# STEM Education Implementation Plan

> Department of Education — 12 chapters, 170 sections, 348 source pages.
> Source: https://assets.gov.ie/static/documents/chief-inspectors-report-september-2016-december-2020-bc700874-df7d-46d6-85dd-8b8eae3be.pdf
> Full text: full.md

## Chapters

- [Front Matter](sections/front-matter/) — pages 1–12
  - [Front Matter](sections/front-matter/front-matter.md) — pages 1–12
- [1.1 Introduction](sections/1-1-introduction/) — pages 12–13
  - [1.1 Introduction](sections/1-1-introduction/overview.md) — pages 12–13
- [1.2 Developments in early learning and care](sections/1-2-developments-in-early-learning-and-care/) — pages 14–18
  - [1.2 Developments in early learning and care](sections/1-2-developments-in-early-learning-and-care/overview.md) — pages 14–14
  - [1.2.1 Policy and reforms](sections/1-2-developments-in-early-learning-and-care/1-2-1-policy-and-reforms.md) — pages 14–15
  - [1.2.2 Funding](sections/1-2-developments-in-early-learning-and-care/1-2-2-funding.md) — pages 15–15
  - [1.2.3 The Early Childhood Care and Education programme](sections/1-2-developments-in-early-learning-and-care/1-2-3-the-early-childhood-care-and-education-programme.md) — pages 15–16
  - [1.2.4 Early years educators](sections/1-2-developments-in-early-learning-and-care/1-2-4-early-years-educators.md) — pages 16–16
  - [1.2.5 Support for inclusion](sections/1-2-developments-in-early-learning-and-care/1-2-5-support-for-inclusion.md) — pages 17–18
- [1.3 Policy development: primary and](sections/1-3-policy-development-primary-and/) — pages 18–23
  - [1.3 Policy development: primary and](sections/1-3-policy-development-primary-and/overview.md) — pages 18–23
- [1.4 Expenditure on primary and](sections/1-4-expenditure-on-primary-and/) — pages 24–32
  - [1.4 Expenditure on primary and](sections/1-4-expenditure-on-primary-and/overview.md) — pages 24–32
- [1.6 Teachers](sections/1-6-teachers/) — pages 33–37
  - [1.6 Teachers](sections/1-6-teachers/overview.md) — pages 33–33
  - [1.6.1 Teacher numbers and ratio to learners](sections/1-6-teachers/1-6-1-teacher-numbers-and-ratio-to-learners.md) — pages 33–34
  - [1.6.2 Salaries](sections/1-6-teachers/1-6-2-salaries.md) — pages 34–35
  - [1.6.3 Instruction time](sections/1-6-teachers/1-6-3-instruction-time.md) — pages 35–36
  - [1.6.4 Recruitment and retention](sections/1-6-teachers/1-6-4-recruitment-and-retention.md) — pages 37–37
- [1.7 The teaching profession](sections/1-7-the-teaching-profession/) — pages 38–45
  - [1.7 The teaching profession](sections/1-7-the-teaching-profession/overview.md) — pages 38–38
  - [1.7.1 Development of the teaching workforce](sections/1-7-the-teaching-profession/1-7-1-development-of-the-teaching-workforce.md) — pages 38–38
  - [1.7.2 Initial teacher education](sections/1-7-the-teaching-profession/1-7-2-initial-teacher-education.md) — pages 38–39
  - [1.7.3 Induction](sections/1-7-the-teaching-profession/1-7-3-induction.md) — pages 40–40
  - [1.7.4 Continuing professional development](sections/1-7-the-teaching-profession/1-7-4-continuing-professional-development.md) — pages 40–44
  - [1.7.5 Promoting professional standards in teaching](sections/1-7-the-teaching-profession/1-7-5-promoting-professional-standards-in-teaching.md) — pages 45–45
- [1.8 The COVID-19 pandemic](sections/1-8-the-covid-19-pandemic/) — pages 45–48
  - [1.8 The COVID-19 pandemic](sections/1-8-the-covid-19-pandemic/overview.md) — pages 45–48
- [1.9 Key messages](sections/1-9-key-messages/) — pages 49–52
  - [1.9 Key messages](sections/1-9-key-messages/overview.md) — pages 49–52
- [2.1 Introduction](sections/2-1-introduction/) — pages 52–53
  - [2.1 Introduction](sections/2-1-introduction/overview.md) — pages 52–53
- [31 December 2020](sections/31-december-2020/) — pages 335–348
  - [31 December 2020](sections/31-december-2020/overview.md) — pages 335–348
- [50 Post-primary](sections/50-post-primary/) — pages 53–335
  - [2.2 Staffing and organisation of the Inspectorate](sections/50-post-primary/2-2-staffing-and-organisation-of-the-inspectorate.md) — pages 54–56
