This note provides an overview of Ireland’s digital education ecosystem, including the digital tools for system and institutional management and digital resources for teaching and learning that are publicly provided to schools and educational stakeholders. The note outlines how public responsibilities for the governance of digital education are divided and examines how Ireland supports the equitable and effective access to and use of digital technology and data in education. This includes through practices and policies on procurement, interoperability, data privacy and regulation, and digital competencies. Finally, the note discusses how Ireland engages in any initiatives, including with the EdTech sector, to drive innovation and research and development towards an effective digital ecosystem.
Country Digital Education Ecosystems and Governance
15. Ireland
Abstract
Key features
Schools enjoy a very high degree of autonomy in Ireland with the central government and related agencies providing a wide variety of funding, incentives, and guidance.
Comprehensive and evidence-based digital education strategy documents and digital competence frameworks have been produced in collaboration with researchers and drafted in consultations with a wide variety of stakeholders.
Data privacy, security and governance are very present in the education system, thanks to effective dissemination of data privacy regulations and inspections.
General policy context
Division of responsibility
Responsibility for the educational system in Ireland is shared between the government and private philanthropic entities or individuals who are recognised as "patrons" of schools under Ireland’s Education Act, 1998.1 Central government is responsible for regulation of the system (including curricular content), the funding of most schooling at primary and secondary levels, planning for and providing additional school capacity, and the provision of a range of supports to schools, including supports to private actors in the public interest.2
This leads to a model of mixed provision where the Government, through the Department of Education (DE) and its agencies, supports and funds schools and sets the overall operational rules for schools, with the day-to-day management of the schools the responsibility of boards of management of schools. This organisation is then reflected in the provision of institutional and system management tools and resources.
Digital education strategy
Ireland has had a focus on digital education, competences, and infrastructure for quite a few years, as reflected in its digital education strategy documents. The most recent 2020 to 2027 Digital Strategy for Schools provides an update to its 2015-2020 counterpart reflecting on lessons learnt from the significant disruption to schools caused by the global COVID-19 pandemic, while also addressing topics such as Artificial Intelligence (AI) in education, coding, and computational thinking.3 The document, along with a broader, government-wide digital strategy and the EU-wide Digital Education Action Plan for 2021-2027, was developed in a wide consultation with stakeholders within the education system, including focus groups composed of students.4 5
The strategy document is centred around three main policy pillars. The first pillar focuses on supporting the embedding of digital technologies in teaching, learning, and assessment as well as supporting the development of digital competencies for both teachers and students. It also highlights the potential of digital technologies as a significant facilitator for inclusion and states the goal of utilising Universal Design for Learning (UDL) principles when developing curricula, materials, activities, and assessments.6
Supporting the goal of leveraging digital tools and resources at school, the second pillar aims to maintain investment in digital technology infrastructure, including computing and connectivity devices, educational software, technologies to support inclusion, and the provision of services supporting a variety of school-based activities such as school administration. This pillar aligns with the government-wide strategy to provide adequate connectivity to schools in rural settings and is complemented by dedicated funding for schools located in disadvantaged areas, with earmarked complementary funding aimed at improving ICT infrastructure.7 8
The public digital education infrastructure
The government does not directly provide institutional or school management systems for educational institutions in Ireland but supports the incorporation of ICT into teaching and learning through targeted initiatives such as the dedicated Digital Technology Division of Oide, the professional development service for teachers.9
Digital ecosystem for system and school management
Student information system and learning management system
Institutions in Ireland have full autonomy to choose and procure school learning management systems provided that they comply with national data privacy regulations and data collection protocols for national statistical databases. Student data must be collected by schools and provided to the Department, which maintains national databases for primary and post-primary education, respectively, by October of each year. The data are then used for the national school census and for funding allocation purposes.10 Schools use direct, non-earmarked funding, as well as earmarked funding for ICT infrastructure from the central government to choose suitable learning management systems, and the government provides guidance and support regarding those that are integrated or interoperable with different commercially available learning management systems.
