Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697803736682.pdf (Ireland)
Opening Statement to the Joint Committee on Education, Further and Higher Education, Research, Innovation and Science on the Future of Science, Technology, Engineering and Mathematics (STEM) in Irish Education.
Respondent Details: Name: Mr. John Irwin, General Secretary, ACCS Mr. James Duignan, President, ACCS Organisation (if applicable): Association of Community and Comprehensive Schools (ACCS) Address: 10H Centrepoint Business Park Oak Drive Dublin 12 Telephone: 01 4601150 Email: Date: jirwin@accs.ie JPDuignan@glencs.ie 24/02/2023 1 1.

Introduction: 1.1 The Association of Community and Comprehensive Schools represents the Boards of Management in 97 multi-denomination post-primary schools in Ireland.
From their inception Community and Comprehensive Schools aim to provide a comprehensive education accessible by all children of the community they serve.

ACCS welcomes the opportunity to engage in this round table discussion on the Future of Science, Technology, Engineering and Maths (STEM) in Irish Education.
1.2 It is welcome that the STEM Education Implementation Plan, with its aim at making Ireland a leader in STEM education by 2026, has been developed and provides a focus and plan with stated goals and actions for all involved in education.
The Plan’s focus on: • encouraging traditionally underrepresented groups to participate in STEM activities • • and reviewing, with a view to enhancing, the supports in place to ensure our teachers feel increasing links between the education system and industry confident to embrace STEM.

Is clear and provides a structure on which to build.
1.3 Establishing baseline data as an initial step and the monitoring of trends of engagement, progression and achievement are essential aspects of the Plan and critical to any prospect of success.

It is essential that a decision making process is based on reliable and informed data.

1.4 It is also welcome that while there are many strengths in STEM education in Ireland, a number of challenges still exist and these have been identified as areas to be addressed over the life of the Plan.
These include the need to: • Ensure that Irish students’ learning in STEM disciplines significantly improves including • development of skills such as problem-solving, inquiry-based learning and team working to address demands from the world of work Increase the number of students choosing STEM subjects in post-primary schools, those progressing to STEM pathways in Further or Higher Education and those who take up careers in STEM Increase participation of females in STEM education and careers • • Raise interest in and awareness of the range of exciting careers in STEM • Ensure young people sustain their involvement in STEM education Identifying these areas to be addressed provides a clear focus on areas where data needs to be collected and trends established.
2. International Surveys: 2.1 Pillar 4 of the Plan – Use evidence to support STEM education is essential.

It is important to continue to benchmark student achievement in STEM through participation in the international surveys such as PISA and TIMSS.

In terms of mathematics and science when compared with literacy there is 2 significant scope for improvement.
The PISA results of 2018 show 12% of students in Ireland were top performers in reading, meaning that they attained Level 5 or 6 in the PISA reading test well above the OECD average: 9%.

In mathematics 8% of Irish students scored at Level 5 or higher, well below the OECD average of 11%.

In science 6% of students in Ireland were top performers in science, meaning that they were proficient at Level 5 or 6, again below the OECD average of 7%.
Similar findings are contained in the 2020 report presented by Dr Aidan Clerkin and Dr Rachel Perkins of the ERC when considering the outcomes of TIMSS in their report of 2020.

They concluded as follows: • Overall, performance in Ireland is strong and stable.

• Particularly so for mathematics.

• • Performance among the highest-achieving students is somewhat poorer when compared Lowest-achieving students tend to perform relatively well.

to their peers in countries with similar overall performance.
• This is especially the case for mathematics.

• Earth Science is an area of strength in science, while Chemistry and Physics are areas that students in Ireland perform less well in.

• Number is consistently an area of strength, but students perform consistently less well in Geometry in TIMSS (at both grade levels).

2.2 The underperformance of the highest-achieving students in Ireland is a cause for concern and strategies are required to reverse this trend.
The fact that STEM performance also lags behind performance in literacy skills is also worthy of investigation.

2.3 The longitudinal impact of curricular reform in the Irish post-primary education system will be of great interest to see if there is any significant improvement in this area.

The shift in emphasis to development of skills as opposed to content retention among students is very welcome and will hopefully provide the basis for significant improvement.

3.
3.

Strategies to Promote STEM Education: 3.1 There are numerous strategies in place to promote STEM education, as well as events such as Science Week, Maths Week, BT Young Scientist, SciFest, etc., which all go a long way to promoting STEM education amongst young people.

International studies suggest that positive trends are being made in relation to Ireland’s programme of STEM education.

These are all welcome.


While working as a Principal in a midlands school, I had the very fortunate opportunity to work with what was then Atlantic Corridor now Midlands Science.

Through engagement in STEM related projects supported by Midlands Science we saw progression to 3rd level courses in Higher Education increase from 27% to 42% in a four year period.
The exposure of students to people of influence working in industry and engagement in specific targeted programmes to increase outcomes in mathematics were invaluable.

The work of Jackie Gorman and her team in Midlands Science is invaluable and is one example of exemplary work being carried out by groups linking education with industry.
3 Midlands Science mission is: to develop programmes and events for people of all ages to explore and engage with science in the midlands counties of Laois, Offaly, Longford and Westmeath, to encourage young people to consider a career in STEM, and to raise awareness of the value of STEM in our society and economy.

As an organisation our ambition is to become the leading model of inclusive, impactful and innovative STEM outreach in Ireland and an example of best practice within the international community.
Investment by such groups and investment in such groups has valued and adds significant value.

4.

Executive Summary: 4.1 Investment in education will remain a key priority.

From initial teacher education to opportunities to engage in continuous professional development, this investment must continue.

The targeted Digital Strategy for Schools is helpful and welcome but in an Irish context schools have started from a very low base.
It is essential over the coming years that we continue to invest significantly in future digital strategies.

While during the pandemic we saw significant advances in the use of technology in education we need to ensure these advances are fully embedded for the benefit of current students who lost so many opportunities in education over the last three years and future generations.

4