  - [2.3 Developments in our inspection and advisory work](sections/50-post-primary/2-3-developments-in-our-inspection-and-advisory-work.md) — pages 57–57
  - [2.3.1 Inspection frameworks](sections/50-post-primary/2-3-1-inspection-frameworks.md) — pages 57–64
  - [2.4 Overview of inspection activity](sections/50-post-primary/2-4-overview-of-inspection-activity.md) — pages 65–71
  - [2.5 Supporting improvement and](sections/50-post-primary/2-5-supporting-improvement-and.md) — pages 72–72
  - [2.5.1 Implementation of recommendations](sections/50-post-primary/2-5-1-implementation-of-recommendations.md) — pages 72–72
  - [2.5.2 Follow-through inspection](sections/50-post-primary/2-5-2-follow-through-inspection.md) — pages 72–74
  - [2.5.3 Supporting improvement](sections/50-post-primary/2-5-3-supporting-improvement.md) — pages 74–76
  - [2.6 Quality assurance of the Inspectorate’s work](sections/50-post-primary/2-6-quality-assurance-of-the-inspectorate-s-work.md) — pages 77–78
  - [2.7 Supporting curriculum change and development](sections/50-post-primary/2-7-supporting-curriculum-change-and-development.md) — pages 79–80
  - [2.8 Future directions](sections/50-post-primary/2-8-future-directions.md) — pages 81–82
  - [2.9 Key messages](sections/50-post-primary/2-9-key-messages.md) — pages 83–83
  - [2.10 Looking forward](sections/50-post-primary/2-10-looking-forward.md) — pages 84–86
  - [3.1 Introduction](sections/50-post-primary/3-1-introduction.md) — pages 86–88
  - [3.2 The early years education quality framework](sections/50-post-primary/3-2-the-early-years-education-quality-framework.md) — pages 88–89
  - [3.3 Early years education inspection findings](sections/50-post-primary/3-3-early-years-education-inspection-findings.md) — pages 89–89
  - [3.3.1 Quality of the context to support children’s learning and development](sections/50-post-primary/3-3-1-quality-of-the-context-to-support-children-s-learning-and-development.md) — pages 89–91
  - [3.3.2 Quality of the processes to support children’s learning and development](sections/50-post-primary/3-3-2-quality-of-the-processes-to-support-children-s-learning-and-development.md) — pages 91–95
  - [3.3.3 Quality of children’s learning experiences and achievement](sections/50-post-primary/3-3-3-quality-of-children-s-learning-experiences-and-achievement.md) — pages 95–97
  - [3.3.4 Quality of management and leadership for learning](sections/50-post-primary/3-3-4-quality-of-management-and-leadership-for-learning.md) — pages 97–98
  - [3.4 Follow-through inspection findings](sections/50-post-primary/3-4-follow-through-inspection-findings.md) — pages 99–100
  - [3.5 Thematic inspection findings](sections/50-post-primary/3-5-thematic-inspection-findings.md) — pages 101–101
  - [3.6 Key messages](sections/50-post-primary/3-6-key-messages.md) — pages 102–102
  - [3.7 Looking forward](sections/50-post-primary/3-7-looking-forward.md) — pages 103–104
  - [4.1 Introduction](sections/50-post-primary/4-1-introduction.md) — pages 104–105
  - [4.2 Teaching, learning and assessment](sections/50-post-primary/4-2-teaching-learning-and-assessment.md) — pages 106–106
  - [4.2.1 Teaching and learning](sections/50-post-primary/4-2-1-teaching-and-learning.md) — pages 106–111
  - [4.2.2 Assessment](sections/50-post-primary/4-2-2-assessment.md) — pages 112–113
  - [4.3 Curriculum provision in primary schools](sections/50-post-primary/4-3-curriculum-provision-in-primary-schools.md) — pages 114–114
  - [4.3.1 English](sections/50-post-primary/4-3-1-english.md) — pages 114–116
  - [4.3.2 Irish](sections/50-post-primary/4-3-2-irish.md) — pages 116–117
  - [4.3.3 Mathematics](sections/50-post-primary/4-3-3-mathematics.md) — pages 118–119
  - [4.3.4 Social, Environmental and Scientific Education](sections/50-post-primary/4-3-4-social-environmental-and-scientific-education.md) — pages 120–121
  - [4.3.5 Arts Education](sections/50-post-primary/4-3-5-arts-education.md) — pages 121–122