Given the importance of timely and efficient student data collection and transfer, there is a niche market of private custom learning management systems that comply with the national data collection and privacy regulations. As no single student or institutional management system is provided by the central government, schools are autonomous to employ both earmarked and non-earmarked funding to choose systems that are either integrated or interoperable with platforms of digital learning resources, for which guidance and support is more widely provided.11 Regardless of which tool is chosen, schools are bound to comply with data privacy regulations and must provide data for the primary and post-primary databases (POD and P-POD, respectively) by the month of October of each year.12 13
Proposed digital tools and resources, as well as earmarked funding to support remote teaching and learning in case of partial or complete school closures were already in place during the COVID-19 global pandemic and guidance was provided in the period for schools to expedite the adoption of enhanced learning management systems that allow communication with and between school staff, and remote classrooms, work assignment, feedback, and assessment14 15. Most used platforms that provide communication functionalities with students and parents (such as Google Classroom or Seesaw at primary education, or a combination of Google Classroom and the Microsoft Office 365 suite for post-primary), thus playing the role of a customer management system and also including rostering, assessment and analytics functionalities. Although only broad directives to adopt a learning management system exist and schools are free to adopt a LMS of choice with no preferred or provided system, guidance is provided by Oide on preferred tools or resources.16
Admission and guidance
Schools are responsible for their own enrolment and admission procedures provided that such procedures are clear, public, and free of charge, among other requirements outlined in relevant legislation.17 There is no centrally provided digital platform to support the student enrolment process. Local admission procedures for primary and secondary education notwithstanding, a unified digital platform for a points-based admission system into higher education is provided and maintained by the Central Admissions Office, a non-governmental not-for-profit organisation.18
Digital tools for career guidance are available and partially funded by the central government in Ireland. Notably, the OECD Observatory on Digital technologies in Career guidance for Youth (ODiCY) lists two digital resources: the Careers Portal, and the Exit Entry skill matching app.19 The first consists of a freely available “one stop shop” with self-assessments, information on work opportunities and further training. It also contains bespoke career guidance programmes, with some public and others privately funded for secondary education alumni, adults, and young people in detention. The second is a mobile app that leverages two self-assessments (of skills and interests) to provide bespoke career and further training recommendations, including micro-credentials from IBM and Google in specialised fields.
Exams and assessments
While the end of secondary education exams in Ireland are administered as paper-based tests, the State Examinations Commission (the national body in charge of secondary education high-stakes assessments) is using a digital support platform for grading where trained staff can remotely grade open-ended items and essays.20 21
Albeit optional, digital assessments for schools are provided: online versions of the Drumcondra tests, that is, standardised, low-stakes assessments that are available for students in primary and secondary for reading (English and Irish) subjects, and mathematics, are both prepared and administered by the Educational Research Centre (ERC), who also offers machine coding services for those taking the Drumcondra in paper form.22
Other tools and resources
An Early Warning System (EWS) exists in Ireland, the School Completion Programme (SCP), which is a central element of the Delivering Equality of Opportunity in Schools (DEIS) initiative, operated by the Child and Family Agency (TUSLA) under the central government that leverages collected student data for flags groups at risk for interventions.23
Digital ecosystem for teaching and learning
Support for the integration of digital technologies in teaching and learning in Ireland is provided by the central government through a specialised digital education and infrastructure initiative, the Digital Technology Division of Oide, the independent teacher professional development agency.24 The agency plays a central role in the provision of digital resources for teaching and learning as well as a wide variety of policy advice on the development and use of digital technologies. Support for students with special educational needs is provided by a dedicated agency, the National Council for Special Education, supporting the implementation of assistive technology in schools among other things.25
Open educational resources
There is a wide and varied provision of digital resources for teaching and learning in Ireland. The most comprehensive Open Educational Resources (OER) repository is Scoilnet (https://www.scoilnet.ie/), which provides resources for a wide variety of school levels, subjects, and subclassifications. There are also dedicated repositories associated with Scoilnetin the context of teaching and learning foreign languages, art and data literacy.26 Further – or vocational – education and training resources are also available through a dedicated platform with thematic courses (eCollege, https://www.ecollege.ie/), containing several ICT-themed tracks including one in Data Science.
More specific resources are also openly available but more directed at the school community, such as a portal aimed at fostering autonomous and safe use of the Internet (Webwise, https://www.webwise.ie/), and a platform with resources produced to support schools implementing the Irish Digital Learning Framework (DL Planning, https://www.dlplanning.ie/), with the use of the latter often complemented with the use of the EU-funded and -developed SELFIE tool.27 28
Besides bespoke platforms, resources are also made available online by the Professional Development Service for Teachers through broader video-sharing sites such as YouTube and promoted through social media platforms.29 Beyond the Internet, educational resources were also produced by the agency for TV in partnership with the Irish National Public Service broadcaster RTÉ (RTÉ Learn, https://www.rte.ie/learn/home-school-hub/) through a dedicated portal aimed at the school community at different levels.
