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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. STEM EDUCATION IN THE IRISH SCHOOL SYSTEM 6
EXECUTIVE SUMMARY Science, Technology, Engineering and Mathematics (STEM) are critically important disciplines for modern society. They empower our citizens in so many important ways. Science and Mathematics provide answers to the fundamental questions of nature and enable us to understand the world around us. STEM disciplines of knowledge enable us to measure, analyse, design and advance our physical environment and enhance our quality of life, especially through developments in healthcare. Expertise in STEM subjects is necessary to drive our economic ambitions, support innovation and provide the foundations for future prosperity. Knowledge-based economies are particularly dependent on the quality and quantity of STEM graduates. Modern democracies require scientifically-literate citizens in order to make well-informed decisions regarding major global issues such as climate change, sustainability, energy, and food security. Providing STEM Education of the highest quality is essential if Ireland is to deliver on its ambitions to be a hub of technological creativity and an innovation leader. Innovation 2020, Ireland’s strategy for Research and Development, Science and Technology, highlights the critical importance of excellence in STEM Education to ensure the continuous development of a pipeline of talent to support both Foreign Direct Investment (FDI) and an active ecosystem for indigenous start-ups. Driven by these considerations, and conscious of concerns expressed from a range of sources regarding the ‘quality and quantity of the STEM pipeline’ in Ireland, the then Minister for Research and Innovation, Seán Sherlock TD, established a STEM Education Review Group to carry out a comprehensive review of STEM Education in Ireland. The STEM Education Review Group adopted the following Terms of Reference upon which it would focus its work, the scope of which was confined to Primary and Post-Primary education: n The preparation of teachers (at 1 st and 2 nd Level) for STEM education (so-called Initial Teacher Education) n The best methods of supporting the current cohort of STEM Teachers already in the system, with a particular focus on Continuing Professional Development n The introduction of new teaching and learning modalities that would enhance STEM education n The use of digital technologies to enhance learning n The promotion of STEM careers and methods to enhance the engagement of students in STEM subjects These Terms of Reference reflect a clear focus on (i) teacher quality (reflecting the famous quotation from the 2007 McKinsey report on the world’s best-performing school systems: “the quality of an education system can never exceed the quality of its teachers”), (ii) implementation of best methods to enhance learning, and (iii) improving awareness of STEM careers. The preparation of this Report drew upon the expertise of many individuals and organisations and involved significant consultation with a broad range of stakeholders. In addition to availing of the specialist expertise of all members of the Review Group, contributions were solicited from members of the public, academic and educational institutions, and professionals in the education sector and their representative bodies. A public consultation event, which was STEM EDUCATION IN THE IRISH SCHOOL SYSTEM 7
Page 1: MATHEMATICS TECHNOLOGY ENGINEERING
Page 4 and 5: CONTENTS STEM EDUCATION IN THE IRIS
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 46 and 47: CONCLUSIONS AND GENERAL RECOMMENDAT
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
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REFERENCES STEM EDUCATION IN THE IR
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REFERENCES STEM EDUCATION IN THE IR
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APPENDICES Appendix I: Composition
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APPENDICES Essential Subjects are:
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APPENDICES number of ECTS credits f
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APPENDICES Appendix IV: 21st Centur
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APPENDICES concerns about industry
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ACRONYMS AmCham BT BTYSE CAO CPD CS
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