Executive Summary
The STEM Report 2024 provides a comprehensive overview of the current state of STEM and Digital Skills education across various educational bodies in Ireland, including primary and secondary schools, youth centres, and libraries. The findings highlight the commitment of these institutions to fostering STEM education, while also identifying significant challenges and opportunities for growth.
Key Highlights:
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Widespread Adoption of STEM Education:
A significant majority of educational bodies in Ireland are actively engaged in teaching STEM and Digital Skills. This reflects a strong national commitment to equipping students with essential skills for the future.
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Resource Constraints:
Despite the enthusiasm for STEM education, many institutions face resource constraints. Common issues include limited access to technology, insufficient funding for equipment, and challenges in accessing professional development opportunities for educators.
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Funding Challenges:
Funding remains a critical issue, with many institutions relying on a mix of general funds, grants, and contributions from parents or guardians. However, a substantial number of organisations report that current funding levels are insufficient to fully support their STEM education initiatives.
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Professional Development Needs:
There is a clear need for enhanced professional development opportunities. Many educators feel they lack the necessary training and knowledge to effectively teach STEM subjects, which is compounded by time constraints and limited resources.
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Regional Variations:
The survey reveals regional disparities in the availability of resources and support for STEM education. Institutions in certain areas report more significant challenges compared to others, indicating a need for targeted interventions.
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Positive Outlook:
Despite the challenges, there is a positive outlook among educators regarding the future of STEM education in Ireland. Many institutions are actively seeking solutions and are optimistic about the potential for growth and improvement in this critical area.
The findings of the STEM Report 2024 underscore the importance of continued investment in STEM education, both in terms of resources and professional development. By addressing the identified challenges, Ireland can further strengthen its position as a leader in STEM education and ensure that all students have the opportunity to develop the skills they need for the future.
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Methodology
Why?
The purpose of this survey was to gather comprehensive data on the integration and impact of STEM education across Ireland. The report focuses specifically on coding, robotics, and other digital skills within the STEM spectrum. This approach allows for a detailed exploration of strategies for embedding these essential digital skills into Ireland's educational landscape. Recognizing coding and robotics as key components of modern technological literacy, the report addresses the growing importance of these skills in preparing students for a future driven by technological advancements and digital transformation.
Who?
All primary and secondary schools, youth and training centres (Youthreach and Community Training Centres), and libraries in Ireland were invited to participate. These institutions are pivotal in shaping the educational and developmental experiences of young people, providing a broad and diverse perspective on the current state of STEM education, especially in the areas of coding, robotics, and digital skills.
The respondents were:
- School principals and teachers
- Library managers and staff
- Youth and training centre managers and instructors.
How Many?
The following numbers of institutions participated in the survey:
- Primary Schools: 595 out of 3,240 (18% of primary schools in Ireland)
- Secondary Schools: 161 out of 723 (22% of secondary schools in Ireland)
- Youth Centres: 42 out of 183 (23% of youth & training centres in Ireland)
- Libraries: 67 out of 330 (20% libraries in Ireland)
When?
The survey was conducted over a period of ten weeks, from 13th March 2024 to 22nd May 2024. This extended timeframe ensured sufficient participation and provided a comprehensive snapshot of the current academic year.
How?
The survey was conducted online, allowing for a wide reach and ease of participation. Respondents were provided with a structured questionnaire designed to collect detailed information on various aspects of STEM education, with a particular focus on coding, robotics, and digital skills. The online format facilitated efficient data collection and analysis, ensuring that the insights gathered were both robust and representative.
By following this methodology, the Coding Ireland STEM Report 2024 aims to present accurate and actionable insights into the state of STEM education in Ireland, specifically highlighting the critical areas of coding, robotics, and digital skills.
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Authors
Alan Joyce
Founder, Coding Ireland
Alan Joyce is the founder of Coding Ireland and a leading figure in digital skills education in Ireland. With extensive experience in both the technology and government sectors, Alan has significantly impacted the educational landscape. He has developed the leading digital skills curriculum in Ireland and spearheaded teacher training programs for teaching digital skills. Alan has worked with hundreds of schools, youth centres, and libraries throughout Ireland, helping them integrate and teach essential digital skills. His leadership and vision continue to drive Coding Ireland's mission, preparing the next generation for success in a technology-driven world.
Ciaran Fay
Primary School Teacher & Director of of Educational Outreach, Coding Ireland
Ciaran is a primary school teacher in Dublin and the Director of Educational Outreach at Coding Ireland. His innovative approach to education has made significant strides in integrating digital skills into early education. With hands-on experience in the classroom, Ciaran brings a practical perspective on effectively teaching digital literacy. He has collaborated with students and educators to implement cutting-edge teaching methods, enhancing engagement and learning outcomes. Ciaran's commitment to preparing young learners for a technology-driven future aligns seamlessly with Coding Ireland's mission, making him an invaluable asset in advancing STEM education across Ireland.
Acknowledgements
We would like to extend our heartfelt thanks to all the participants who took part in the survey for the Coding Ireland STEM Report 2024. Your time, insights, and opinions have been invaluable in shaping this report.
We deeply appreciate the dedication and hard work you put into teaching our young students every day. Your commitment to fostering digital skills and STEM education is making a significant difference in preparing the next generation for a technology-driven future. Thank you for your continued efforts and contributions to the field of education.
Primary Schools
Key Insights and Statistics
Integration of STEM & Digital Skills
Primary schools in Ireland are making significant efforts to integrate STEM and Digital Skills into their curriculum. A majority of schools (61%) teach these subjects during the school day, while 14% offer them as extracurricular activities, and 25% incorporate them both during school hours and as extracurricular activities.
Student Engagement
Educators perceive a high level of interest and engagement in STEM & Digital Skills among students. Approximately 43% of educators rate student engagement as high, and 34% rate it as very high.
Frequency of Teaching
STEM & Digital Skills are taught on a regular basis in primary schools. Around 21% of schools teach these subjects weekly, while 47% do so on an ad-hoc basis. Only a small percentage (1%) teach them daily.
