MATHEMATICS
STEM-Education-in-the-Irish-School-System
STEM-Education-in-the-Irish-School-System
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n Without an effective national policy on<br />
STEM education to secure and sustain a<br />
sufficient supply of high-quality scientists,<br />
engineers, technologists and<br />
mathematicians, there are serious concerns<br />
that Ireland might lose economic<br />
competitiveness and fail to realise its<br />
potential as a nation. For example,<br />
according to the Expert Group on Future<br />
Skills Needs (EGFSN), over the next six years<br />
Ireland will be challenged to fill an over<br />
40,000 projected job opportunities<br />
requiring high-level skills in Information<br />
and Communication Technology (ICT).<br />
n A significant problem with ‘out of field’<br />
Mathematics teachers at Junior Cycle level<br />
has been largely corrected by DESsupported<br />
initiatives in recent years. (‘Outof-field’<br />
teachers are teachers who hold no<br />
recognised teaching qualification in the<br />
subject being taught.) Similar initiatives will<br />
be required in Physics and Chemistry, for<br />
example, in order to ensure that all STEM<br />
teaching in secondary schools is delivered<br />
by qualified STEM teachers (as defined by<br />
the Teaching Council).<br />
Each of the five Terms of Reference is analysed<br />
in detail in the Report, key issues are<br />
highlighted in each case, and a set of Proposed<br />
Actions is presented to address these issues.<br />
The report concludes with a set of General<br />
Recommendations. Although it is not<br />
appropriate to repeat the full set of Proposed<br />
Actions and General Recommendations in this<br />
Executive Summary, it is useful to provide<br />
representative examples here, without<br />
prioritisation, as they are indicative of the<br />
overall thrust of the Report:<br />
n The development of specialist STEM<br />
teachers (‘STEM Champions’) should be<br />
encouraged in primary schools. Such<br />
specialists would work with colleagues to<br />
disseminate insights and best practice in<br />
STEM Education. A ‘STEM Champion’ should<br />
hold a recognised postgraduate<br />
qualification (e.g. in Mathematics<br />
Education, Science Education, Technology<br />
Education, STEM Education).<br />
n All STEM teaching in post-primary schools<br />
should be delivered by qualified STEM<br />
teachers, and the imbalance in the<br />
proportions of teachers qualified in biology,<br />
physics and chemistry should be addressed<br />
as a matter of urgency.<br />
n Working with the Teaching Council, all<br />
stakeholders should ensure that a<br />
comprehensive suite of STEM CPD<br />
programmes is available to post-primary<br />
teachers as part of their professional<br />
learning requirements under the<br />
forthcoming Teaching Council Framework<br />
for Continuous Professional Learning.<br />
n Measures should be put in place to support<br />
the implementation of inquiry-based<br />
learning (IBL) as part of the revised curricula<br />
for STEM subjects. Innovative assessment<br />
that aligns with inquiry-based teaching and<br />
learning should be developed.<br />
n Support the introduction of digital<br />
technology to facilitate international<br />
collaboration in STEM subjects between<br />
schools, and between schools and research<br />
facilities (e.g. remote telescopes, remote<br />
laboratories).<br />
n Develop a suite of ‘Technology-Enhanced<br />
Learning’ (TEL) CPD programmes in STEM<br />
disciplines for teachers at primary and postprimary<br />
levels.<br />
n Ambitious targets and a sustained, multifaceted<br />
action plan to address the gender<br />
imbalance in specific STEM disciplines<br />
should be established and implemented as<br />
a matter of urgency.<br />
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM<br />
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