Resources for formal and inclusive teaching and learning
In addition to its role as a prominent OER for Irish teachers and students, Scoilnet also contains static and dynamic digital learning resources for teacher and students in formal education. In particular, digital textbooks can be accessed through the portal without an additional licence, and learning can be complemented through interactive resources such as simulations and quizzes, drawing both from commercial resources procured by the central government to the entire system, or through those created by teachers themselves.
The teaching and learning of students with special educational needs is also of particular importance. In addition to financial support for educational institutions through differential resource allocation, the National Council for Special Education (NCSE, https://ncse.ie/) also maintains a wide variety of resources on its website, such as a curated list a recommended tools (such as apps for vision impaired or dyslexic students), video tutorials for supporting parents and teachers, and dedicated applications for the purchase of inclusive technology for schools.
Access, use and governance of digital technologies and data in education
Ensuring access and supporting use
Equity of access
Increasing equity of access to digital technologies and the development of digital competences, both for students and for teachers, are key objectives present in Ireland’s Digital Strategy for Schools to 2027, which aims to leverage the use of digital technologies to foster inclusion, equity, student participation and learning personalisation. Reliable and safe access to the Internet is instrumental for fully leveraging digital tools and resources, so Ireland aims to increase minimum connection speeds for schools, including expanding access to rural and otherwise remote areas, while supporting safe navigation through the Internet via dedicated technical support through the Schools Broadband Programme.30, 31
In alignment with Ireland’s efforts towards equality of access, there are also significant goals and initiatives related to inclusion. Schools serving students with disadvantaged socio-economic backgrounds benefit from supplementary funding and from support programmes under the Delivering Equality of Opportunity in Schools (DEIS) initiative, that is also complemented by an additional allocation of earmarked funding under the ICT grant scheme.32 The agencies responsible for teacher professional development and special education, respectively, also actively collaborate to bring the Digital Learning Framework to special education and to provide advice to schools and parents on the use of assistive technologies.33 The equality of access to professional learning opportunities in the context of digital competences is also addressed in the strategy and remains a policy goal, prompted both by the outcome of the preceding consultations and by the intent of aligning the Irish strategy with the European Digital Education Action Plan 2021-2027. 34 Increased investment on existing resources and initiatives in this area are foreseen.
Supporting the use of digital tools and resources
The central government directly and indirectly supports the use of digital educational tools and resources at all education levels. Subsidies and autonomy notwithstanding, the adoption and choice of digital tools are set by binding regulations on adoption and compliance (e.g. capabilities, data privacy compliance). In addition, the use of digital technology is observed during school inspections and is required from schools through an obligation for institutions to prepare a digital learning plan.
In addition, digital tools and resources are procured and recommended by the Department of Education or agencies under its aegis. Choice and adoption of learning management systems or similar tools are left to schools, with the notable exception of the administrative system used by schools to inform teacher attendance and substitutions to the government (Online Claims System – OLCS).35 This exception derives from Irish teachers being directly compensated by the government: the system allows for salaries and appointments to be accurately assigned. Guidance and training to use the system is provided by the Department of Education.
A significant source of centralised support comes in the form of guidance to schools when searching for, procuring, and implementing digital educational tools and solutions. Comprehensive guidance is provided by the Digital Technology Division of Oide (a wide range of topics related to the implementation of digital infrastructure within schools, from information on how to benefit from the ICT grant schemes available and curated lists of endorsed digital tools and solutions, possible options recommended based on appropriate procurement, and more day-to-day issues such as managing technical support and printing operations).36 Local guidance is also available from digital technology advisors that provide online or in-person support upon demand from schools, with similar, albeit more specialised guidance provided by the agency responsible for special education, the National Council for Special Education.