Grade Levels
STEM & Digital Skills education is most commonly provided to students in 5th/6th class (85%), followed by 3rd/4th class (75%) and 1st/2nd class (52%).
Funding and Resources
Funding remains a critical challenge for primary schools. Only 12% of schools report having sufficient funding to support STEM education. Schools typically fund their STEM programs through a combination of general funds (40%), grants (68%), and contributions from parents or guardians (30%).
Equipment Availability
Primary schools have varying levels of equipment available for STEM education. Tablets/iPads are the most common (88%), followed by laptops/chromebooks (74%) and PCs (22%). Additionally, 44% of schools have robotics kits, and 25% have Microbits.
Professional Development
There is a strong demand for professional development among primary school educators. Approximately 83% of educators express a need for professional development training, 70% seek curriculum guides and lesson plans, and 60% require time for preparation and planning.
Awareness and Interest
There is a high level of interest in STEM & Digital Skills education among primary schools. Even among schools that do not currently teach these subjects, 76% express an interest in doing so in the future.
Challenges
Primary schools face several challenges in implementing STEM & Digital Skills education. The most significant challenges include limited access to technology resources (59%), insufficient funding (56%), and a lack of professional development opportunities (41%).
Future Outlook
Despite the challenges, there is a positive outlook for the future of STEM & Digital Skills education in primary schools. Many educators are optimistic about the potential for growth and improvement in this critical area, with 63% envisioning an increasing presence of STEM education over the next 10 years.
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Secondary Schools
Key Insights and Statistics
Integration of STEM & Digital Skills
Secondary schools in Ireland are actively integrating STEM and Digital Skills into their curriculum. Approximately 59% of schools teach these subjects during the school day, while 7% offer them as extracurricular activities, and 34% incorporate them both during school hours and as extracurricular activities.
Student Engagement
Educators report a high level of interest and engagement in STEM & Digital Skills among students. Around 46% of educators rate student engagement as high, and 29% rate it as very high.
Frequency of Teaching
STEM & Digital Skills are taught regularly in secondary schools. About 24% of schools teach these subjects weekly, while 39% do so on an ad-hoc basis. A smaller percentage (5%) teach them daily.
Grade Levels
STEM & Digital Skills education is most commonly provided to students in the Junior Cycle (71%), followed by Transition Year (79%) and Senior Cycle (43%).
Funding and Resources
Funding is a significant challenge for secondary schools. Only 18% of schools report having sufficient funding to support STEM education. Schools typically fund their STEM programs through a combination of general funds (45%), grants (72%), and contributions from parents or guardians (28%).
Equipment Availability
Secondary schools have varying levels of equipment available for STEM education. Laptops/chromebooks are the most common (89%), followed by tablets/iPads (77%) and PCs (56%). Additionally, 51% of schools have robotics kits, and 29% have Microbits.
Professional Development
There is a strong demand for professional development among secondary school educators. Approximately 79% of educators express a need for professional development training, 67% seek curriculum guides and lesson plans, and 54% require time for preparation and planning.
Awareness and Interest
There is a high level of interest in STEM & Digital Skills education among secondary schools. Even among schools that do not currently teach these subjects, 82% express an interest in doing so in the future.
Challenges
Secondary schools face several challenges in implementing STEM & Digital Skills education. The most significant challenges include limited access to technology resources (61%), insufficient funding (58%), and a lack of professional development opportunities (44%).
Future Outlook
Despite the challenges, there is a positive outlook for the future of STEM & Digital Skills education in secondary schools. Many educators are optimistic about the potential for growth and improvement in this critical area, with 68% envisioning an increasing presence of STEM education over the next 10 years.
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Youth & Training Centres
Integration of STEM & Digital Skills
Youth centres in Ireland are making efforts to integrate STEM and Digital Skills into their programs. Approximately 67% of youth centres teach these subjects during the school day, while 33% offer them both during school hours and as extracurricular activities.
Student Engagement
Educators report a moderate level of interest and engagement in STEM & Digital Skills among students. Around 50% of educators rate student engagement as high, and 25% rate it as very high.
Frequency of Teaching
STEM & Digital Skills are taught regularly in youth centres. About 50% of centres teach these subjects during the third term, while 50% do so in other terms as well.
Age Groups
STEM & Digital Skills education is most commonly provided to children aged 9-10 years (94%), followed by those aged 11-12 years (88%).
Funding and Resources
Funding is a significant challenge for youth centres. Only 24% of centres report having sufficient funding to support STEM education. Centres typically fund their STEM programs through a combination of general funds (83%) and grants (33%).
Equipment Availability
Youth centres have varying levels of equipment available for STEM education. Laptops/chromebooks are the most common (100%), followed by PCs (100%) and tablets/iPads (33%). Additionally, 67% of centres have Microbits, and 33% have robotics kits.
Professional Development
There is a strong demand for professional development among youth centre educators. Approximately 67% of educators express a need for professional development training, 33% seek curriculum guides and lesson plans, and 33% require time for preparation and planning.
Awareness and Interest
There is a high level of interest in STEM & Digital Skills education among youth centres. Even among centres that do not currently teach these subjects, 50% express an interest in doing so in the future.
Challenges
Youth centres face several challenges in implementing STEM & Digital Skills education. The most significant challenges include limited access to technology resources (59%), insufficient funding (47%), and a lack of professional development opportunities (50%).
Future Outlook
Despite the challenges, there is a positive outlook for the future of STEM & Digital Skills education in youth centres. Many educators are optimistic about the potential for growth and improvement in this critical area, with 50% envisioning an increasing presence of STEM education over the next 10 years.
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Libraries
Key Insights and Statistics
Integration of STEM & Digital Skills
Libraries across Ireland are making significant strides in promoting STEM and Digital Skills education. A majority of libraries (53%) are offering these educational opportunities through special events and workshops, while 47% have integrated them into regular programming. This dual approach allows libraries to reach a wide audience and cater to different learning needs.
