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CONCLUSIONS AND GENERAL RECOMMENDATIONS CHAPTER7 STEM EDUCATION IN THE IRISH SCHOOL SYSTEM 46
CHAPTER7 Introduction Our aim as a nation should be to ensure that STEM education in Ireland is of the highest international quality. Our review has identified both positive elements and serious deficits in the current STEM landscape in Ireland. The positive features are to be found in both formal (e.g. curricular reform) and informal education developments, but many are taking place in an uncoordinated, independent fashion, rather than as part of an overarching, coherent, cooperative strategy. On the deficit side, the highest-level concerns are the absence of a clearlyarticulated STEM education strategy and the levels of performance achieved in international assessments. The overall levels of performance and engagement in STEM subjects are not good enough if we aim to provide the best for our nation’s children, and if we wish to sustain our economic ambitions for the future. A step-change in STEM performance and outcomes is required throughout the educational system if we are to move our STEM education performance up to the highest levels. The focus of this report has been to identify pathways to achieving that step-change so that, through implementation of our recommendations, the quality of STEM Education in Ireland will be enhanced considerably and sustainably. It is clear, and unsurprising, that the role of teachers is central to the changes required. In that regard, it is crucial that a comprehensive, properly-resourced structure is established in order to support teachers in enhancing their role and in embracing the changes that are needed. Consideration should be given to recognising, by way of an honours system, those teachers who proactively engage and in some instances are leading the changes that are needed. In making our recommendations regarding STEM education, it is not intended to diminish the significance of any other disciplines. The degree of prioritisation accorded to STEM education is a matter for Government, ideally taking account of available evidence and international best practice. A Vision for STEM Education in Ireland Our vision is to provide students in Ireland with a STEM education experience of the highest international quality; this provision should underpin high levels of student engagement, enjoyment, and excellent performance in STEM disciplines. Achieving the vision for STEM education articulated here will require commitment, investment and early action, together with partnership across all the primary stakeholders in both the formal and the informal learning sectors. It is clear that the most effective approach will involve a coalition of committed partners across government departments (especially DES) and agencies, the enterprise sector, professional and learned societies, teachers and communities. In particular, the enterprise sector has an important role to play in supporting Government in STEM EDUCATION IN THE IRISH SCHOOL SYSTEM 47
Page 1: MATHEMATICS TECHNOLOGY ENGINEERING
Page 4 and 5: CONTENTS STEM EDUCATION IN THE IRIS
Page 6 and 7: A VISION FOR STEM EDUCATION IN IREL
Page 8 and 9: EXECUTIVE SUMMARY STEM EDUCATION IN
Page 10 and 11: EXECUTIVE SUMMARY STEM EDUCATION IN
Page 12 and 13: Overview Introduction The STEM (Sci
Page 14 and 15: OVERVIEW The STEM landscape in Irel
Page 16 and 17: OVERVIEW maintenance, and may resul
Page 18 and 19: OVERVIEW Figure 2 Numbers sitting p
Page 20 and 21: OVERVIEW New post-primary STEM Curr
Page 22 and 23: OVERVIEW Out-of-field teachers The
Page 24 and 25: OVERVIEW The BT Young Scientist and
Page 26 and 27: OVERVIEW having more responsibility
Page 28 and 29: TERM OF REFERENCE 1: PREPARATION OF
Page 30 and 31: In general, the low level of knowle
Page 32 and 33: TERM OF REFERENCE 2: THE BEST METHO
Page 34 and 35: ecognition of the role of the infor
Page 36 and 37: Each Leaving Certificate syllabus h
Page 38 and 39: TERM OF REFERENCE 4: THE USE OF TEC
Page 40 and 41: impact of, CPD for teachers through
Page 42 and 43: n Provide a central (cloud-based) r
Page 44 and 45: Key issues Because students’ subj
Page 48 and 49: CONCLUSIONS AND GENERAL RECOMMENDAT
Page 50 and 51: COMBINED REPORT OUTCOMES: Term of R
Page 52 and 53: COMBINED REPORT OUTCOMES: Term of R
Page 54 and 55: COMBINED REPORT OUTCOMES: General R
Page 56 and 57: REFERENCES STEM EDUCATION IN THE IR
Page 58 and 59: REFERENCES STEM EDUCATION IN THE IR
Page 60 and 61: APPENDICES Appendix I: Composition
Page 62 and 63: APPENDICES Essential Subjects are:
Page 64 and 65: APPENDICES number of ECTS credits f
Page 66 and 67: APPENDICES Appendix IV: 21st Centur
Page 68 and 69: APPENDICES concerns about industry
Page 70: ACRONYMS AmCham BT BTYSE CAO CPD CS

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