9.5 Science, Technology, Engineering and

9.5 Science, Technology, Engineering and Mathematics education

Science, Technology, Engineering and Mathematics (STEM) enable our children and young people to develop important skills and competencies, and also help prepare them for their crucial role in the future success of Irish industry, and research and development. These subjects are also key enablers for the Irish economy. The COVID-19 pandemic highlighted the importance of innovative and creative approaches to problem-solving, and emphasised how STEM education can prepare our children and young people to address challenges facing us as a society. Recognising the importance of nurturing, developing and deploying STEM talent, the Action Plan for Education 2017 committed the Department to the development of a policy statement for STEM education, and an accompanying implementation plan.

The STEM Education Policy Statement 2017-2026 and the implementation plan for its first phase (2017-2019) were published

The STEM Education Policy Statement 2017 - 2026 was published in 2017 and implementation is planned to take place over three phases from 2017-2026:

Phase 1: 2017-2019, Enhancing

Phase 2: 2020-2022, Embedding

Phase 3: 2023-2026, Realising

An implementation plan, detailing timelines and responsibilities in respect of each of the actions set out, is being developed for each phase. The first phase was supported by the Stem Education Implementation Plan 2017-2019.

The STEM Education Policy Statement was informed by research, extensive consultation with stakeholders and by the STEM Education in the Irish School System (2016) report. It acknowledges the areas for action and recommendations identified in the 2016 report, recognises the reforms currently underway in the Irish education system, and explores how existing STEM activities and initiatives can be enhanced as well as incorporating new initiatives in order to maximise their impact.

The STEM Education Implementation Plan 2017-2019 supported the implementation of the first phase of the Policy Statement. The programme of work spanned the four pillars of policy development and action identified in the Policy Statement.

■Pillar 1. Nurture learner engagement and participation

■Pillar 2. Enhance early years educator and teacher capacity

■Pillar 3. Support STEM education practice

■Pillar 4. Use evidence to support STEM education

The Inspectorate evaluated Phase 1 of the implementation of the STEM Education Policy Statement; the findings identified a number of key areas where the policy statement and education implementation plan had yet to make the desired impact in settings and schools

During the period January 2019 to December 2019, the Inspectorate conducted an evaluation of the implementation of the first phase of the STEM Education Policy Statement 2017-2026 in a sample of ELC settings, and primary and post-primary schools. The evaluation report, STEM Education 2020: Reporting on Practice in Early Learning and Care, Primary and Post-Primary Contexts, was published in August 2020. The findings indicate that:

■ELC settings and schools were prepared for enhanced engagement with STEM education.

■Many primary and post-primary schools had taken initial steps, and some were making very

good progress and forging new pathways to maximise children and young people’s education experiences and outcomes in STEM.

■Where practice was very good, learning opportunities and experiences in STEM were

integrated seamlessly across a range of curriculum areas.

■There was a need to embed the national STEM education agenda further in ELC settings

and schools.

■Further work was required to ensure gender equity in STEM education.

■There was scope to integrate learners’ experiences of STEM education further across

subjects in the primary and post-primary sectors.

■The development of creative environments that facilitate the incorporation of STEM

education methodologies was seen as essential.

■Opportunities to foster the potential of STEM education needed to be considered and

incorporated, where practicable, through school self-evaluation (SSE).

■Innovative approaches to supporting and incentivising schools and settings in terms of STEM

needed to be identified.