Student Engagement
Libraries serve a wide range of age groups with their STEM & Digital Skills programs. The most common age groups are children aged 9-10 years (94%) and 11-12 years (88%). Programs for younger children aged 7-8 years are also offered by 47% of libraries, and 29% provide programs for children aged 13-15 years.
Teaching Responsibility
Teaching responsibilities in libraries are shared between library staff and external instructors. Approximately 53% of libraries rely on library staff to teach STEM & Digital Skills, while 65% also utilize external instructors to enhance their educational offerings.
Funding and Resources
Funding remains a critical challenge for libraries. Only 24% of libraries report having sufficient funding to support STEM education. Libraries typically fund their STEM programs through a combination of general funds (59%) and grants (59%).
Equipment Availability
Libraries have varying levels of equipment available for STEM education. Tablets/iPads are the most common (100%), followed by laptops/chromebooks (56%) and PCs (67%). Additionally, 33% of libraries possess robotics kits, while 11% have Bee-Bots.
Professional Development
There is a strong demand for professional development among library staff. Approximately 76% of library staff have not received sufficient training in STEM & Digital Skills education. There is a high interest in further professional development, with many staff expressing a need for training in coding, robotics, and other STEM areas.
Challenges
Libraries face several challenges in implementing STEM & Digital Skills education. The most significant challenges include limited access to technology resources (59%), insufficient funding (56%), and a lack of professional development opportunities (41%).
Future Outlook
Despite the challenges, there is a positive outlook for the future of STEM & Digital Skills education in libraries. Many educators are optimistic about the potential for growth and improvement in this critical area, with 63% envisioning an increasing presence of STEM education over the next 10 years.
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STEM & Digital Skills in Schools, Youth Centres and Libraries
This section delves into the current state of STEM and Digital Skills education in Ireland across various institutions, including schools, youth centres, and libraries. It explores the importance of teaching these subjects, the frequency and context in which they are taught, and the specific digital skills covered.
Additionally, it addresses the challenges and barriers faced by organizations, the engagement levels of students, the tools and programming languages utilized, and the methods for assessing student progress.
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How important is it to teach STEM & Digital Skills?
Ciaran from Coding Ireland says
Overwhelming Support for Teaching STEM & Digital Skills
The survey results highlight an overwhelming consensus on the importance of teaching STEM and digital skills. A significant 60% of educational bodies regard it as either "Very Important" or "Extremely Important". Additionally, 32% consider it "Moderately Important", indicating that a total of 92% of organisations recognise its value to some extent.
This strong endorsement underscores the critical role STEM and digital skills play in modern education. It is clear that educators understand the necessity of equipping students with these competencies to prepare them for future challenges and opportunities in a rapidly evolving digital world. The near-universal agreement on this point is a positive sign for the ongoing development of robust STEM and digital skills programmes across various educational settings.
When should students be introduced to STEM & Digital Skills?
Alan from Coding Ireland says
Early Introduction to STEM & Digital Skills Favoured by Educators
The survey results indicate a strong preference for introducing STEM and digital skills at an early age. Nearly 38% of educational bodies believe that students should begin learning these skills during their infant years (4-6 years old). Another 27% advocate for introduction in 1st/2nd Class (7-8 years old), and 19% suggest starting in 3rd/4th Class (9-10 years old).
This trend towards early education in STEM and digital skills highlights the importance educators place on equipping children with foundational knowledge from a young age. Early exposure not only builds familiarity but also fosters a long-term interest and competence in these critical areas. It's encouraging to see a proactive approach to integrating STEM and digital skills into the curriculum at such formative stages.
Do you teach STEM & Digital Skills?
Ciaran from Coding Ireland says
Majority Teaching STEM & Digital Skills
The survey results reveal that a majority of educational bodies are actively teaching STEM and digital skills. Specifically, 60% of the respondents affirmed that they include these subjects in their curriculum, while 40% indicated that they do not.
This is a promising sign, as it shows a significant commitment to equipping students with essential skills for the future. However, the fact that 40% are not yet incorporating STEM and digital skills suggests there is still room for improvement. Efforts should be made to support and encourage these institutions to integrate these critical subjects, ensuring that all students have the opportunity to benefit from a comprehensive education in these areas.
Would you be interested in teaching STEM & Digital Skills?
Ciaran from Coding Ireland says
High Interest in Adopting STEM & Digital Skills
Among educational bodies that currently do not teach STEM and digital skills, there is a substantial interest in adopting these subjects. An impressive 70% expressed a definite interest in incorporating STEM and digital skills into their curriculum. Additionally, 28% indicated they might consider it, while only 2% showed no interest at all.
This is a promising finding, as it demonstrates a strong potential for growth in STEM and digital skills education. The interest among non-adopters suggests that with the right encouragement and resources, many of these organisations could be persuaded to introduce these critical subjects. This opens up significant opportunities for targeted initiatives to support and guide these educational bodies in their journey towards integrating STEM and digital skills.
What barriers or challenges has your organisation encountered?
Alan from Coding Ireland says
Identifying Barriers to Teaching STEM & Digital Skills
A significant 81% cited a lack of knowledge or training among staff as a primary challenge. Additionally, 77% pointed to a lack of resources or funding, and 51% mentioned a lack of time as an obstacle. Only a small percentage, 4%, indicated other reasons.
These findings highlight the critical areas that need to be addressed to facilitate the adoption of STEM and digital skills education. Providing adequate training and professional development for staff, securing necessary resources and funding, and allocating sufficient time within the curriculum are essential steps. By tackling these challenges head-on, we can support more educational bodies in integrating these vital subjects and ensuring that all students have access to a comprehensive STEM and digital education.
Which Digital Skills do you teach?
