Ms Evelyn O'Connor:

I thank members for inviting the Department of Education to take part in this round-table discussion on the future of STEM in Irish education. I am the head of the curriculum and assessment policy unit with responsibility for STEM education. I am joined by my colleague, Ms Karen Murtagh, assistant principal officer, who also works in the unit and has responsibility for STEM. Nurturing children and young people’s STEM curiosity starts from early childhood, continues throughout their school learning journey, and continues beyond into further and higher education and the world of work. Along this journey we must enable learners to become active and reflective participants by providing a range of learning and formative assessment experiences that enhance their curiosity, inquiry, creativity and problem-solving abilities.

The promotion of STEM and digital learning within our education system is a key priority for the Department. It is reflected in multiple strategy documents, including our STEM education policy statement, the digital strategy for schools and the national strategy for literacy and numeracy. STEM and digital education are also supported by ongoing curriculum and assessment reform, teacher professional development, embedding of digital learning and advances in initial teacher education. It is of note that Ireland is one of only a few European Union member states that has a national policy for STEM education. The STEM education policy statement, which we published in 2017, provides a focus on STEM education in our early learning and care settings, primary and post-primary schools. The policy statement is supported by two implementation plans, the first of which was published in 2017 and the second of which - the current one - was published in March of this year.

Challenges have been identified, such as the lack of understanding of how to integrate STEM across the entire curriculum, provision of STEM subjects in post-primary schools, shortages of STEM teachers, unconscious bias and the need for further provision of professional development and resources.

The policy statement and the supporting implementation plans aim to address these challenges so as to ensure that all learners, regardless of background, gender, ability or location are given the same opportunity to develop their STEM skills. The policy statement acknowledges that school leaders and teachers require the necessary subject matter knowledge, pedagogical content knowledge and the appropriate skills, confidence and competence to embed STEM skills in learning, teaching and assessment in the classroom. It also recognises the need to encourage and inspire more of our children and young people, particularly more females, to engage with STEM during their education and training journeys. It identifies that a co-ordinated approach from the Department of Education and from the broad range of stakeholders with an interest in STEM and digital education is required in order for this to be achieved.

The digital strategy for schools to 2027 sets out the Department's policy approach on embedding digital technology across the curriculum and in all aspects of learning, teaching and assessment, and builds on the achievements of the previous strategy. Similar to the STEM education policy statement and its associated action plan, the digital strategy aims to ensure that all learners are given the same opportunity to develop their digital skills. The implementation plan for the strategy is currently being finalised.

The building and sustaining of a vibrant STEM and digital education ecosystem for all learners will require ongoing innovation in STEM and digital education underpinned by evidence. There are many areas where work is ongoing in order to further enhance STEM and digital learning within our schools. This work includes the development of a strategic framework for lifelong guidance, a comprehensive programme of work to support teacher supply with a number of measures being progressed, the development and implementation of recommendations in relation to gender balance in STEM and primary and senior cycle redevelopment. The Department will continue its work with colleagues in other Departments and with the wider education stakeholders, in order to provide a high-quality STEM education experience for all our learners that creates a positive disposition towards STEM and digital learning, and enables them to participate, influence and succeed in a changing world.