STEM Education Implementation Plan to 2026

STEM Education
Implementation Plan to 2026

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STEM Education Implementation Plan to 2026

Foreword
By their very nature, children and young people are innovators. In their boundless curiosity in
the world around them and desire to create, they are naturally predisposed to the type of
invention and inquiry that are central to the world of STEM and art. We must ensure that our
education system, from early childhood to post­primary school, fully nurtures this and supports
children and young people in participating fully in these spheres as they grow and learn.

A child’s natural sense of wonder and awe about the world begins in early childhood. STEM
and the Arts concepts are first introduced through play and hands­on experience in the
home learning environment and in early learning and care settings. In nurturing children’s
sense of curiosity and perseverance, these experiences lay the foundation for future
learning. These early experiences are nurtured and expanded on as the child moves along
their educational pathway to primary school and on to post­primary.

Our educators have a vital role in nurturing that sense of curiosity, critical thinking,
innovation, creativity, collaboration and problem­solving and in ensuring that all children
regardless of gender, background or ability have equality of opportunity We must ensure
that they have the guidance, support and resources necessary to educate, engage and
inspire their learners in STEM and the Arts.

For these reasons we are delighted to introduce the publication of this STEM Education
Implementation Plan to 2026. The result of considerable research, consultation and
collaboration between all stakeholders, the STEM Education Implementation Plan to 2026 looks
to continue improving the STEM learning experiences of all children and young people and it
sets out the actions necessary to continue on our ambitious journey to 2026 and beyond.

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 STEM Education Implementation Plan to 2026

Through this plan, we will continue to support exciting programmes to promote STEM and
the Arts, including the STEM Passport for Inclusion Programme, the Science Foundation
Ireland Discover Programme, a central repository of STEM resources and exemplars of and
new partnerships between business/industry and schools. We will develop new professional
learning and collaboration opportunities for early learning and care settings and schools to
ensure that they feel fully equipped to lead on STEM education.

While our respective Departments will lead on this, the success of the STEM Education
Policy Statement and this implementation plan relies on the collaboration, support and
commitment of all stakeholders.

We know that if all stakeholders embrace this plan it opens up a world of possibilities for our
children and young people, who will become the creative STEM innovators of tomorrow.

Norma Foley, TD Roderic O'Gorman, TD

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STEM Education Implementation Plan to 2026

Introduction

The STEM Education Policy Statement 2017–2026 (Policy Statement) was published by the
then Department of Education and Skills in November 2017. It focusses on the many
strengths in STEM education, while also providing a roadmap to address the areas for
development. It sets out ambitious objectives and actions required to achieve and improve
the STEM education experience for all learners from early learning and care to post­primary
level.

The Policy Statement vision for STEM education is that

Ireland will be internationally recognised as providing the

highest quality STEM education experience for learners that
nurtures curiosity, inquiry, problem-solving, creativity, ethical
behaviour, confidence, and persistence, along with the
excitement of collaborative innovation.

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 STEM Education Implementation Plan to 2026

Central to achieving this vision is the ambition to deliver systematic improvement in STEM
education across the continuum of education from early learning and care to post­primary
level. In order to achieve this the areas for policy development and action, as identified in
the Policy Statement, span 4 pillars:

Pillar 1. Nurture learner engagement and participation

Pillar 2. Enhance early years educator and teacher skills
Pillar 3. Support STEM education practice
Pillar 4. Use evidence to support STEM education

Key Achievements

The STEM Education Implementation Plan 2017­2019 was published alongside the Policy
Statement. It built on a range of reforms and initiatives that were already underway in
STEM, in areas such as curriculum and assessment reform, teacher professional
development, embedding digital learning and advances in initial teacher education. It
focussed on establishing what is necessary to provide a quality STEM education experience
for all learners with many achievements to date including;

• STEM related curricular reform implemented since 2018 include Junior Cycle
Mathematics, Leaving Certificate Applied Mathematics, Leaving Certificate Art,
Leaving Certificate Agricultural Science and Leaving Certificate Computer Science
with more under review and redevelopment such as Primary Mathematics
• Ongoing provision of STEM professional development by the Department of
Education support services
• Development and publication of guidelines and accompanying toolkit for STEM
partnerships between schools and business/industry
• Ongoing support for informal STEM education such as BT Young Scientist and
Technology Exhibition, ESB Science Blast, SciFest and I Wish
• Partnership established between the Department of Education and Science
Foundation Ireland to support STEM projects under the SFI Discover Programme
• Publication of literature review and recommendations for Gender Balance in STEM
Education
• Continued consideration of gender balance, equity, diversity and inclusion in the
development and/or review of national curriculum specifications and all Department
of Education policies, strategies and resources
• Development of the SFI Curious Minds programme, to include consideration of
gender equality and inclusion in the language, visuals and examples used throughout
the programme and in professional development offered to teachers
• Publication of literature review and recommendations in relation to STEM and the
Arts in education.