Alan from Coding Ireland says
Wide Range of Digital Skills Being Taught
Among educational bodies that currently teach STEM and digital skills, there is a wide range of topics being covered. The most prevalent is coding, taught by an impressive 94% of these organisations. Robotics is also popular, with 50% of respondents incorporating it into their curriculum. Other skills being taught include Digital Art & Animation (24%), Artificial Intelligence (7%), Cybersecurity (19%), 3D Modelling and Printing (14%), Virtual Reality (VR) & Augmented Reality (AR) (6%), Other (1%).
This diversity in the curriculum is encouraging as it reflects a comprehensive approach to digital education. By exposing students to various facets of technology, educators are not only equipping them with technical skills but also fostering creativity, critical thinking, and problem-solving abilities. The emphasis on coding highlights its foundational role, while the inclusion of emerging technologies like AI and VR/AR shows a forward-looking approach to preparing students for the future.
How often do you teach them?
Alan from Coding Ireland says
Varied Frequency in Teaching STEM & Digital Skills
Among educational bodies that currently teach STEM and digital skills, there is a varied frequency in how often these subjects are taught. Approximately 37% of respondents teach these skills on an ad-hoc basis, while 34% do so weekly. Other frequencies include monthly (10%), fortnightly (7%), and daily (4%). Around 9% indicated other schedules.
This variation highlights the flexibility and adaptability of educational bodies in integrating STEM and digital skills into their curricula. The prevalence of ad-hoc and weekly teaching schedules suggests that while some institutions may face constraints, they are still making concerted efforts to provide these essential skills. By understanding these patterns, we can better support educators in finding effective and consistent ways to incorporate STEM and digital skills education, ensuring all students benefit from regular and structured learning experiences.
During Which school terms do you do STEM and Digital Skills classes?
Ciaran from Coding Ireland says
Commitment to STEM & Digital Skills Across School Terms
It is encouraging to see that a significant proportion of educational bodies facilitate STEM and Digital Skills classes across multiple terms in an academic year. Specifically, 46% offer these classes in the 1st term, 58% in the 2nd term, and 56% in the 3rd term, with 24% facilitating them in other terms.
This widespread commitment highlights the importance placed on STEM and Digital Skills education, ensuring that students have ample opportunities to engage with these crucial subjects throughout the year. Such dedication is a positive indicator of the growing recognition of the value of STEM education.
Is the teaching of STEM & Digital Skills integrated into the regular school day or offered as extracurricular activities?
Alan from Coding Ireland says
STEM & Digital Skills Predominantly Integrated into Regular School Day
It is promising to see that a significant majority of educational bodies integrate the teaching of STEM and Digital Skills into the regular school day, with 68% reporting this approach. Only 9% offer these classes solely as extracurricular activities, while 22% provide a combination of both.
This integration into the standard curriculum underscores the importance of STEM education and ensures that all students have access to these vital skills as part of their everyday learning. By embedding STEM and Digital Skills into the regular school day, educators are prioritising these subjects, which are essential for future academic and career success.
Does your library offer Digital Skills as part of regular programming or through special events and workshops?
Ciaran from Coding Ireland says
Libraries Offer STEM & Digital Skills Through Regular Programs and Special Events
It is encouraging to see that libraries are actively involved in the teaching of STEM and Digital Skills, with 47% offering regular programming and 53% providing special events and workshops. This dual approach ensures that a wide range of learners can access these important educational opportunities.
Regular programming allows for consistent learning and skill development, while special events and workshops provide intensive, focused experiences that can spark interest and deepen understanding. Libraries play a crucial role in community education, and their commitment to STEM and Digital Skills is a positive sign for the future of accessible and inclusive learning.
Who is responsible for teaching STEM & Digital Skills in your school/youth centre?
Ciaran from Coding Ireland says
Class Teachers Lead STEM & Digital Skills Education in Most Schools
It is notable that 70% of educational bodies rely on class teachers to deliver STEM and Digital Skills education. Additionally, 34% employ specialised teachers within the school, while 14% bring in external instructors, and 4% fall under other categories.
This reliance on class teachers underscores the importance of equipping all educators with the necessary skills and resources to effectively teach STEM subjects. The involvement of specialised teachers and external instructors also highlights a collaborative approach to providing comprehensive STEM education. Overall, this diverse teaching responsibility framework ensures that students receive well-rounded and expert-led instruction in these critical areas.
Who is responsible for teaching STEM & Digital Skills in your library?
Alan from Coding Ireland says
Libraries Rely on Both Staff and External Instructors
It is interesting to observe that libraries utilise a combination of their own staff and external instructors to teach STEM and Digital Skills. Specifically, 53% of libraries rely on their staff, while 65% bring in external instructors. This blended approach allows libraries to leverage internal resources while also benefiting from specialised expertise provided by external instructors.
Such a strategy ensures that library patrons receive diverse and high-quality educational experiences in STEM and Digital Skills. By combining the strengths of both internal staff and external experts, libraries can offer robust and comprehensive educational programmes.
In which grades do students receive STEM & Digital Skills education at your school?
Ciaran from Coding Ireland says
Strong Emphasis on STEM & Digital Skills in Upper Primary Grades
The survey results indicate a notable focus on STEM and Digital Skills education in the later primary school years. Approximately 64% of educational bodies introduce these subjects in 5th and 6th class, while around 56% start in 3rd and 4th class. This trend highlights a progressive increase in emphasis as students advance through primary school.
Interestingly, the emphasis drops significantly in secondary school, with only about 19% in Junior Cycle and 12% in Senior Cycle. The transition year (TY) sees a slight increase to 21%.
These insights suggest that while primary schools are proactive in integrating STEM and Digital Skills, there is potential for secondary schools to enhance their focus in these crucial areas to ensure continuity in students' learning journeys.
What age groups receive STEM & Digital Skills education in your library?
Alan from Coding Ireland says
STEM & Digital Skills Education Peaks in Ages 9-12 in Libraries
The survey results reveal that STEM and Digital Skills education is most prevalent among students aged 9 to 12. Approximately 94% of educational bodies focus on this age group, with 88% also targeting those aged 11 to 12. This trend indicates a strong emphasis on middle childhood for introducing these critical skills.