Given the autonomy afforded by educational institutions in Ireland, procurement of digital educational tools and resources can be performed directly by the central government, by education and training boards managing multiple schools, or by schools themselves. Procurement processes for the government are performed through the Office of Government Procurement (OGP), a division under the Department of Public Expenditure and Reform. Framework contracts negotiated by the OGP, by the Department of Education, and by the Higher Education Authority Network (HEAnet) are in place with ICT equipment suppliers, resulting in an approved selection of suppliers that are recommended for schools to procure. In addition, schools and boards can profit from brokerage services in order to negotiate prices with suppliers available by partnering with organisations with expertise on the ICT procurement market and processes such as the government funded HEAnet.37 Furthermore, the Department of Education has also established single provider framework contracts to provide schools with a variety of ICT equipment.
Nevertheless, the range of ICT goods and services covered by this guidance and aggregated or brokered procurement procedures remains limited and schools will often need to conduct procurement on their own for other purchases for which there is guidance and direct support available from the Digital Technology Division of Oide.38 39
Cultivating the digital literacy of education stakeholders
Digital literacy for students and teacher capacity to integrate digital education tools and resources into their teaching are present as goals in Ireland’s Digital Learning Framework for primary and secondary education. The document describes competences in terms of effective desired practices of students and teachers while leveraging digital technologies. The Framework is divided into four domains both for primary and secondary: two related to students – Learner Outcomes, and Learner Experiences, and two for teachers – Teachers’ Individual Practice, and Teachers’ Collaborative Practice – where good practices are outlined, including continued in-service professional development for teachers in the context of acquiring digital competences.
Digital competences are also included and mandatory in initial teacher education, and guidelines exist related to the assessment of proficiency in digital competences.40 Dissemination is further supported through opportunities for teacher professional development, notably through courses on relevant topics such as coding and computational thinking, and artificial intelligence, among others.41
The Department of Education has released information on data collection for the national student databases as well as provided guidance on data collection for schools, who are mandated to publicly communicate their data collection and protection information.42
Governance of data and digital technology in education
Data privacy and data protection are regulated in Ireland through the Data Protection Act 2018, which gives further national effect to the European Union’s General Data Protection Regulations (GDPR), along with some preceding Irish and EU-wide legislative frameworks.43
The Data Protection Act frames most of the broader Irish data protection regulations, and school-specific guidance has been shared by the government to the school community to guide schools towards GDPR compliance.44 This guidance aims to support schools vis-à-vis their accountability towards the students and parents, and to facilitate the exercise of data rights from students or their guardians, including the GDPR-assured right to data portability.
As a result, schools in Ireland are required to have public, clear and GDPR-compliant data privacy policies in their websites. In addition, school staff are also data subjects and thus under the same legislative framework, meaning the same (or similar) data rights apply. This implies that GDPR-compliant schools must also have clear teacher and school staff data protection procedures and clarity on which data is collected and processed, and for which purpose.45
Supporting innovation and research and development (R‑D) in digital education
Government, academia, and the private sector have worked together regarding digital education in Ireland, with active collaboration from academics and researchers in government agencies providing research on digital education and representatives from the private sector contributing to policy debates and providing additional resources on occasion.
Within the frame of privacy and other data protection policies, a wealth of education data is made available to researchers and other stakeholders by the central government, notably via its Central Statistics Office and through a central register of statistical data that contains several education datasets, including documented microdata in a publicly available and searchable portal, the Ireland’s Open Data Portal.46
Research commissioned by the government is used to inform and monitor significant digital education policy. Notably, the implementation of the Digital Learning Framework has been monitored by researchers of the governmental Educational Research Centre, who authored the baseline report and follow-up longitudinal reports.47 Researchers from the same centre have also performed the last ICT census of Irish schools, in 2013.48 In addition, baseline reports have been commissioned from researchers to ground the development of the Digital Strategy for Schools document and evaluate its implementation over the 2015-2020 period.49
Interaction with the private sector is also present, and collaboration exists in informal and formal ways. On the former, industry representative groups were part of the consultation process that led to the development of the 2020-2027 Digital Strategy for Schools document.
As implementation of the 2020-2027 digital strategy is underway, future areas of interest are personalisation tools to support learning and provide real-time feedback, such as intelligent tutoring systems. Further development of online education platforms and digital resources for teaching and learning are also of interest, as is the development of learning and institution management systems for further education training students as well as a digital credentials system for primary and secondary education. Educational assessment in Ireland may also transition to digital in the near future, with first experiments with computer-based testing and on online grading already underway.