  - [4.3.6 Physical Education](sections/50-post-primary/4-3-6-physical-education.md) — pages 122–123
  - [4.3.7 Social, Personal and Health Education](sections/50-post-primary/4-3-7-social-personal-and-health-education.md) — pages 123–125
  - [4.4 Key messages](sections/50-post-primary/4-4-key-messages.md) — pages 126–126
  - [4.5 Looking forward](sections/50-post-primary/4-5-looking-forward.md) — pages 128–132
  - [5.2 Teaching, learning and assessment](sections/50-post-primary/5-2-teaching-learning-and-assessment.md) — pages 132–132
  - [5.2.1 Programmes](sections/50-post-primary/5-2-1-programmes.md) — pages 132–134
  - [5.2.2 Teaching and learning](sections/50-post-primary/5-2-2-teaching-and-learning.md) — pages 135–140
  - [5.2.3 Use of digital technology](sections/50-post-primary/5-2-3-use-of-digital-technology.md) — pages 140–141
  - [5.2.4 Assessment](sections/50-post-primary/5-2-4-assessment.md) — pages 141–142
  - [5.3 Subject provision in post-primary schools](sections/50-post-primary/5-3-subject-provision-in-post-primary-schools.md) — pages 142–142
  - [5.3.1 English](sections/50-post-primary/5-3-1-english.md) — pages 142–144
  - [5.3.2 Irish](sections/50-post-primary/5-3-2-irish.md) — pages 144–147
  - [5.3.3 Mathematics](sections/50-post-primary/5-3-3-mathematics.md) — pages 148–150
  - [5.3.4 History](sections/50-post-primary/5-3-4-history.md) — pages 150–151
  - [5.3.5 Geography](sections/50-post-primary/5-3-5-geography.md) — pages 151–153
  - [5.3.6 Science](sections/50-post-primary/5-3-6-science.md) — pages 153–155
  - [5.3.7 Home Economics](sections/50-post-primary/5-3-7-home-economics.md) — pages 155–156
  - [5.3.8 The technology subjects](sections/50-post-primary/5-3-8-the-technology-subjects.md) — pages 157–160
  - [5.3.9 Physical Education](sections/50-post-primary/5-3-9-physical-education.md) — pages 160–162
  - [5.3.10 Social, Personal and Health Education](sections/50-post-primary/5-3-10-social-personal-and-health-education.md) — pages 163–164
  - [5.3.11 Business](sections/50-post-primary/5-3-11-business.md) — pages 164–166
  - [5.3.12 Art](sections/50-post-primary/5-3-12-art.md) — pages 166–167
  - [5.3.13 Music](sections/50-post-primary/5-3-13-music.md) — pages 168–169
  - [5.3.14 Guidance](sections/50-post-primary/5-3-14-guidance.md) — pages 169–170
  - [5.4 Key messages](sections/50-post-primary/5-4-key-messages.md) — pages 171–171
  - [5.5 Looking forward](sections/50-post-primary/5-5-looking-forward.md) — pages 172–174
  - [6.1 Introduction](sections/50-post-primary/6-1-introduction.md) — pages 174–175
  - [6.2 Special education](sections/50-post-primary/6-2-special-education.md) — pages 176–176
  - [6.2.1 Provision and resourcing](sections/50-post-primary/6-2-1-provision-and-resourcing.md) — pages 176–179
  - [6.2.2 Special education teacher allocation model](sections/50-post-primary/6-2-2-special-education-teacher-allocation-model.md) — pages 179–180
  - [6.2.3 Inspection of special educational needs provision](sections/50-post-primary/6-2-3-inspection-of-special-educational-needs-provision.md) — pages 180–182
  - [6.2.4 Learner placement](sections/50-post-primary/6-2-4-learner-placement.md) — pages 182–183
  - [6.3 Social inclusion](sections/50-post-primary/6-3-social-inclusion.md) — pages 184–184
  - [6.3.1 Policy and strategy](sections/50-post-primary/6-3-1-policy-and-strategy.md) — pages 184–186
  - [6.3.3 Attendance and retention](sections/50-post-primary/6-3-3-attendance-and-retention.md) — pages 186–187
  - [6.3.4 Inspection of DEIS settings and schools](sections/50-post-primary/6-3-4-inspection-of-deis-settings-and-schools.md) — pages 187–190
  - [6.3.5 Support teachers](sections/50-post-primary/6-3-5-support-teachers.md) — pages 191–191
  - [6.3.6 The School Excellence Fund](sections/50-post-primary/6-3-6-the-school-excellence-fund.md) — pages 191–192
  - [6.3.7 National Traveller and Roma Inclusion Strategy](sections/50-post-primary/6-3-7-national-traveller-and-roma-inclusion-strategy.md) — pages 192–192
  - [6.4 Mitigating the impact of COVID-19](sections/50-post-primary/6-4-mitigating-the-impact-of-covid-19.md) — pages 193–194