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STEM Education Implementation Plan to 2026

A full report, ’STEM Education Implementation Plan – Phase 1 Enhancing Progress Report’,
detailing all achievements, was published in early 2023 and is available on the Government
of Ireland website.
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Implementation
Implementation of both the Policy Statement and Implementation Plan is overseen by the
STEM Education Implementation Advisory Group (IAG). This group includes representatives
from early learning and care, primary and post­primary schools, further and higher
education, business/industry, the arts, the fields of STEM, the Department of Children
Equality, Disability, Integration and Youth, along with representatives across relevant areas of
the Department of Education.

In order to provide a particular focus to a number of key areas identified for progression,
three subgroups were established under the guidance of the IAG. These groups are as
follows:
• The STEM and the Arts Advisory group, established to advise on the development,
delivery and oversight of relevant actions that enhance the link between STEM
education and the Arts;
• The STEM Gender Balance Advisory Group, established to advise on the oversight,
development and delivery of relevant gender balance actions;
• The STEM Education Business and Industry subgroup, established to advance the
actions in relation to collaboration with business/industry.

When the Policy Statement was published in 2017, it had been intended that
Implementation would be realised across three phases with an implementation plan
published for each of the following phases:

Phase 1: 2017­2019, Enhancing

Phase 2: 2020­2022, Embedding
Phase 3: 2023­2026, Realising

However, Phase 2 implementation was postponed due to the impact of COVID­19 on the
education system when closures of early learning and care settings and schools were mandated
as part of public health efforts to contain the spread of the virus in early 2020 and again in
early 2021. These closures and the time required to settle learners back into education
settings, as well as addressing the needs arising from varied remote learning experiences,
impacted on the embedding of STEM education. As a result, Phase 1 implementation was
extended to 2022, when it was possible to consult with the system on a combined Phase 2 and
3 implementation to 2026.

Consultation Process
In 2022 a comprehensive consultation process was put in place, including;

1. Public call for written submissions

2. Public call to contribute via an online questionnaire
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gov.ie ­ STEM Education Policy (www.gov.ie)

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 STEM Education Implementation Plan to 2026

3. Focus groups on specific themes with key stakeholders (e.g. education partners,
business/industry, teachers, early years educators, learners, parents)
4. Bilateral meetings with other departments, agencies and stakeholders

The consultation process has shown that there is a need for a continued focus on the
implementation of STEM education across the education system with the programme of
work to 2026 to include;
• Provision of examples of what STEM education can look like from early learning and
care to post­primary level
• Supports on what integrated STEM looks like at primary and post­primary school
level
• A range of quality professional learning experiences for early years educators and
teachers across primary and post­primary schools to support staff with STEM
content knowledge, in planning and implementing integrated STEM activities across
all three levels
• Ensuring that student teachers in initial teacher education have opportunities to
engage in and teach STEM lessons
• Enhancing the partnership between schools and business/industry and the research
community
• Provision of information on STEM careers and courses and equitable access to
STEM/STEM and the Arts role models
• Provision of a central repository of resources and exemplars of STEM/STEM and the
Arts learning opportunities
• Continued review of STEM curriculum and assessment across all levels
• Provision of funding to support projects that engage children and young
people in STEM in primary and/or post primary schools.
The Department of Education and the Department of Children, Equality, Disability,
Integration and Youth will lead on this programme of work but there is a need for all
stakeholders in the STEM eco­system to work together to realise the ambitious actions.

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STEM Education Implementation Plan to 2026

Programme of work to 2026

Implementation of the programme of work to 2026 spans the four pillars
of policy development and actions identified in the Implementation Plan
take into account the findings of the consultation process.