Notes
← 1. Ireland’s Education Act 1998, available at https://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html
← 2. Notably in Article 42 of the Constitution of Ireland (Bunreacht na hEireann, available at Irish Statute Book)
← 3. Digital Strategy for Schools to 2027, available at https://www.gov.ie/en/publication/69fb88-digital-strategy-for-schools
← 4. Harnessing Digital – The Digital Ireland Framework, available at https://www.gov.ie/en/publication/adf42-harnessing-digital-the-digital-ireland-framework/
← 5. Digital Education Action Plan (EU DEAP) 2021-2027, available at https://education.ec.europa.eu/focus-topics/digital-education/action-plan
← 6. The UDL framework comprises a set of principles that aim to provide equal opportunities to learn to all students, including those with special needs. An introduction and guidelines can be found at https://www.ahead.ie/udl-framework
← 7. Namely, through the Delivering Equality of Opportunity in Schools (DEIS) initiative, which focus on disadvantaged communities with a focus on literacy, numeracy, parental engagement and capacity building for school staff. Available at https://www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/
← 8. Through school year-based grant schemes for ICT infrastructure aiming to provide funds to implementing the Digital Strategy for Schools. Available at https://www.gov.ie/en/circular/e1f8e-grant-scheme-for-ict-infrastructure-20212022-school-year/
← 9. The Professional Development Service for Teachers (PDST) and PDST Technology were merged with other organisations to form Oide, a new comprehensive professional development service for teachers in mid-2023.
← 10. This data is consolidated on the Primary Online Database (POD) and Post-Primary Online Database (P-POD), more information is available at: https://www.gov.ie/en/service/66258-primary-online-database-pod/ and https://www.gov.ie/en/service/43ddb5-post-primary-online-database-p-pod/ respectively.
← 11. Irish schools receive direct funds (capitation) form the government on a per-student basis that is destined for the funding of day-to-day costs of running the institution and for the acquisition of teaching materials and resources. Capitation grants can also vary depending on the provision of special education, and be complemented through earmarked (e.g., for books, minor repairs) funds, or equity programmes such as the DEIS initiative.
← 12. Those October Returns are central for the compilation of educational data in Ireland and for funding allocation decisions and requisites, as well as data privacy compliance information is shared with schools as to steer the process. An example Circular from the Department of Education and Skills on the matter can be found at https://www.gov.ie/pdf/?file=https://assets.gov.ie/195181/c984e552-bf4e-4e73-9792-5de4bcf084fc.pdf#page=null
← 13. With tools and resources often incorporating learning management or administrative systems features, such as Compass (https://www.compass.education/ie) or Alladin (https://www.aladdin.ie/start.html) respectively.
← 14. Namely through Circular 0074/2020 from the Department of Education and Skills, available at https://www.gov.ie/pdf/?file=https://assets.gov.ie/94740/7bcd4972-7538-4944-b8a9-c6c027e1410c.pdf#page=null
← 15. Dedicated ICT Grant Schemes are put in place during every school year to fund the Irish Digital Strategy for Schools and can be used for learning and teaching resources. The most recent (2021/22) scheme can be found at https://www.gov.ie/pdf/?file=https://assets.gov.ie/221273/fc227609-879a-4232-94a6-25d2d83bd1c3.pdf#page=null
← 16. Available at https://www.pdst.ie/DistanceLearning/DigTech
← 17. In particular, in the Education (Admission to Schools) Act 2018, available at https://www.irishstatutebook.ie/eli/2018/act/14/enacted/en
← 18. The platform and criteria are available at https://www.cao.ie/index.php
← 19. Available at https://www.oecd.org/stories/odicy/, and both digital tools are available at https://careersportal.ie/ and https://www.exitentry.com/ respectively.
← 20. The SEC operates under the Department of Education and Skills and is charged with the development, assessment, and accreditation of secondary-level education for Ireland, available at https://www.examinations.ie/
← 21. Currently being rolled out for certain Leaving Certificate Examination subjects as of Circular S10/23 of the SEC, available at https://www.examinations.ie/schools/cs_view.php?q=238a154ef156a06a46fda325212df8a2d85a6912
← 22. The ERC is an independent agency under the Department of Education and Skills aiming to support schools with assessment, and to perform independent education research. Available at https://www.erc.ie
← 23. More information on the SCP is available at https://www.tusla.ie/services/educational-welfare-services/scp/.
← 24. More detail on the PDST can be found at https://www.pdsttechnologyineducation.ie/about-us/
← 25. Available at https://ncse.ie/
← 26. The latter (Census At School, https://censusatschool.ie/about/) consisting of a partnership between Maths content experts from PDST, and Irish Central Statistics Office.