  - [6.5 Specialised provision](sections/50-post-primary/6-5-specialised-provision.md) — pages 195–195
  - [6.5.1 Special care units and children detention centres](sections/50-post-primary/6-5-1-special-care-units-and-children-detention-centres.md) — pages 195–196
  - [6.5.2 Youthreach centres](sections/50-post-primary/6-5-2-youthreach-centres.md) — pages 196–197
  - [6.5.3 Emergency Reception and Orientation Centres](sections/50-post-primary/6-5-3-emergency-reception-and-orientation-centres.md) — pages 197–199
  - [6.5.4 Schools attached to Child and Young Person Mental Health Services units](sections/50-post-primary/6-5-4-schools-attached-to-child-and-young-person-mental-health-services-units.md) — pages 199–199
  - [6.6 Key messages](sections/50-post-primary/6-6-key-messages.md) — pages 200–201
  - [6.7 Looking forward](sections/50-post-primary/6-7-looking-forward.md) — pages 202–204
  - [7.1 Introduction](sections/50-post-primary/7-1-introduction.md) — pages 204–205
  - [7.2 Building partnerships with parents](sections/50-post-primary/7-2-building-partnerships-with-parents.md) — pages 206–206
  - [7.2.1 The research and policy context](sections/50-post-primary/7-2-1-the-research-and-policy-context.md) — pages 206–207
  - [7.2.2 The findings of inspections on partnerships with parents](sections/50-post-primary/7-2-2-the-findings-of-inspections-on-partnerships-with-parents.md) — pages 207–213
  - [7.2.3 Partnership with parents during the COVID-19 pandemic](sections/50-post-primary/7-2-3-partnership-with-parents-during-the-covid-19-pandemic.md) — pages 214–214
  - [7.3 Promoting the participation of](sections/50-post-primary/7-3-promoting-the-participation-of.md) — pages 215–218
  - [7.4 The Inspectorate’s practices](sections/50-post-primary/7-4-the-inspectorate-s-practices.md) — pages 219–221
  - [7.5 Key messages](sections/50-post-primary/7-5-key-messages.md) — pages 222–222
  - [7.6 Looking forward](sections/50-post-primary/7-6-looking-forward.md) — pages 223–224
  - [8.1 Introduction](sections/50-post-primary/8-1-introduction.md) — pages 224–225
  - [8.2 The quality of leadership and](sections/50-post-primary/8-2-the-quality-of-leadership-and.md) — pages 226–231
  - [8.3 Supports to promote leadership and management](sections/50-post-primary/8-3-supports-to-promote-leadership-and-management.md) — pages 232–233
  - [8.4 Governance and management in schools](sections/50-post-primary/8-4-governance-and-management-in-schools.md) — pages 234–234
  - [8.4.1 Current governance structures in schools](sections/50-post-primary/8-4-1-current-governance-structures-in-schools.md) — pages 234–234
  - [8.4.2 The quality of governance in schools](sections/50-post-primary/8-4-2-the-quality-of-governance-in-schools.md) — pages 234–236
  - [8.4.3 Oversight of teaching and learning](sections/50-post-primary/8-4-3-oversight-of-teaching-and-learning.md) — pages 237–237
  - [8.4.4 Sustainability of governance structures](sections/50-post-primary/8-4-4-sustainability-of-governance-structures.md) — pages 237–238
  - [8.4.5 School autonomy](sections/50-post-primary/8-4-5-school-autonomy.md) — pages 239–239
  - [8.6 Patronage](sections/50-post-primary/8-6-patronage.md) — pages 240–243
  - [8.6 Management bodies](sections/50-post-primary/8-6-management-bodies.md) — pages 243–244
  - [8.7 Key messages](sections/50-post-primary/8-7-key-messages.md) — pages 245–245
  - [8.8 Looking forward](sections/50-post-primary/8-8-looking-forward.md) — pages 245–246
  - [9.1 Introduction](sections/50-post-primary/9-1-introduction.md) — pages 246–246
  - [9.2 Child protection](sections/50-post-primary/9-2-child-protection.md) — pages 246–254
  - [9.3 Gaeltacht education](sections/50-post-primary/9-3-gaeltacht-education.md) — pages 255–255
  - [9.3.1 Policy and resourcing](sections/50-post-primary/9-3-1-policy-and-resourcing.md) — pages 255–255
  - [9.3.2 School recognition](sections/50-post-primary/9-3-2-school-recognition.md) — pages 255–257