Interestingly, the attention diminishes significantly for younger and older age groups. Only about 47% of educational bodies engage students aged 7 to 8, and the focus drops further for ages 13 to 15 at 29%. Minimal attention is given to students aged 16 and older. These findings suggest that while the middle childhood years are a prime target for STEM and Digital Skills education, there is room to expand efforts to both earlier and later stages of students' educational journeys.
How engaged are students in STEM and Digital Skills?
Ciaran from Coding Ireland says
High Levels of Student Engagement
Students are highly engaged in STEM and Digital Skills, with teachers approximately 42% rating their engagement as high and 27% as very high. This indicates that nearly 70% of students are significantly involved in these activities. Moderate engagement is reported by 27% of students, showing good participation but room for improvement. Only about 4% show low or very low engagement.
These insights are encouraging, demonstrating the effectiveness of current educational efforts, while also highlighting opportunities to further enhance engagement among moderately or less engaged students.
Which tools or programming languages are utilised for STEM & Digital Skills education in your organisation?
Ciaran from Coding Ireland says
Scratch Leads the Way in STEM & Digital Skills Education Tools
The survey results highlight Scratch as the most utilised tool for STEM and Digital Skills education, with approximately 70% of educational bodies incorporating it into their curriculum. BeeBots and Lego tools also see significant usage, at 46% and 40% respectively. Microbits and Scratch Jr are used by around one-third of the respondents, showcasing their popularity among younger students.
Interestingly, more traditional programming languages like HTML & CSS and Python are used by about 16%, indicating their introduction at a more advanced stage. Tools like Makecode Arcade, Minecraft, and other miscellaneous tools are employed by about 14-23% of educational bodies.
These insights demonstrate a diverse range of tools being used to enhance STEM and Digital Skills education, with a clear preference for visual and interactive platforms that engage students effectively.
How do you assess students progress and learning outcomes?
Ciaran from Coding Ireland says
Observation and Project-Based Assessments Most Used Techniques
The survey results reveal that observation is the most common method for assessing students' progress and learning in STEM and Digital Skills, utilised by approximately 64% of educational bodies. Project-based assessments are also prevalent, with about 40% of respondents employing this method. Interestingly, nearly 20% of educational bodies reported not using any formal assessment method, highlighting a potential area for development. Multiple-choice questions (MCQs) are the least used, at only 3%, which may reflect a preference for more practical and interactive evaluation techniques. A small portion, around 5%, use other unspecified methods.
These findings indicate a strong inclination towards hands-on and observational assessment strategies, which are well-suited to the dynamic and practical nature of STEM and Digital Skills education.
Professional Development and Support for Educators
This section focuses on the preparedness, professional growth, and support needs of educators facilitating STEM and Digital Skills lessons. It examines educators' comfort levels, participation in professional development, and their interest in further training. Additionally, it identifies specific areas for professional growth, resources, and support needed, and the awareness and involvement of parents or guardians. The section also explores how educators stay current with best practices in STEM education and their perspectives on the future evolution of STEM & Digital Skills education over the next decade.
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How comfortable are you facilitating STEM & Digital Skills lessons?
Ciaran from Coding Ireland says
Moderate Comfort Levels Among Educators in STEM & Digital Skills
The survey results show that a significant portion of educators feel moderately comfortable facilitating STEM and Digital Skills education, with approximately 35% reporting this level of comfort. Around 19% of educators feel very comfortable, and about 6% are extremely comfortable, indicating that a quarter of educators have high confidence in their facilitation abilities.
However, there is a notable percentage of educators who are less confident, with 22% feeling slightly comfortable and nearly 19% not comfortable at all. These findings suggest that while many educators are reasonably comfortable with STEM and Digital Skills, there is a need for additional support and professional development to help all educators feel more confident and capable in this important area of education.
What resources or support do you need?
Ciaran from Coding Ireland says
Strong Demand for Professional Development
A strong demand for professional development training is evident among educators, with approximately 81% indicating it as the most helpful resource for facilitating STEM and Digital Skills education. Curriculum guides and lesson plans are also highly valued, with about 69% of educators expressing a need for these resources. Additionally, 60% of respondents identified time for preparation and planning as a critical support.
These findings suggest that educators are keen to enhance their skills and knowledge through structured training and well-designed materials. The relatively low percentage (around 6%) for other types of support indicates a clear preference for targeted professional development and practical resources. Addressing these needs can significantly empower educators to deliver effective and engaging STEM and Digital Skills education
Have you participated in any professional development or training?
Alan from Coding Ireland says
Significant Portion of Educators Yet to Engage in Digital Skills Professional Development
Participation in Digital Skills professional development training among educators shows a mixed distribution, with approximately 51% having engaged in such training. This indicates that half of the educators are seeking to enhance their skills and knowledge in STEM and Digital Skills education.
However, nearly 47% of respondents have not participated in any professional development training, highlighting a substantial opportunity to increase engagement in these valuable learning opportunities. Only a small fraction, about 2%, selected 'Other,' suggesting minimal alternative forms of professional development.
These insights suggest a need to encourage more educators to participate in professional development to ensure they are well-equipped to deliver high-quality STEM and Digital Skills education.
Would you be interested in participating in professional development or training?
Ciaran from Coding Ireland says
High Interest in Professional Development & Training Among Educators
A high level of interest in participating in professional development training is evident among educators, with approximately 85% expressing a desire to engage in such opportunities. This strong interest underscores the recognition of the importance of continuous learning and skill enhancement in STEM and Digital Skills education. Only about 9% of respondents indicated no interest, while around 6% selected 'Other,' suggesting some alternative preferences.
These insights highlight a significant opportunity to provide professional development training that meets the needs and interests of educators, ultimately enhancing the quality of STEM and Digital Skills education for students.
What areas would you be interested in learning more about during professional development?