← 27. Webwise is the Irish Internet Safety Awareness Centre which is co-funded by the Department of Education and the European Commission.
← 28. The SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies) consists of a free tool aimed to assist schools adding digital technology into their teaching and learning. The tool and details are available at https://education.ec.europa.eu/selfie
← 29. Particularly by the PDST, that producing contents ranging from general digital technology videos and tutorials (available at https://www.youtube.com/@PDSTDigitalTechnologiesTeam/featured) to the specific, such as leaving certificate chemistry (available at https://www.youtube.com/channel/UCyw6QeQSOn3vcXU1c4xFPTg).
← 30. The Schools Broadband Programme, available at https://www.pdsttechnologyineducation.ie/technology-infrastructure/schools-broadband-programme/
← 31. Indeed, the national strategy Harnessing Digital – the Digital Ireland Framework aims to achieve “the delivery of connectivity to even the most remote rural locations; facilitating the joining up of national networks, for example libraries, to Broadband Connection Points and Connected Hubs; and supporting the development of networks of regional innovation hubs”.
← 32. Guidance on the use of earmarked resources from the ICT Grant Scheme can be found in the Department of Education Circular 0027/2022, available at https://www.gov.ie/en/circular/e1f8e-grant-scheme-for-ict-infrastructure-20212022-school-year/
← 33. The Digital Learning Framework is a set of good practices for schools to embed digital technologies into their teaching and learning, accessible at https://www.dlplanning.ie/
← 34. EU Digital Education Action Plan (EU DEAP 2021-2027), available at https://education.ec.europa.eu/focus-topics/digital-education/action-plan
← 35. The Online Claims System (OLCS), maintained by the Department of Education and Skills, and available at https://www.gov.ie/en/publication/50405-online-claims-system-olcs/
← 36. A complete list of available guidance can be found at https://www.pdsttechnologyineducation.ie/technology-infrastructure/
← 37. More on the HEAnet, framework contracts, and other services supporting ICT procurement can be found at https://www.heanet.ie/brokerage-products-suppliers
← 38. A list of products and services for which there is guidance and support can be found at https://www.pdsttechnologyineducation.ie/technology-infrastructure/technical-and-purchasing-considerations/
← 39. Specific advice and support for schools for procurement issues generally, including ICT infrastructure, is also provided by the Schools Procurement Unit, a Department agency at www.spu.ie
← 40. Said guidelines relate to the Standards for Initial Teacher Education available at https://www.teachingcouncil.ie/en/teacher-education/initial-teacher-education/ceim-standards-for-initial-teacher-education
← 41. Both supported by the PDST Technology in Education/ A list is available at https://www.pdsttechnologyineducation.ie/courses-practice/
← 42. Department of Education and Skills for data collection in POD and P-POD can be found at https://www.gov.ie/en/circular/2d80bc3eb36a4ed582f8a331d16a43d8/ and https://www.gov.ie/en/circular/f83ef-fair-processing-notice-to-explain-how-the-personal-data-of-students-in-post-primary-schools-on-the-post-primary-online-database-ppod-will-be-recorded-processed-and-shared/ respectively.
← 43. The Data Protection Act 2018 is available at https://www.irishstatutebook.ie/eli/2018/act/7/enacted/en/html
← 44. Through a dedicated website https://gdpr4schools.ie/ with guidance and document templates for schools.
← 45. An example of a school-level data protection policy is available at https://www.croomns.ie/data-protection-policy/
← 46. The Central Statistics Office (CSO) is an independent agency in charge of collecting data for statistical purposes in Ireland (https://data.gov.ie/). Available at https://www.cso.ie/en/ /
← 47. The latest longitudinal report can be found at https://www.erc.ie/2021/06/16/erc-publishes-second-report-on-its-longitudinal-evaluation-of-the-digital-learning-framework-dlf/
← 48. The 2013 ICT Census in Schools, available at https://www.erc.ie/documents/ict_cencus2013_mainreport.pdf
← 49. Baseline Report: Towards a Successor Digital Strategy for Schools to 2027, available at https://www.gov.ie/pdf/?file=https://assets.gov.ie/221291/2bf1c705-9aae-4356-a6b1-b0ef37fbf5a4.pdf#page=null