Pillar

1
Nurture learner
engagement and
participation

Pillar

2
Enhance early
years educator and
teacher skills

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 STEM Education Implementation Plan to 2026

Pillar

3
Support STEM
education
practice

Pillar

4
Use evidence to
support STEM
education

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STEM Education Implementation Plan to 2026

Pillar

1
NURTURE LEARNER
ENGAGEMENT AND
PARTICIPATION

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 STEM Education Implementation Plan to 2026

Pillar 1
Nurturing young people’s STEM curiosity starts from early childhood and continues
throughout their learning journey. Our education system has a responsibility to ensure that
all learners are provided with a high­quality STEM education experience that creates a
positive disposition towards STEM/STEM and the Arts and enables them to participate,
influence and succeed in a changing world.

We must ensure that learners have a positive engagement with STEM education, while also
increasing the uptake of STEM related subjects for learners of all backgrounds, ability and
gender. High­quality advice on the importance and relevance of STEM skills, as well as
information on the range and diversity of STEM related career opportunities is required for
schools, learners and parents.

The following actions are designed to nurture learner engagement and participation in
STEM education.

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STEM Education Implementation Plan to 2026

Pillar 1: Nurture learner engagement and participation

Action Pillar 1 Actions Delivered by Timeline

Number
1.1 Develop a quarterly communication with early DoE/DCEIDY2 Ongoing
learning and care settings, primary and post­
primary schools, key stakeholders and the
STEM community. This communication will
include exemplars of STEM/STEM and the
Arts in action, information on STEM events
and role models, and will highlight
opportunities for linkages between early
learning and care settings and school
communities with STEM business/industry.
1.2 Review the provision of STEM careers SFI Ongoing
engagement campaigns to date. This is to /DoE/Business
inform the development of new measures and Industry
and/or the continuation of existing initiatives,
in order to raise awareness with learners,
parents/guardians, teachers, guidance
counsellors and school leaders of the diversity
of STEM professionals, pathways and careers
in STEM and to challenge stereotypes.
1.3 Increase equitable access nationwide to Business and Short/
meaningful STEM/STEM and the Arts role Industry/DoE medium­
models and career awareness activities that term
challenge stereotypes. An evaluation of the
provision already in place should be
undertaken in order to make informed
decisions on how to progress in this area.
1.4 Put in place coherent careers and skills DFHERIS Medium­
information resources in relation to all learning term
options for those entering tertiary education,
and entering and transitioning within the
workforce.
1.5 Develop subject and career information DoE Short­
sheets, starting with STEM subject choices, term
for primary school children and their
parents/guardians that can be provided in
advance of the critical transition to post­
primary school.
1.6 Ensure assessment practices are aligned to DoE Medium/
broader STEM goals (as outlined in the Policy long­
Statement) and student­centred inquiry­based term
learning is integral to the development of
STEM education/curricula.

2
Appendix A contains an explanation of all acronyms used.

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 STEM Education Implementation Plan to 2026

Action Pillar 1 Actions Delivered by Timeline

Number
1.7 Undertake a study in relation to timetabling DoE/NCCA Medium­
and availability of subjects at post­primary term
level to understand where, how and why
barriers prevent access to students to specific
subjects. The results of this study will inform
the development of guidelines for schools in
relation to successful strategies to improve
uptake and access to a wider range of STEM
subjects.
1.8 Enhance the linkages between early learning DoE/SFI/ESCI/ Short­
and care settings/schools and the Science DCEDIY term
Foundation Ireland Discover Centres Network
nationwide, in order to provide access to
integrated STEM programmes.
1.9 Refresh and supplement already collected data DoE Short/
to inform an audit of STEM infrastructure in medium­
primary and post­primary schools. term
1.10 Scope out the feasibility, with partners, of National Ongoing
developing a Transition Year module/unit at Apprenticeship
second level on ‘Pathways to National Office
Apprenticeships’.
1.11 Support the STEM Passport for Inclusion, led DoE/SFI/MU Ongoing
by National University of Ireland, Maynooth,
which recognises the experiences of girls from
DEIS schools as they achieve micro­
credentials in STEM, through mentoring and
engagement with STEM content knowledge.
1.12 Develop resources for early learning and care DCEDIY/DoE Medium­
settings that facilitate relevant and meaningful term
engagement in STEM weeks, which
complement everyday STEM learning
experiences through play.
1.13 Revision of equality, diversity and inclusion DCEDIY/DoE Medium­
training for early learning and care settings will term
seek to include emphasis on gender balance,
equity, diversity and inclusion in STEM­related
activities. The revised training will be delivered
to early years educators and to school­age
childcare practitioners and managers of these
settings.
1.14 Develop resources for families with young DCEDIY/NCCA Medium­
children on STEM in the home learning /DoE term
environment, drawing on Aistear, and in
support of First 5 Strategic Action 7.1
(“Support parents and families to provide a
stimulating home learning environment for
babies and young children, with a particular
focus on promoting play”).