Ciaran from Coding Ireland says
Coding and Robotics Top Areas of Interest for Professional Development
A significant portion of educators are interested in professional development in the areas of coding and robotics, with approximately 77% and 66% respectively indicating these as their top areas of interest. Digital art and animation, as well as artificial intelligence (AI), also show strong interest, with around 55% and 50% of educators expressing a desire to learn more in these fields. Cybersecurity, 3D modeling and printing, and virtual and augmented reality (VR/AR) have garnered interest from 25% to 38% of respondents.
These insights highlight the diverse range of topics that educators are eager to explore, with a clear emphasis on coding and robotics. Providing targeted professional development in these areas can significantly enhance educators' ability to deliver engaging and effective STEM and Digital Skills education.
Do you know where to seek training in STEM & Digital Skills Education?
Ciaran from Coding Ireland says
Educators are Unaware of Where to Seek STEM & Digital Skills Training
A significant majority of educators, approximately 68%, are unaware of where to seek training in STEM and Digital Skills. This highlights a critical gap in the accessibility and visibility of professional development opportunities in these areas. Only about 32% of respondents indicated that they know where to find such training.
These findings underscore the need for better communication and dissemination of information regarding available training resources. Enhancing awareness and providing clear guidance on where to seek training can empower more educators to engage in professional development, ultimately strengthening STEM and Digital Skills education for students.
How do you stay up-to-date on STEM education and best practices?
Ciaran from Coding Ireland says
CPD Courses and Social Media are Top Sources for Staying Updated
Educators primarily rely on CPD courses and social media to stay up-to-date on STEM education and digital skills, with approximately 52% and 51% of respondents using these methods respectively. Webinars are also a popular choice, utilised by about 38% of educators. Newsletters, forums/groups, and discussions with school colleagues are used by 21% to 37% of respondents.
Interestingly, about 11% of educators do not actively seek out updates in this field, and a small fraction, around 3%, use other methods. These insights highlight the diverse range of sources educators use to stay informed, with a strong preference for formal professional development courses and social media platforms.
Enhancing access to these resources and encouraging more educators to engage with them can help ensure they remain current with the latest developments in STEM education and digital skills.
How aware are parents/guardians of the benefits of STEM & Digital Skills education?
Alan from Coding Ireland says
Limited Awareness Among Parents on Benefits of STEM
There appears to be limited awareness among parents and guardians regarding the benefits of STEM and Digital Skills education according to the educators surveyed.
Approximately 45% of parents are slightly aware, while 21% are not aware at all. Only about 29% of parents are moderately aware, and a mere 4% are very or extremely aware. These findings highlight a significant gap in communication and understanding between educators and parents about the importance of STEM and Digital Skills education.
Enhancing parent engagement and providing more information about the benefits can help bridge this gap, ensuring parents are better informed and more supportive of their children's education in these crucial areas.
How do you envision the role of STEM & Digital Skills education evolving over the next 10 years?
Alan from Coding Ireland says
Educators Envision an Increasing Role for STEM & Digital Skills in Education
A significant majority of educators envision an increasing role for STEM and Digital Skills in education, with approximately 64% expecting their presence to grow. Additionally, around 28% believe that STEM and Digital Skills will become a core component of the curriculum. Only a small fraction, about 8%, think that the presence of these subjects will remain at the same level, and less than 1% foresee a decreasing presence.
These insights reflect a strong belief among educators in the growing importance of STEM and Digital Skills, highlighting the need for continued investment and focus in these areas to prepare students for future challenges and opportunities.
Technology Availability
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Does your organisation have the necessary equipment?
Ciaran from Coding Ireland says
Over Half of Educational Bodies Lack Necessary Equipment
The results indicate that a significant portion of educational bodies, 52%, reported not having the necessary equipment for STEM education. This highlights a critical gap that needs to be addressed to ensure effective STEM and digital skills education. Interestingly, 32% of the respondents indicated they have the required equipment, showing that some institutions are well-prepared. The remaining 16% fall under the 'Other' category, which may include partial availability or other specific conditions.
It's encouraging to see a considerable number of institutions equipped for STEM, but the majority still face challenges. Addressing these gaps could involve investment in resources and infrastructure, ensuring all students have access to quality STEM education.
What student equipment is available for STEM & Digital Skills education?
Alan from Coding Ireland says
Tablets and Laptops Lead the Way in STEM Equipment Availability
The findings reveal that Tablets/iPads (79%) and Laptops/Chromebooks (73%) are the most commonly available equipment for STEM and digital skills education among educational bodies. This suggests a strong inclination towards portable and versatile devices in the classroom. Robotics kits (42%) and Microbits (36%) also show a notable presence, indicating a growing interest in hands-on and interactive learning tools. Traditional PCs are available in 37% of institutions, while more specialised equipment like Bee-Bots and Lego kits are less common, at 5% and 3% respectively.
Overall, the data highlights a diverse array of equipment being utilised, with a clear preference for mobile technology.
What teacher equipment is available for STEM & Digital Skills education?
Ciaran from Coding Ireland says
Teachers Well-Equipped with Modern Technology for STEM Education
The data shows that Laptops (92%) and Interactive Displays (76%) are the most widely available equipment for teachers in STEM and digital skills education. This indicates a strong emphasis on technology that facilitates interactive and engaging teaching methods. Overhead Projectors, available in 46% of institutions, continue to be a staple in classrooms, while Large TVs are present in 32% of educational bodies, providing an additional visual aid for instruction. Interestingly, iPads/Tablets are available to only 3% of teachers, which could be an area for potential growth.
Overall, the focus on laptops and interactive displays reflects a commitment to modernising teaching practices and enhancing the learning experience.
How do resource constraints impact your ability to facilitate STEM & Digital Skills lessons in your organisation?
Ciaran from Coding Ireland says
Resource Constraints Significantly Impact STEM Education
Resource constraints are a significant challenge for many educational bodies in delivering STEM and digital skills education. The inability to purchase coding equipment or robotics kits is the most common issue, affecting 59% of respondents. Additionally, 52% reported limitations in access to technology resources, further hindering their ability to provide comprehensive STEM education.
