Grace Boland (Dublin Fingal West, Fine Gael)
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907. To ask the Minister for Education and Skills the number of all-girls post-primary schools that do not offer each subject (details supplied), in tabular form; and if she will make a statement on the matter. [46237/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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908. To ask the Minister for Education and Skills the gender breakdown of students who sat subjects (details supplied) in each of the past three years at Leaving Certificate level; and if she will make a statement on the matter. [46238/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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909. To ask the Minister for Education and Skills the measures being taken to ensure that more all-girls post-primary schools are supported to offer subjects (details supplied); and if she will make a statement on the matter. [46239/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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910. To ask the Minister for Education and Skills the specific initiatives being implemented to improve the participation rate of girls in subjects where uptake has been traditionally low (details supplied); and if she will make a statement on the matter. [46240/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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911. To ask the Minister for Education and Skills if the shortage of qualified teachers in subjects (details supplied) is a barrier to offering these subjects in more schools, particularly all-girls schools; and if she will make a statement on the matter. [46241/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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912. To ask the Minister for Education and Skills the measures in place to ensure that students in schools where certain STEM or social science subjects are not offered can access them through shared provision, online delivery, or inter-school collaboration; and if she will make a statement on the matter. [46242/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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913. To ask the Minister for Education and Skills her Department's strategy to address gender disparities in STEM subject uptake, particularly in physics and computer science, and the targets set for improvement; and if she will make a statement on the matter. [46243/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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914. To ask the Minister for Education and Skills if career guidance programmes in second-level schools place sufficient emphasis on encouraging female students to consider STEM, politics and economics subjects; and if she will make a statement on the matter. [46244/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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915. To ask the Minister for Education and Skills if she will provide details of any Transition Year or extracurricular initiatives aimed at increasing girls' exposure to and interest in STEM subjects; and if she will make a statement on the matter. [46245/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 907, 908, 909, 910, 911, 912, 913, 914 and 915 together.

The Department of Education and Youth is committed to building a world-class education system that is inclusive, equitable, and empowering for all. Every learner deserves the opportunity to thrive. Our focus is on high standards, inclusive practices, and strong supports to ensure no one is left behind. Breaking down barriers, whether social, economic, or educational is essential to helping all learners succeed. Education should open doors, build confidence, and prepare every learner for life, not just for exams.

The promotion of STEM (Science, Technology, Engineering and Mathematics) and digital learning is a key priority for the Department of Education and Youth. This commitment is reflected in multiple national strategies, including the STEM Education Policy Statement 2017–2026, the Digital Strategy for Schools, the National Skills Strategy, the Arts in Education Charter, and the Literacy, Numeracy and Digital Literacy Strategy.

The STEM Education Policy Statement 2017–2026 aims to improve STEM experiences and outcomes for all learners, from early learning and care through to post-primary level. It emphasises nurturing skills such as curiosity, inquiry, problem-solving, creativity, persistence, and ethical behaviour to prepare learners for an increasingly digital world.

STEM permeate every aspect of today’s world, and the innovations that emerge from these fields underpin much economic development leading to the establishment of creative enterprises and rewarding careers. People working in STEM in Ireland are changing the face of the world we live in everyday, whether it is by making life-saving drugs and devices, researching new cures for cancer or creating new technologies that keep us healthier, safer and of course, entertain us.

The goal is to ensure all learners, regardless of gender or background, have access to high-quality STEM learning that prepares them for success in the modern world. It supports children’s capacity to understand and engage fully with the world around them enabling them to benefit from learning about and working with traditional, contemporary, and emerging technologies.

Encouraging female participation in STEM is a priority. Women are still underrepresented in STEM fields, and by fostering diversity and innovation, we can inspire young women to pursue these careers with confidence through early engagement and strong role models.

Curricular reform, with its stronger focus on key skills, has been a significant step in driving change and advancing many of the qualities promoted in STEM education. When used effectively, digital technologies create opportunities for teachers, learners, and parents/guardians to build key skills and engage with real-life learning opportunities through school–industry collaboration.

As part of the forthcoming redeveloped primary curriculum a new Science, Technology, Engineering and Mathematics (STEM) Education component will be introduced, leading ultimately to all primary school students being introduced to STEM concepts. The subject is about understanding and appreciating our local environments and the wider world, and connects with children’s experiences as investigators, designers and creators.

Gender Balance, Equity and Inclusion

The STEM Education Implementation Plan (2022–2026) sets out targeted actions to:

• Embed gender balance in early learning and care training.
• Continue to ensure gender equity is considered in all curriculum and policy reviews.
• Develop a national accreditation framework to support whole-school culture change on equity, diversity, and inclusion.

• Supporting the STEM Passport for Inclusion programme, led by NUI Maynooth, which will engage over 5,000 female students from disadvantaged communities by 2026.
• Providing ongoing support for informal STEM initiatives such as IWISH, the Stripe Young Scientist and Technology Exhibition, Scifest, and ESB Science Blast.
• Partnering with Research Ireland to fund STEM education and public engagement projects nationwide, with allocations of €500,000 in 2022, €869,474 in 2023, €510,666.50 in 2024, and €702,929 in 2025.
• Updating the Guidelines for STEM School–Business/Industry Partnerships to strengthen learning experiences, broaden career awareness, and inspire girls to pursue opportunities in science, technology, engineering, and mathematics.
• Collaborating with BioPharmaChem Ireland, the Department of Enterprise, Trade and Employment, and STEM Southwest to undertake a Schools STEM Industry Engagement Survey, aimed at identifying gaps in provision and ensuring all schools are equally supported to access industry-supported programmes. The results and recommendations will be published later this year.
• Developing subject information leaflets, including STEM subjects at Junior Cycle, to support primary school students, parents, and teachers during the transition to post-primary. A pilot will commence in the coming weeks.
• Delivering professional learning events for teachers and guidance counsellors, ensuring students receive accurate information about STEM opportunities. Additional resources are being prepared to help families better understand STEM subjects and related careers.

• Undertake a study in relation to timetabling and availability of subjects at post-­primary level to understand where, how and why barriers prevent access to students to specific subjects. The results of this study will inform the development of guidelines for schools in relation to successful strategies to improve uptake and access to a wider range of STEM subjects.
• Refresh and supplement already collected data to inform an audit of STEM infrastructure in primary and post-­primary schools.