Cutting the STEM of future skills: beyond the STEM vs art dichotomy in England

Abstract

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.

Unlocking the Colours Within a Child's Educational Guide to Abstract Art

“…The author emphasises the need to acknowledge the complex logistics and ethical considerations involved in delivering effective performing arts programs while highlighting the enriching impact of these approaches on end-users' lives across various disciplines. On the contrary, Ashton (2023) advocates for an integrated and strategic approach to education policy, challenging the dichotomy of STEM versus Arts. The author argues for a dynamic and inclusive educational framework that moves beyond the false dichotomy, emphasising the need for a more holistic approach to education policy.…”

“…These references collectively present a nuanced view of the role of arts in various domains, including well-being, education, and societal impact. Yoeli et al (2020) and Roncaglia (2021) underscore the profound and transformative influence of the arts, while Ashton (2023) advocates for a more integrated and inclusive approach to education policy, transcending the traditional STEM versus Arts dichotomy. Building sculptures from recycled treasures becomes an epic tale of forgotten heroes, and dancing like a swirling brushstroke translates the wind's secrets into graceful movements.…”