National Education Forum: Changing The Landscape Of 21st Century Education: The Need For Steam Education

“To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.”

• Albert Einstein

Introduction

On Sunday, February 2, 2025, President Mahama, through his spokesman, Honourable Felix Kwakye Ofosu, issued a press release on “Eight-member team given two weeks to plan National Education Forum”. An eight-member committee was tasked with organizing the National Education Forum. The forum was part of President Mahama’s pledge to the people of Ghana.

This pledge is part of President Mahama’s First 120 Social Contract, a comprehensive plan aimed at addressing key issues in the country. The committee, on the other hand, has issued a statement soliciting input from the public. I would like to take this opportunity to share my thoughts and views on the subject matter and contribute to the discussion on the future of education in Ghana. I would like to write on above topic.

Over the years, the government of Ghana has implemented massive programmes and policies regarding science and technical education. STEM education was part of those programmes and has been in the system for some time now. The importance of STEAM education for the 21st century cannot be overstated. The government of Ghana has made significant efforts to promote science and technical education.

However, it is essential to note that excluding Arts education from STEM is incomplete. We cannot neglect Arts education, which is at the forefront of 21st-century education. Arts education helps 21st-century learners become creative thinkers and innovators. The purpose of this article is to share important views on why STEAM EDUCATION must be part of our 21st-century curriculum.

Comparative and International Education analysis reveals that STEAM education is at the forefront of 21st century education, as it has become a vital component of modern educational system, fostering innovation, creativity, and critical thinking skills in students.  This interdisciplinary approach which integrates arts into STEM has been widely adopted by educational institutions and governments worldwide, recognising its potential to learnersforan increasingly complex and interconnected world.

By incorporating STEAM education, schools especially at the pre- tertiary level can provide learners with a comprehensive education that equips them with the skills, knowledge, and competencies necessary to succeed in the 21st century. As an English Language Arts educator, I firmly believe that language also play a vital role in STEAM education, as it enables effective communication, critical thinking and collaboration among learners and professionals.

Many scholars have written extensively on the subject matter, but for the purpose of this discussion or article, I will be relying much onthe book extensively written by David A. Sousa and Tom Pilecki. The book is titled, “FROM STEM TO STEAM: Brain-Compatible Strategies and Lessons That Integrate the Arts”.  It was published in 2018.I will be relying on the book because the authors have written extensively on the subject matter, providing valuable insights and perspectives that meets the demands of the 21st century. I will also be relying on other important materials to share or support my input on the subject.

 

1. What is STEAM?

STEAM is an acronym for the transdisciplinary integration of the five disciplines: Science, Technology, Engineering, Arts and Mathematics.  It is an approach to learning that integrates science, technology, engineering, arts, and mathematics to foster creativity, innovation, and problem-solving skills in learners. It is a holistic approach to learning that combines the technical skills of STEM with creative skills of the arts to prepare learners for the complexities of the 21st century (Sousa, D. & Pilecki, T., 2018).  That is, STEAM is an initiative that incorporates the arts (the A in STEAM) into STEM (science, technology, engineering, and mathematics) curriculum, instruction, and assessment.

The concept of STEAM education was first initiated and was launched by the Rhode Island School of Design (RISD) in 2009 to promote the integration of arts and design into STEM education.  The initiative aimed to provide learners with a more holistic and interdisciplinary education, one that combined both the technical and creative skills of STEM with the creative skills of the arts. According to RISD, “the goal is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer.” Former RISD President, John Maeda, an early influencer of STEAM posits that the idea of that design thinking and creativity are essential ingredients for innovation.

According to Institute for ARTS INTEGRATION and STEAM, STEAM education is “an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.” This definition was given by Susan Riley, Arts Integration Specialist of the Institute. STEAM takes STEM to the next level: it allows students to connect their learning in critical areas together with arts practices, elements, and design principles.

 

1. Why Should STEM Become STEAM: the value of ‘A’ in STEAM

The Institute of Arts Integration and STEAMasserts that STEM alone misses several key components that may employers, educators, and parents have voiced as critical for our children to thrive in the present and rapidly approaching future.

STEAM allows students to make connections among schools, community, work, and larger world which they live. Best practices in STEAM allow for the inclusion of the arts and the humanities in order to broaden and deepens the scope of instruction.

The inherent value of the ‘A’ in STEAM has long acknowledged in discussions around skills and competencies. In the context of the Key Competencies for Lifelong Learning (European Union, 2019), representatives of the culture and arts education fields already jointly advocated for the recognition of the full potential of STEAM education: “The importance of adding the A – representing the arts – to the skills required for the 21st century is widely acknowledged. The   World Forum identified creativity as the third most value skill of the future and recommended changing curricula radically to focus learning on creative subjects.”

The value of adding the arts to the acronym and thus transforming it to STEAM is based on the insight that it is not sufficient to equip learners with skills in science, technology, engineering, and mathematics in order to make them fit for the job market of the future, unless it goes hand in hand with creativity, design thinking, drive for innovation which artistic disciplines provides.  This affirms that STEAM is not just arts integration but it also refers to the process for awakening creativity and innovation in students and teachers. STEAM is a universal language. It knows no limits or boundaries. STEAM has at its core belief that all humans are or can be creative.