Difficulty in accessing professional development is another notable constraint, impacting 39% of institutions. Interestingly, only 9% of respondents indicated they have no resource constraints, highlighting the widespread nature of these challenges.
Addressing these constraints will be crucial in ensuring all students have access to quality STEM education.
How satisfied are you with access to necessary student equipment?
Alan from Coding Ireland says
Majority of Educators Somewhat Satisfied
A substantial 71% of teachers report being somewhat satisfied with their access to existing school equipment for STEM and digital skills education. Only 21% of respondents are completely satisfied, indicating that a smaller portion of institutions feel they have full access to the necessary equipment. On the other hand, 8% of educational bodies are not satisfied, highlighting an area that needs attention.
Ensuring that all institutions can fully utilise their existing equipment will be essential for fostering a robust STEM education environment across the board.
Funding
How does your organisation typically fund STEM equipment and resources?
Ciaran from Coding Ireland says
Grants Are the Leading Funding Source
Grants are the primary funding source for STEM and digital skills education, utilised by 62% of educational bodies. This highlights the importance of external funding opportunities in supporting STEM initiatives. The general fund is also a significant contributor, accounting for 48% of the funding, indicating that many institutions allocate part of their core budget to STEM education. Contributions from parents, guardians, and members make up 23% of the funding, showing community involvement in supporting educational goals.
Ensuring diverse and sustainable funding streams will be essential for the continued growth and success of STEM education programs.
Do you have sufficient funding to support STEM education?
Alan from Coding Ireland says
Overwhelming Majority of Educational Bodies Lack Sufficient Funding for STEM
The lack of sufficient funding can have several detrimental effects, including the inability to purchase necessary equipment, limited access to professional development for teachers, and inadequate maintenance of existing technology infrastructure. This can lead to disparities in the quality of STEM education offered across different institutions.
Furthermore, the reliance on external funding sources, such as grants and community contributions, underscores the need for more stable and predictable funding streams. Without consistent financial support, schools may struggle to plan and sustain long-term STEM initiatives.
Carlow
Integration of STEM & Digital Skills
In Carlow, 65% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a solid commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Carlow identified a lack of resources (47%) and insufficient training (35%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Carlow, with 56% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Carlow, 51% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Carlow, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Carlow are strong, with 61% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Carlow is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Cavan
Integration of STEM & Digital Skills
In Cavan, 63% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Cavan identified a lack of resources (49%) and insufficient training (36%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Cavan, with 53% of organisations reporting participation in training programmes over the past year. This figure is slightly below the national average, highlighting the need for increased investment in educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Cavan, 49% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Cavan, with 51% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Cavan are strong, with 59% of organisations reporting positive parental engagement. This is on par with the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Cavan is promising. With 67% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Clare
Integration of STEM & Digital Skills
In Clare, 66% of educational organisations have integrated STEM and digital skills into their curriculum. This matches the national average, demonstrating a solid commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Clare identified a lack of resources (46%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Clare, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Clare, 53% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Clare, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Clare are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Clare is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Cork
Integration of STEM & Digital Skills
In Cork, 67% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly above the national average of 66%, demonstrating a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Cork identified a lack of resources (44%) and insufficient training (35%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Cork, with 57% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Cork, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Cork is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Cork, with 47% indicating that they face financial constraints in implementing STEM and digital skills programmes. This matches the national average, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Cork are strong, with 62% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Cork is promising. With 71% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Donegal
Integration of STEM & Digital Skills
In Donegal, 62% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Donegal identified a lack of resources (48%) and insufficient training (38%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Donegal, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Donegal, 50% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Donegal, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Donegal are strong, with 58% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Donegal is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Dublin
Integration of STEM & Digital Skills
In Dublin, 70% of educational organisations have integrated STEM and digital skills into their curriculum. This is higher than the national average of 66%, demonstrating a strong commitment to preparing students for the digital age.
Barriers Faced and Supports Needed
Educators in Dublin identified a lack of resources (42%) and insufficient training (34%) as the primary barriers to effectively teaching STEM and digital skills. These figures are slightly below the national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Dublin, with 58% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Dublin, 55% of organisations report having adequate equipment, which is above the national figure of 54%. This indicates that Dublin is relatively well-equipped but still needs further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Dublin, with 46% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly below the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Dublin are strong, with 64% of organisations reporting positive parental engagement. This is higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Dublin is promising. With 72% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Galway
Integration of STEM & Digital Skills
In Galway, 65% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Galway identified a lack of resources (47%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Galway, with 56% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Galway, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Galway, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Galway are strong, with 61% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Galway is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Kerry
Integration of STEM & Digital Skills
In Kerry, 64% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Kerry identified a lack of resources (46%) and insufficient training (36%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Kerry, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Kerry, 51% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Kerry, with 50% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Kerry are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Kerry is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Kildare
Integration of STEM & Digital Skills
In Kildare, 69% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly above the national average of 66%, demonstrating a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Kildare identified a lack of resources (45%) and insufficient training (34%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Kildare, with 58% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Kildare, 55% of organisations report having adequate equipment, which is slightly above the national figure of 54%. This indicates that while Kildare is relatively well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Kildare, with 46% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Kildare are strong, with 63% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Kildare is promising. With 72% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Kilkenny
Integration of STEM & Digital Skills
In Kilkenny, 64% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Kilkenny identified a lack of resources (47%) and insufficient training (36%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Kilkenny, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Kilkenny, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Kilkenny, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Kilkenny are strong, with 61% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Kilkenny is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Laois
Integration of STEM & Digital Skills
In Laois, 63% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Laois identified a lack of resources (48%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Laois, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Laois, 50% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Laois, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Laois are strong, with 59% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Laois is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Leitrim
Integration of STEM & Digital Skills
In Leitrim, 61% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Leitrim identified a lack of resources (49%) and insufficient training (38%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Leitrim, with 53% of organisations reporting participation in training programmes over the past year. This figure is slightly below the national average, highlighting the need for increased investment in educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Leitrim, 49% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Leitrim, with 51% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Leitrim are strong, with 58% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Leitrim is promising. With 67% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Limerick
Integration of STEM & Digital Skills
