Norma Foley (Kerry, Fianna Fail)
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The curriculum from early childhood to senior cycle offers multiple opportunities for the development of digital skills and digital literacy. Reform of the curriculum across primary and senior cycle is underway which will build on these opportunities so as to ensure that our young people are equipped with the digital skills and digital literacy required to meet the challenges of the 21st century and to participate fully in society.

The Primary Curriculum Framework, published in March 2023 sets out proposals for the redevelopment of the primary curriculum. The framework outlines ‘being a digital learner’ as one of seven key competencies intended to be embedded in learning outcomes across all curriculum areas and subjects from junior infants to sixth class. This seeks to support children to become curious, creative, confident, and critical users of digital technology while fostering responsible, safe and ethical use of technology. The framework also proposes that digital technology would become part of the curriculum area of Science, Technology and Mathematics with its own subject specification for third to sixth class.

A number of key national education strategies and initiatives underpin the work of the Department in relation to the development of digital/STEM skills to include primary schools.

These include:

• Digital Strategy for Schools to 2027
• STEM Education Policy Statement 2017-2026
• Development of new Literacy, Numeracy and Digital Literacy Strategy

The Digital Strategy for Schools to 2027, published in April of last year, sets out the Department’s policy approach to continue the progress made in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment at primary and post-primary level. It aims to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem.

The STEM Education Policy Statement 2017–2026 sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners from early childhood and care, primary and post-primary schools. It recognises the need to nurture STEM in our learners from a young age so as to ensure they have the required skills such as curiosity, inquiry, problem-solving, creativity, ethical behaviour and persistence to operate in an increasingly digital world.

The second STEM Education Implementation Plan published in May this year sets out the approach for the continued promotion of STEM education for the coming years to 2026. The implementation of the actions over the coming three years will aim to further improve the STEM education experience and outcomes for all learners from early learning and care to post-primary level which will also help to prepare the primary school system for the implementation of the new curriculum area of Science, Technology, Engineering and Mathematics in the 2025-2026 school year.

The Government has committed to the development of a successor strategy to the 2011 Literacy and Numeracy Strategy. The new Literacy, Numeracy and digital literacy strategy will be aligned with and support the new primary curriculum, the junior cycle framework and the revised senior cycle. The strategy will be informed by robust research to include consideration of national and international practice and by extensive consultation with all education stakeholders to include business and industry. The new Strategy will amongst other areas focus on strengthening digital literacy among both learners and educators. It will be published later in 2023.

The department continues its collaboration with business and industry in relation to the development of its strategies, policies and curriculum. Business and Industry were consulted with throughout the development of the STEM Education Policy Statement and the Digital Strategy for Schools and are being consulted with in relation to the development of the new Literacy, Numeracy and Digital literacy strategy. As the Deputy suggests, there is further potential for industry to support the digital transformation and capacity building in schools. In order to build on the willingness to engage with the Department and with schools the Department will continue to work with business and industry in order to facilitate a stronger, more coherent focus.