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STEM Education Implementation Plan to 2026

Pillar

2
ENHANCE EARLY YEARS
EDUCATOR AND
TEACHER SKILLS

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 STEM Education Implementation Plan to 2026

Pillar 2
Improved early years educator and teacher capacity is a key enabler in delivering STEM
education of the highest quality for our learners. STEM education recognises the need for
children from early childhood to have multiple and varied opportunities in STEM exploration
and discovery. Early years educators and teachers require STEM subject matter knowledge,
pedagogical content knowledge, appropriate skills and confidence. Enhanced preparation,
development and support, through high­quality initial early years educators and teacher
education, induction and ongoing professional learning is required. We must ensure that
early year educators, teachers and leaders are provided with the necessary professional
supports and opportunities to enable them to achieve this.

Increased learner uptake and development of new STEM related options will require early
years educators and teachers to expand on existing STEM learning experiences. We must
ensure that we have sufficient skills within the early years educator profession and teaching
profession to respond to current and future developments.

The following actions are designed to enhance the STEM knowledge and practice of early
year educators and teachers during their initial education and throughout their careers.
These supports are intended to enrich current and future classroom practices.

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STEM Education Implementation Plan to 2026

Pillar 2: Enhance early years educator and teacher skills

Action Pillar 2 Actions Delivered by Timeline

Number
2.1 Ensure all programmes of teacher education DoE Medium­
and post­graduate guidance counselling term
programmes across the continuum include
awareness raising training on the barriers to
participation of underrepresented groups in
STEM and the role of teachers in helping
remove these barriers.
2.2 Develop professional learning opportunities to DoE/ Medium/
support teachers and guidance counsellors in Professional long­
raising awareness of STEM subject choices Development term
and STEM opportunities, signpost labour Support
market information and promote the diversity Services
in STEM pathways and careers.
2.3 Continued provision of professional DoE/ Ongoing
development by the Department of Education Professional
support services to include continued review Development
of existing STEM professional development to Support
ensure the professional development offered Services
remains of high quality, up­to­date,
meaningful, appropriate and easily accessible.
2.4 Periodically review STEM/STEM and the Arts Professional Ongoing
resources to ensure they remain of high Development
quality, up­to­date, and appropriate. Support
Continued delivery of resources to include Services
webinars and exemplars for early years /DoE/DCEDIY
educators and teachers.
2.5 Engage with communities of practice to DoE/DCEDIY Medium/
provide an opportunity for early years long­term
educators, teachers, informal practitioners and
other stakeholders to collaborate and share
STEM/STEM and the Arts ideas.
2.6 Support existing pre­service and in­service DoE Ongoing
teacher internships as a facility for student
teachers/teachers to experience STEM, as it is
applied in the workplace.
2.7 Develop the SFI Curious Minds programme, to SFI Medium­
include consideration of gender balance, equity term
and inclusion in the language, visuals and
examples used throughout the programme and
in professional development offered to teachers
2.8 Invite the Teaching Council to be a member of DoE/Teaching Short­
the STEM Education Implementation Advisory Council term
Group to ensure alignment of goals, realistic
outcome setting and implementation of policy.

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 STEM Education Implementation Plan to 2026