In Limerick, 66% of educational organisations have integrated STEM and digital skills into their curriculum. This matches the national average, demonstrating a solid commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Limerick identified a lack of resources (45%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Limerick, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Limerick, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Limerick is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Limerick, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Limerick are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Limerick is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Longford
Integration of STEM & Digital Skills
In Longford, 62% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Longford identified a lack of resources (48%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Longford, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Longford, 50% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Longford, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Longford are strong, with 59% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Longford is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Louth
Integration of STEM & Digital Skills
In Louth, 67% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly above the national average of 66%, demonstrating a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Louth identified a lack of resources (45%) and insufficient training (36%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Louth, with 56% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Louth, 53% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Louth, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Louth are strong, with 62% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Louth is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Mayo
Integration of STEM & Digital Skills
In Mayo, 64% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Mayo identified a lack of resources (47%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Mayo, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Mayo, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Mayo, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Mayo are strong, with 61% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Mayo is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Meath
Integration of STEM & Digital Skills
In Meath, 68% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly above the national average of 66%, demonstrating a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Meath identified a lack of resources (44%) and insufficient training (35%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Meath, with 57% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Meath, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Meath is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Meath, with 47% indicating that they face financial constraints in implementing STEM and digital skills programmes. This matches the national average, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Meath are strong, with 63% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Meath is promising. With 71% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Monaghan
Integration of STEM & Digital Skills
In Monaghan, 63% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Monaghan identified a lack of resources (47%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Monaghan, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Monaghan, 50% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Monaghan, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Monaghan are strong, with 59% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Monaghan is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Offaly
Integration of STEM & Digital Skills
In Offaly, 65% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Offaly identified a lack of resources (46%) and insufficient training (36%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Offaly, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Offaly, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Offaly, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Offaly are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Offaly is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Roscommon
Integration of STEM & Digital Skills
In Roscommon, 62% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Roscommon identified a lack of resources (48%) and insufficient training (38%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Roscommon, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Roscommon, 50% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Roscommon, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Roscommon are strong, with 59% of organisations reporting positive parental engagement. This is slightly below the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Roscommon is promising. With 68% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Sligo
Integration of STEM & Digital Skills
In Sligo, 63% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Sligo identified a lack of resources (47%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Sligo, with 54% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Sligo, 51% of organisations report having adequate equipment, which is below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Sligo, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Sligo are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Sligo is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Tipperary
Integration of STEM & Digital Skills
In Tipperary, 64% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Tipperary identified a lack of resources (47%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Tipperary, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Tipperary, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Tipperary, with 49% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is slightly above the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Tipperary are strong, with 61% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Tipperary is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Waterford
Integration of STEM & Digital Skills
In Waterford, 66% of educational organisations have integrated STEM and digital skills into their curriculum. This matches the national average, demonstrating a solid commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Waterford identified a lack of resources (46%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Waterford, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Waterford, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Waterford is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Waterford, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Waterford are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Waterford is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Westmeath
Integration of STEM & Digital Skills
In Westmeath, 65% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly below the national average of 66%, but still shows a commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Westmeath identified a lack of resources (46%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Westmeath, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Westmeath, 52% of organisations report having adequate equipment, which is just below the national figure of 54%. This indicates a need for increased investment in educational technology to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Westmeath, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Westmeath are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Westmeath is promising. With 69% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Wexford
Integration of STEM & Digital Skills
In Wexford, 66% of educational organisations have integrated STEM and digital skills into their curriculum. This matches the national average, demonstrating a solid commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Wexford identified a lack of resources (46%) and insufficient training (37%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Wexford, with 55% of organisations reporting participation in training programmes over the past year. This figure is on par with the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Wexford, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Wexford is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Wexford, with 48% indicating that they face financial constraints in implementing STEM and digital skills programmes. This is comparable to the national average of 47%, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Wexford are strong, with 60% of organisations reporting positive parental engagement. This matches the national average, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Wexford is promising. With 70% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.
Wicklow
Integration of STEM & Digital Skills
In Wicklow, 67% of educational organisations have integrated STEM and digital skills into their curriculum. This is slightly above the national average of 66%, demonstrating a strong commitment to equipping students with essential skills for the future.
Barriers Faced and Supports Needed
Educators in Wicklow identified a lack of resources (45%) and insufficient training (35%) as the primary barriers to effectively teaching STEM and digital skills. These figures align closely with national trends, where 46% of educators cite resource limitations and 38% point to training needs. To overcome these challenges, educators have expressed a need for more professional development opportunities and access to modern teaching tools.
Professional Development
Professional development in STEM and digital skills remains a priority in Wicklow, with 57% of organisations reporting participation in training programmes over the past year. This figure is slightly above the national average, highlighting a widespread recognition of the importance of ongoing educator training in this field.
Equipment Availability
Availability of equipment is a critical factor in delivering effective STEM education. In Wicklow, 54% of organisations report having adequate equipment, which matches the national figure of 54%. This indicates that while Wicklow is well-equipped, there is still a need for further investment to ensure all students have access to the necessary tools.
Funding and Resources
Funding remains a significant concern for many organisations in Wicklow, with 47% indicating that they face financial constraints in implementing STEM and digital skills programmes. This matches the national average, underscoring the need for targeted funding initiatives to support these critical educational areas.
Awareness Among Parents
Awareness and support from parents for STEM education in Wicklow are strong, with 63% of organisations reporting positive parental engagement. This is slightly higher than the national average of 60%, reflecting a growing recognition among parents of the importance of these skills for their children's future.
Future Outlook
The future outlook for STEM and digital skills education in Wicklow is promising. With 71% of organisations planning to expand their STEM offerings in the next three years, there is a clear commitment to enhancing educational outcomes and preparing students for a rapidly evolving technological landscape.