussions and future policy actions will impact all people, all businesses and all regions across the Island. Talent and innovation is the burning platform for STEM. Ireland is known as a world leader in the development and manufacture of pharmaceuticals, ICT, medical technology and food products. In addition, Ireland is emerging as a leading location for biopharmaceuticals, data centres, and digital enterprises with a mix of start-ups, high-growth SMEs and large multinationals located here. The challenge now for industry is to retain its hard-earned size, scale and reputation by continuing to deliver world-class performance in all aspects of current operations. An appropriately-skilled workforce will be an important ingredient to meet that challenge. These industries need a reliable, strong, ambitious and highly qualified STEM talent pipeline to realise any future growth ambitions. Many businesses are concerned that the long-term prospects of the innovation ecosystem may be held back due to shortages of people skilled in science, technology, engineering and maths disciplines.

Why is this important? The history of Ireland’s rapid economic development across life sciences, IT, financial services, and technology industries over the last 40 years is an excellent example of how the core skills of a country can rapidly evolve to create new industries, wealth and a brighter future for all its citizens. However, unless we also invest in our ability to continue training future generations in these key areas, then the foundations on which our economic success has been built will become less resilient, less robust and less sustainable. Given the long lead times involved, we need look at investing more in addressing these skill-shortages as a matter of urgency. Talent will determine our success as a future location for business.

There are many more, but I will prioritise four key points today. What is needed? Number one is STEM literacy for curiosity, creativity and innovation and the enjoyment of teaching and learning science. This is where professional development for teachers will be critical. Aspirations in pursuing a career in STEM is normally formed between ages of seven to ten. This demonstrates the critical need to ensure that STEM education is enhanced within the roll-out of the new primary curriculum framework. Other recent developments across junior and senior cycle, including the introduction of the leaving certificate computer science programme, are long overdue but are welcome. These developments will also be instrumental in unlocking some of the gender balance challenges that currently exist across STEM education and within STEM careers.

Allied to this is ensuring the breadth of STEM subjects is available to all students at all levels. This challenge is particularly acute in single-sex schools and prematurely closes off career opportunities, with negative wider social impacts including enhanced gender pay gaps, lower earning potentials and pension gaps. Many European and international studies have highlighted the importance of strengthening teacher competencies in STEM areas and industry can play an important role in facilitating teacher training through placement opportunities for initial teacher education and co-teaching by industry staff, as well as opportunities for career guidance and service teachers to gain an understanding of the needs of the evolving industries.

Number two is investment in enhancing high-level STEM capacity across further and higher education. In addition to improving the pipeline and enrolment numbers across the tertiary and apprenticeship system, focus must also be on delivering a high-quality STEM education experience, with a strategic capital investment programme for cutting-edge technology, equipment and infrastructure. To educate, train and empower the next generation of scientists, engineers, architects, teachers, medical professionals, artists, apprentices and so on, Ireland's universities and colleges must have state-of-the-art equipment to provide a high-quality learning experience. IBEC has long advocated for greater investment in STEM education. The current unit of resource funding does not reflect the full economic cost of delivery. This must be addressed by the provision of capital infrastructure renewal, development and upkeep. Otherwise, universities and colleges will not be able to develop critical technology and digital skills. Innovative talent development models, such as the new consortium-led apprenticeships in STEM-related disciplines, need to be accessible and financially viable for all enterprises.

Another requirement is a new strategic approach to lifelong learning. Business growth strategies will need to focus on innovation, digitalisation and strengthening the skill base. To maintain this competitiveness, businesses must be trained in future STEM-related areas. The National Training Fund must be unlocked to support businesses to develop their workforces in new emerging STEM disciplines and technologies.

Collaboration with enterprise to strengthen the STEM education experience is also vital. My colleagues will probably elaborate on this.

STEM subjects are critical disciplines that must be embedded across the continuum of education. They are now permanent features of our everyday lives that present new skills challenges. For Ireland, this requires a deeper commitment to lifelong learning for all citizens, including our educators. The future of STEM education is our future. IBEC looks forward to ongoing productive and extensive engagement with the Oireachtas and key stakeholders in advancing this important agenda.