Action Pillar 2 Actions Delivered by Timeline

Number
2.9 Explore and develop opportunities for linkages DoE Medium­
between STEM and the Arts in initial teacher term
education.
2.10 Further develop the expertise of professional Professional Ongoing
development support services by upskilling Development
advisors and building expertise, in order to Support
support teachers and early years educators to Services /
enhance the linkages between STEM and the DoE/DCEDIY
Arts.
2.11 Encourage national and local providers to DoE/ Medium­
develop specific professional development Professional term
initiatives linking STEM and the Arts disciplines Development
within national curriculum programmes, such as Support
Teacher Artist Partnership and primary school Services
summer courses.
2.12 The CPD Framework up to 2026 will be used DoE/ Ongoing
to inform design and delivery of CPD for professional
STEM/STEM and the Arts across the development
professional development support services support
primary and post­primary annual work plans. services
2.13 Provision of a central repository to include DoE Ongoing
resources and exemplars of STEM/STEM and
the Arts learning opportunities which will be
added to over time.
2.14 Develop and roll out a CPD programme in DCEDIY/DoE Ongoing
STEM/ STEM and the Arts for early years
educators, as part of the National Síolta
Aistear Initiative (NSAI). This programme will
include an introduction to issues regarding
gender balance, equity, diversity and inclusion
in STEM/STEM and the Arts.
Develop resources to supplement the CPD
programme, as part of the NSAI, including
STEM/STEM and the Arts practice exemplars.
Develop and support communities of practice
in STEM/STEM and the Arts for early years
educators and early learning and care
managers to build upon prior learning from
the CPD programme.

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STEM Education Implementation Plan to 2026

Pillar

3
SUPPORT STEM
EDUCATION
PRACTICE

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 STEM Education Implementation Plan to 2026

Pillar 3
There is a need to enrich learning, teaching and assessment from early learning and care to
post­primary to ensure that learners of all backgrounds, ability and gender are equipped
with the skills needed to participate in our changing world. It is essential to place the needs
of the learner at the core of learning, teaching and assessment to ensure a positive attitude
to STEM education. Early learning and care settings and schools must continually evolve,
improve and learn from best practice in relation to STEM education.

We must enable learners to become active and reflective participants by providing a range
of learning and formative assessment experiences that enhances their curiosity, inquiry,
creativity and problem­solving abilities. In addition, there is also a need to provide out­of­
school STEM learning opportunities to further deepen learners’ knowledge.

Effective leadership, at both early learning and care and school level, is required to build a
STEM culture and enhance the capacity of STEM education. Leaders must develop, support
and review STEM learning, teaching and assessment practices and develop strong
relationships with early years educators, teachers, learners, parents and the wider STEM
community. Partnership with business, industry and the research community will also be
important.

The following actions, are designed to enhance STEM education practices in

early learning and care settings and schools.

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STEM Education Implementation Plan to 2026

Pillar 3: Support STEM education practice

Action Pillar 3 Actions Delivered by Timeline

Number
3.1 Continued review of STEM curriculum and DoE/DCEDIY/ Ongoing
assessment across all levels – early learning NCCA/SEC
and care, primary, junior cycle and senior
cycle.
3.2 Continued consideration of gender balance, NCCA/DoE Ongoing
equity, diversity and inclusion in the
development and/or review of national
curriculum specifications, as well as all
Department of Education policies, strategies
and resources.
3.3 Identify opportunities for linkages between NCCA/DCEDIY Ongoing
STEM and the Arts in curricula, through /DoE
NCCA’s ongoing curriculum and assessment
work across early learning and care, primary
and post­primary education.
3.4 Explore the development of a national DoE Long­
accreditation framework for whole school term
culture change at primary and post­primary
levels, to address gender balance, equity,
diversity and inclusion.
3.5 Support “Creative Youth” school programmes DTCAGSM/ Medium­
and artist­residency schemes which DoE term
incorporate STEM, including programmes
involving creative practitioners, creative
technology, design thinking and other
practices across the disciplines of STEM and
the Arts.
3.6 Continue to provide interdisciplinary Professional ongoing
professional development experiences for Development
teachers through the STE(A)M in Junior Cycle Support
initiative. Services/DoE

Continue to provide professional

development experiences designed in
collaboration with external partners from
education, industry and research.

Explore the feasibility of expansion of the

STE(A)M in Action in School initiative

3.7 Update and relaunch the STEM School– DoE/Business Short­

Business/Industry Partnerships Guidelines and and Industry term
Toolkit which provide the basis for both
primary and post­primary schools and
business/industry to form quality, inclusive
and relevant educational links

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 STEM Education Implementation Plan to 2026

Action Pillar 3 Actions Delivered by Timeline

Number
3.8 Continue to benchmark student achievement DoE Ongoing
in STEM through participation in international
surveys such as PISA and TIMMS and national
surveys such as NAMER. Provision of annual
STEM data indicators on participation,
attainment and graduate outcomes.
3.9 Develop a scheme, including the provision of DoE Short­
funding, to support projects that engage term
children and young people in STEM in primary
and/ or post­primary schools.
3.10 Foster synergies between the STEM DoE/DCEDIY Ongoing
Education Policy Statement and other
education strategies including the new
Literacy, Numeracy and Digital Literacy
Strategy for early learning and care settings,
Creative Youth 2023­2027, ESD to 2030:
Second National Strategy on Education for
Sustainable Development, Digital Strategy for
Schools to 2027
3.11 Aistear, the Early Childhood Curriculum NCCA Ongoing
Framework, is currently being updated. The
updated Aistear will support opportunities for
STEM learning through play and play
pedagogy.

