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Minister Foley welcomes new research on STEM and the Arts Education to inform future policy in this area

The Minister for Education Norma Foley today (Thursday 30 June) published a: Review of Literature to Identify a Set of Effective Interventions for Addressing STEM and the Arts in Early Years, Primary and Post Primary Education Settings.

The STEM Education Policy Statement 2017-2026 recognises the synergy between STEM and Arts education from early years to post-primary level. It also acknowledges that the integration of STEM and the Arts, provides a way of thinking that is engaging, multifaceted and inclusive for all our learners. It provides for the development of skills, knowledge, attitudes and values within and across disciplines and in real life situations.

It is of utmost importance that any actions/recommendations in relation to STEM and the Arts education are developed against robust research and evidence base. The research that is published today was commissioned under the auspices of the Department of Education by the STEM and the Arts Advisory group, a sub-group of the department’s STEM Education Implementation Advisory Group. It focuses on studies in both the national and international educational context and sets out key barriers and enablers to the implementation of effective STEM and the Arts education within both formal and informal settings.

Minister Foley said:

“I am delighted to publish this important research into STEM and the Arts education. I want to thank Dr Aisling Leavy and her team in the STEM Education Department at Mary Immaculate College, Limerick for their work in compiling this comprehensive review.

“This review, while it notes that the linkages between STEM and the Arts education are in the early stages of development at both a national and international level, it acknowledges the benefits of exposure to effective STEM and the Arts education and its’ potential to provide transformative learning experiences for all our learners. These benefits include the acquisition of the knowledge, skills and dispositions that are required for participation and engagement in today’s society.

“The review notes that STEM and the Arts education holds endless possibilities but in order to effect change a coordinated approach is required with input across the entire STEM education ecosystem."

The chair of the STEM and the Arts group, Jane O’Hanlon, Poetry Ireland, Encountering the Arts Ireland and Teacher-Artist Partnership said:

“On behalf of the STEM and the Arts Advisory Group I welcome this Review, and the research on which it is based, as important milestones in STEM and the Arts Education.

“While the international literature is quite extensive, data on and analysis of the local Irish experience of STEM and the Arts Education are still emerging. The Review highlights both the importance of ensuring that the integrity of the individual disciplines of STEM and the Arts education is preserved but also the great potential of the creative connections between arts education and STEM education. Engagement in STEM and the Arts opens the door to a deeper, more relevant and enjoyable educational experience and we look forward to contributing to the development of this field in the years ahead."

Lead author of the research, Dr. Aisling Leavy, Head of Department of STEM Education at Mary Immaculate College, Limerick said:

“This research provides the much-needed opportunity to investigate authentic and meaningful collaborations across the Arts and STEM education through identification and analysis of international best practices and competencies that contribute to fostering creativity, disciplinary knowledge and innovation.

“It is the hope of the research team – consisting of Claire Carroll, Dr Ed Corry, Michelle Fitzpatrick, Dr. Miriam Hamilton Dr. Mairéad Hourigan, Rory McGann and Dr Anne O’Dwyer – that the outcomes of this research will have a positive impact on the learning experiences for all learners in Irish classrooms."

The evidence in this literature review will guide national actions to enhance linkages between STEM and the Arts education which will be set out under the second phase STEM Education Implementation Plan, 2022-2026 which is in the final stages of development.

The STEM and the Arts Advisory Group is committed to recommending actions that enable systemic change to addressing the barriers identified in order to support learner access to effective engagements in relation to STEM and the Arts education.

Notes

The Review can be found here: https://www.gov.ie/en/policy-information/4d40d5-stem-education-policy

Science, Technology, Engineering and Mathematics (STEM) education

The department’s STEM Education Policy Statement 2017–2026, published in November 2017, sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners.

Current position

The STEM Education Implementation Plan 2017-2019 built on a range of reforms and initiatives already underway in STEM, in areas such as curriculum and assessment reform, teacher professional development, embedding digital learning and advances in initial teacher education. The areas of policy development and action in relation to STEM education span four pillars as follows:

  • nurture Learner engagement and participation
  • enhance early years practitioner and teacher capacity
  • support STEM Education Practice; and
  • use evidence to support STEM education

Some of the achievements to date include:

  • a partnership between the Department of Education and SFI on the SFI Discover Programme call in order to create opportunities for increased participation and engagement with STEM and STEM and the Arts education. The department and SFI have co-funded five projects under the 2021 call with the partnership continuing into 2022
  • STEM related curricular reform to include the introduction of Computer Science for Leaving Certificate
  • a CPD Framework which supports the cross – sectoral design and delivery of STEM CPD has been developed. The CPD Framework also informs all of the PDST’s STEM professional development design
  • publication of the Gender Balance in STEM recommendations on 8 March 2022 which aim to enable systemic change in addressing these barriers and creating inclusive educational experiences for all learners. These recommendations will inform actions under the STEM Education Implementation Plan 2022-2026. These recommendations are supported by research A Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings which was published in November 2020
  • consultations to include the public and education stakeholders in relation to the development of next phase STEM Education Implementation Plan 2022-2026 which will be published shortly
  • ongoing support of informal STEM education such as BTYSTE, Scifest, Science Blast

Next steps

  • identify how learning in the domains of STEM and the Arts are mutually beneficial within formal and informal settings and any limitations therein
  • identify risks and challenges in the promotion of STEM and the Arts policies and practices, in terms of possible unintended consequences or collateral impact
  • identify relevant, evidence-based/rigorously argued propositions, that promote Arts education in parallel with STEM education and/or the inclusion of Arts as an integral part of STEM and the Arts learning
  • identify national or international sector-wide initiatives or practices that promote STEM and the Arts learning

Part of

Policies