Cutting the STEM of future skills

Beyond the STEM vs art dichotomy in England

Bibliographic Data

ID12713049
AuthorsHeidi Ashton (0000-0002-6964-6550, University of Warwick, corresponding author)
Year2023
Volume22
Issue2
Pages148-163
Publication date2023-03-27
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/14740222231156893
OpenAlexW4361217936
LanguageEN
Citations received9
References cited13

For the last decade education policy in England has been underpinned by a dichotomisation of education into STEM versus Arts. The rationale is that STEM graduates gain more lucrative employment via the desirability of the ‘STEM skills’ which it is stated are increasingly in demand and imperative for economic prosperity. Through a literature review and analysis of policy documents and reports this paper examines evidence regarding the assumptions that are inherent in this claim. In doing so it reveals that the rationale for this approach is deeply flawed, particularly in relation to future skills needs. This raises questions not only for the current direction of policy but fundamentally the notion of STEM as a useful and meaningful acronym in this context. The evidence instead calls for an integrated, dynamic and strategic approach to education policy that fundamentally moves beyond the false dichotomy of STEM versus Arts

Acronym · Context (archaeology · Political science · Prosperity · Public relations · Sociology · The arts · Global Educational Policies and Reforms · History · Innovative Education and Learning Practices · Law · Youth Education and Societal Dynamics

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