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STEM Education Implementation Plan to 2026

Pillar

4
USE EVIDENCE TO
SUPPORT STEM
EDUCATION

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 STEM Education Implementation Plan to 2026

Pillar 4
Building and sustaining a vibrant STEM education eco­system for all learners will require
ongoing innovation in STEM education. Such innovation should be underpinned by
evidence generated through STEM research which can identify successful pedagogical
strategies, inform school practice and contribute to the ongoing development of curriculum,
policy and teacher education.

The continued use of an evidence­led approach to STEM education will assist the
Department of Education and Department of Children Equality, Disability, Integration and
Youth in implementing and informing future policy decisions. It will also involve monitoring
the impact of programmes and initiatives, both formal and non­formal, to improve STEM
outcomes across our education system.

The following actions are designed to build a research base, facilitate the use of evidence to
support STEM education, and create a culture of innovation in STEM teaching, learning and
assessment.

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STEM Education Implementation Plan to 2026

Pillar 4: Use evidence to support STEM education

Action Pillar 3 Actions Delivered by Timeline

Number
4.1 Conduct research on what constitutes STEM DoE/DCEDIY Short/
and the Arts education in early learning and Medium­
care settings, primary and post­primary term
schools. The research will identify
opportunities and barriers that currently exist
and will identify the best means to incorporate
STEM and the Arts education into the learning
environment.
4.2 Conduct a study to identify programmes that DoE Medium­
are successful in enabling young people and term
their families to engage with STEM/STEM and
the Arts and which encourage further
education involvement/career uptake in these
areas. Identify how broader access to these
programmes can be supported.
4.3 Determine ways of embedding evaluation into DoE Medium­
formal and informal STEM and the Arts term
programmes to determine the level of
achievement and impact of project objectives,
and their effectiveness, efficiency, inclusivity
and sustainability.
4.4 Continued partnership between the Business/ Ongoing
Department of Education and Science Industry/SFI/
Foundation Ireland on the SFI Discover DoE
programme. This partnership will include
supporting programmes which aim to enhance
STEM awareness, including in education and
careers, development of key skills and which
provide connections between STEM and the
Arts.
4.5 Conduct research into developing a model to DoE/SFI Medium­
incentivise broader participation and diversity term
in teaching through a range of criteria,
including an investigation into STEM
scholarships and options for STEM specialism
at primary level.
4.6 Carry out public consultation and develop a DCEDIY Medium­
policy statement on the use of digital term
technologies in early learning and care,
building on ongoing OECD research.

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 STEM Education Implementation Plan to 2026

Appendix A – List of Acronyms

CPD Continuing Professional Development
DCEDIY Department of Children Equality, Disability, Integration and Youth
DFHERIS Department of Further and Higher Education Research Innovation and Science
DoE Department of Education
DTCAGSM Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media
ESCI Education Support Centres Ireland
EDI Equality, Diversity and Inclusion
ELC Early Learning and Care
ESD Education for Sustainable Development
JCT Junior Cycle for Teachers
NAMER National Assessments in Mathematics and English Reading
NAO National Apprenticeship Office
NSAI National Síolta/ Aistear Initiative
NCCA National Council for Curriculum and Assessment
OECD Organisation for Economic Co­operation and Development
MU Maynooth University
PDST Professional Development Service for Teachers
PISA Programme for International Student Assessment
SAC School­age childcare
SEC State Examinations Commission
SFI Science Foundation Ireland
STEM Science, Technology, Engineering and Mathematics
STE(A)M Science, Technology, Engineering, Arts and Mathematics
TAP Teacher Artist Partnership
TIMSS Trends in International Mathematics and Science Study

1 gov.ie ­ STEM Education Policy (www.gov.ie)

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STEM Education Implementation Plan to 2026

Notes

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STEM Education Implementation Plan to 2026

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STEM Education Implementation Plan to 2026

Developed by Department of Education,

supported by Department of Children,
Equality, Disability, Integration and Youth
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