  - [9.3.3 Initiatives](sections/50-post-primary/9-3-3-initiatives.md) — pages 258–260
  - [9.3.4 Teacher education](sections/50-post-primary/9-3-4-teacher-education.md) — pages 260–260
  - [9.4 Irish-medium education in settings and](sections/50-post-primary/9-4-irish-medium-education-in-settings-and.md) — pages 261–261
  - [9.5 Science, Technology, Engineering and](sections/50-post-primary/9-5-science-technology-engineering-and.md) — pages 262–263
  - [9.6 Digital learning](sections/50-post-primary/9-6-digital-learning.md) — pages 264–266
  - [9.7 Creativity](sections/50-post-primary/9-7-creativity.md) — pages 266–273
  - [9.8 Modern foreign languages](sections/50-post-primary/9-8-modern-foreign-languages.md) — pages 274–275
  - [9.9 Education for sustainable development](sections/50-post-primary/9-9-education-for-sustainable-development.md) — pages 276–279
  - [9.10 Wellbeing](sections/50-post-primary/9-10-wellbeing.md) — pages 279–281
  - [9.11 Approach to national strategy development](sections/50-post-primary/9-11-approach-to-national-strategy-development.md) — pages 281–282
  - [9.12 Key messages](sections/50-post-primary/9-12-key-messages.md) — pages 283–283
  - [9.13 Looking forward](sections/50-post-primary/9-13-looking-forward.md) — pages 284–286
  - [10.1 Introduction](sections/50-post-primary/10-1-introduction.md) — pages 286–287
  - [10.2 Support for early learning and care settings](sections/50-post-primary/10-2-support-for-early-learning-and-care-settings.md) — pages 288–289
  - [10.3 Continuity of learning during initial](sections/50-post-primary/10-3-continuity-of-learning-during-initial.md) — pages 290–290
  - [10.3.1 Support and advice](sections/50-post-primary/10-3-1-support-and-advice.md) — pages 290–290
  - [10.3.2 Successes and challenges](sections/50-post-primary/10-3-2-successes-and-challenges.md) — pages 291–292
  - [10.3.3 Impact of COVID-19](sections/50-post-primary/10-3-3-impact-of-covid-19.md) — pages 292–293
  - [10.4 Return to school](sections/50-post-primary/10-4-return-to-school.md) — pages 294–294
  - [10.4.1 Supports and resourcing](sections/50-post-primary/10-4-1-supports-and-resourcing.md) — pages 294–295
  - [10.4.2 Advice, evaluation and research](sections/50-post-primary/10-4-2-advice-evaluation-and-research.md) — pages 295–296
  - [10.4.3 Successes and challenges](sections/50-post-primary/10-4-3-successes-and-challenges.md) — pages 297–299
  - [10.4.4 Support for learning](sections/50-post-primary/10-4-4-support-for-learning.md) — pages 300–300
  - [10.5 Calculated grades and accredited grades](sections/50-post-primary/10-5-calculated-grades-and-accredited-grades.md) — pages 301–301
  - [10.5.1 Context](sections/50-post-primary/10-5-1-context.md) — pages 301–302
  - [10.5.2 Leadership and collaboration](sections/50-post-primary/10-5-2-leadership-and-collaboration.md) — pages 302–302
  - [10.5.3 What we have learned](sections/50-post-primary/10-5-3-what-we-have-learned.md) — pages 303–304
  - [10.6 Key messages](sections/50-post-primary/10-6-key-messages.md) — pages 305–305
  - [10.7 Looking forward](sections/50-post-primary/10-7-looking-forward.md) — pages 306–308
  - [11.1 Tackling the legacy of COVID-19](sections/50-post-primary/11-1-tackling-the-legacy-of-covid-19.md) — pages 308–311
  - [11.2 Early learning and care](sections/50-post-primary/11-2-early-learning-and-care.md) — pages 311–312
  - [11.3 Curriculum](sections/50-post-primary/11-3-curriculum.md) — pages 313–317
  - [11.4 Inclusion and diversity](sections/50-post-primary/11-4-inclusion-and-diversity.md) — pages 318–319
  - [11.5 Early years educators, teachers,](sections/50-post-primary/11-5-early-years-educators-teachers.md) — pages 320–320
  - [11.6 Governance and leadership in the school system](sections/50-post-primary/11-6-governance-and-leadership-in-the-school-system.md) — pages 321–322
  - [11.7 Inspection and evaluation](sections/50-post-primary/11-7-inspection-and-evaluation.md) — pages 322–335
  - [50 Post-primary](sections/50-post-primary/overview.md) — pages 53–54
