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| Autor/in | Ashton, Heidi |
|---|---|
| Titel | Cutting the STEM of Future Skills: Beyond the STEM vs Art Dichotomy in England |
| Quelle | In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 22 (2023) 2, S.148-163 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ashton, Heidi) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1474-0222 |
| DOI | 10.1177/14740222231156893 |
| Schlagwörter | Foreign Countries; Art; Art Education; STEM Education; Integrated Curriculum; Educational Policy; Job Skills; Employment Potential; Labor Needs; Futures (of Society); Labor Market; United Kingdom (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. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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