STEM Education is multi-faceted and goes well beyond the main disciplines that constitute the acronym STEM. The foundations for STEM education begin in early childhood. From the earliest years through their play experiences and family environment, children engage with the world in ways that can promote learning related to Science, Technology, Engineering and Mathematics. Young children naturally engage in early STEM exploration through hands-on multisensory and creative experiences. By engaging in these experiences, young children are developing curiosity, inquisitiveness, critical-thinking and problem-solving capacities which are built on through their primary and post-primary school experience.
STEM education not only involves the teaching of these disciplines and subjects in isolation but also involves a cross-disciplinary approach. It builds on the content knowledge and understanding developed in and across the four disciplines, while acknowledging that all STEM learning activities are underpinned by Mathematics. It also recognises the strong linkage between STEM and Arts education which fosters design, creativity and innovation.
For updates on what is happening in STEM please see our STEM Newsletter at the following link: STEM News
The ongoing programme of reform in our education system is driven by a shared policy focused on better outcomes for all learners, raising standards of teaching, learning and assessment and school improvement.
The STEM Education Policy Statement recognises the importance of initiatives that raise awareness and interest in STEM among the public in Ireland to enable them to engage in informed STEM discussions. It also recognises the need to improve STEM education. Young people need to understand and be capable of using skills and concepts developed through STEM education to be active citizens, to engage with modern communications and media in a critical way, to ensure personal well-being and to make informed choices about many aspects of their lives.
We need a national focus on STEM education in our early years’ settings and schools to ensure we have an engaged society and a highly-skilled workforce in place. This requires a clear understanding of STEM education for the Irish context. The embedding of this understanding across our education system will help transform the STEM education experience of learners from early years through to post-primary.
STEM Education Policy Statement 2017-2026
This policy statement focusses on the many strengths in STEM education while providing a roadmap to address the areas for development.
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The STEM Education Policy Statement focusses on the many strengths in STEM education while providing a roadmap to address the areas for development.
It was developed following extensive consultation with stakeholders, research and has also been informed by the STEM Education in the Irish School System report.
The areas of policy development and action in relation to STEM education, as identified in the Policy Statement, span 4 pillars as follows:
- Nurture Learner engagement and participation
- Enhance early years practitioner and teacher capacity
- Support STEM Education Practice
- Use Evidence to support STEM education
This policy statement focusses on the many strengths in STEM education while providing a roadmap to address the areas for development.
STEM Education Implementation Plan – Phase 1 Enhancing Progress Report
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STEM Education Consultation Report 2017
In the development of a STEM Education Policy Statement (Policy Statement) and Implementation Plan, a series of STEM education consultations were undertaken between May and July 2017.
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The STEM Education Policy Statement was developed after public consultation in 2017. In the development of a STEM Education Policy Statement (Policy Statement) and Implementation Plan, a series of STEM education consultations were undertaken between May and July 2017.
STEM Education Implementation Plan 2017-2019
Phase 1 of the plan to implement the STEM Education Policy Statement 2017-2026
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Phase 1 of implementation (Enhancing) will focus on establishing what is necessary to provide quality STEM education experience. The programme of work for the Implementation Plan 2017-2019 spans the four pillars identified in the Policy Statement.
To note: the STEM Education Implementation Plan 2017-2019 was extended to 2021 due to Covid-19. A follow on Implementation Plan spanning 2022-2026 will be published in 2022.
STEM Education in the Irish School System
A Report on Science, Technology, Engineering andMathematics (STEM) Education Analysis and Recommendations The STEM Education Review Group
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The Report was written by the STEM Education Review Group (STEMERG), which was established by the then Minister for Research and Innovation, Seán Sherlock TD, in November 2013. Its remit was to carry out a comprehensive review of STEM education in Ireland and to make recommendations that would address deficits and significantly enhance the quality of the STEM education system. The Review was restricted to primary and post-primary education. The final version of the Report was provided to the Department in September 2016. The report resulted in the development of the STEM Education Policy Statement.
The STEM and the Arts Advisory group is a sub-group of the Department’s STEM Education Implementation Advisory Group. The role of the STEM and the Arts Advisory group is primarily to advise the STEM Education Implementation Advisory Group on the oversight, development and delivery of relevant STEM and the Arts actions within the STEM Education Implementation Plan.
As part of this work, the STEM and the Arts Advisory Group has commissioned a literature review which focuses on studies in both the national and international educational context and sets out key barriers and enablers to the implementation of effective STEM and the Arts education within both formal and informal settings.
Review of Literature to Identify a Set of Effective Interventions for Addressing STEM and the Arts in Early Years, Primary and Post Primary Education Settings
June 2022
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The Gender Balance Advisory Group is a sub-group of the Department’s STEM Education Implementation Advisory Group. The role of the Gender Balance Advisory Group is primarily to advise the STEM Implementation Advisory Group on the oversight, development and delivery of relevant gender balance actions within the STEM Education Implementation Plan.
As part of this work, the Gender Balance Advisory Group has commissioned a literature review in order to achieve a baseline of information on the state of gender balance in STEM.
The report sets out what is known about critical barriers to girls’ participation in STEM education and STEM learning, while also highlighting effective interventions to increase participation of girls in STEM. The STEM Education Policy Statement 2017-2026 acknowledges that there is a need to increase the uptake of STEM subjects and to enhance STEM learning for learners of all backgrounds, abilities and gender, with a particular focus on uptake by females.
Recommendations on Gender Balance in STEM Education
The recommendations as set out in this document were informed by the Gender Balance in STEM Advisory Group, a group set up by the Department of Education’s STEM Education Implementation Advisory Group (IAG) in order to guide national actions that will ensure STEM education in Ireland is world class in improving gender balance, equity and inclusion effectively for our young people.
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Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings
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Guidelines and toolkit for both primary and post-primary schools and business/industry to form quality, inclusive and relevant educational links, to improve the STEM/Digital learning experience and secure enhanced outcomes for all learners read more