In the words of David A. Sousa & Tom Pilecki, in their book, From STEM to STEAM: Brain – Compatible Strategies and Lessons That Integrate the Arts, “many scientists, mathematicians, and engineers know that the arts are vital to their success, and they use these skills borrowed from the arts as scientific tools.” These include the ability to:

• Draw on curiosity;
• Observe accurately;
• Perceive an object in a different form;
• Construct meaning and express one’s observations accurately;
• Work effectively with others;
• Think spatially (How does an object appear when I rotate it in my head?);
• Perceive kinaesthetically (How does it move?).

They contend that these skills are often not expressly taught as part of STEM courses, but they are taught at home in writing, drama, dance, painting and music.

In 2020, NaCCA completed the development of a Common Core Programme (CCP) for Basic 7 to Basic 9. The curriculum was implemented in 2021/2022 academic year. In 2022, subsequently, through a consultative forum, the development of SHS 1 to SHS 13 curriculum was also initiated. This curriculum was implemented in 2024/2025 academic year. The new SHS curriculum has seen major changes, especially in the area of vocational education (in the area of the arts), where it has been into four key components namely, 1. Arts and Design Foundation; 2.Arts and Design Studio; 3.Performing Arts; 4. Design and Communication Technology.

The introduction of Creative Arts and Design (CAD) in JHS and Creative Arts in primary schools as a subject into the Common Core Programme has also taken effect.

The rationale behind CAD as stated in Creative Arts and Design Curriculum for Basic 7 -10, is a new subject that been introduced at the Common Core Programme (CCP) level is educating the Ghanaian child. According to the curriculum, the subject is a multifaceted discipline which is both multidisciplinary and interdisciplinary. The subject comprises four major disciplines namely

1. Design
2. Visual
3. Music
4. Dance and Drama.

For effectively delivery of its content, two main areas are created (namely Design and Creative Arts) that form the main Strand of the subject.

With the above illustration or explanation regarding the ARTS in the Common Core programme or curriculum, from the primary level to the secondary level, one may argue that STEAM education is indeed part of the curriculum. While the inclusion of ARTS in the Common Core Programme is a step in the right direction, research suggests that more needs to be done to fully integrate STEAM education into the curriculum.

 

Again, to affirm the importance of integrating Arts into STEM, The Education World Forum (EWF) 2025, will discuss one of its agenda themes, ‘Quality’. Under this theme, it is stated that “prioritising STEM education at the expense of arts risks undermining the importance of creativity and critical thinking. While standardised curricula and external regulations can help create a common understanding of education, it is crucial to ensure they do not stifle innovation and adaptability, where necessary for meeting evolving needs.”

The Education World Forum (EWF) is the world’s largest annual gathering of education and skills ministers, providing excellent networking and peer learning opportunities for ministers worldwide to discuss pressing education issues.  The 2025 edition of the Education World Forum will take place in London, UK, from May 18-21, 2025, under the theme “From Stability to Growth: Building Stronger, Bolder, Better Education Together.” The event offersopportunities for constructive discussion through the plenary and thematic sessions, organised around five key overarching agenda themes: Stability, Equity, Quality, Innovation and Growth.

 

It is important to that STEAM education encompasses a broad range of the main areas as stated in the curriculum. Additionally, STEAM education includes other creative fields such as Film and Video production, Creative writing, Architectural, Gardening, and Landscape design and Publishing. These disciplines provide learners with a comprehensive education that fosters innovation and creativity.

 

1. What Are the Arts?

Integrating arts related skills activities with STEM concepts can be done by investing a little time up-front to organise curriculum and instruction for the integration. The integration of ARTS and STEM has sparked intense and debate in recent times. A fundamental question arises: what constitutes the Arts? To address this issue, David A. Sousa & Tom Pilecki (2018) have identified seven distinct categories of Arts.These categories provide a framework for understanding the significance of Arts integration in STEM education, particularly at the pre- tertiary level (KG – SHS), where it is essential for fostering creativity and innovation in the next generation of leaders.

1.      MUSIC ·         Instrumental 1.      Solo instrument 2.      Orchestra 3.      Marching band 4.      Composition 5.      Ensemble 6.      Concert band 7.      Jazz ensemble

·         Music appreciation ·         Computer -generated music ·         Choral/vocal 1.      Vocal technique 2.      Performance 3.      Choral technique 4.      Composition

2.      ARTS ·         Drawing 1.      Pencil 2.      Markers 3.      Charcoal 4.      Crayon 5.      Chalk 6.      Cartooning   ·         Painting 1.      Acrylic 2.      Oil 3.      Watercolour 4.      Pottery (including mosaics)     DANCE ·         Dance instruction 1.      Ballet 2.      Jazz 3.      Modern 4.      Tap 5.      International /ethnic    DRAMA/ THEATER ·         Drama and acting classes ·         Speech and vocal production ·         Mime ·         Productions of plays and musicals ·         Original and adapted scripts ·         Drama/theatre appreciation         FILM ·         Film production 1.      Film editing 2.      Video 3.      Creating soundtracks and special effects   CREATIVE WRITING ·         Writing in different genres ·         Readings 1.      Poetry slams 2.      Coffeehouses 3.      Rap     ARCHITECTURE, GARDENING, AND LANDSCAPE DESIGN ·         Basic design 1.      Traditional 2.      Computing generated (CAD) ·         Plants Origins and species ·         Materials ·         Understanding local growing conditions ·         design of community and school gardens ·         Appreciation ·         Preservation issues

·         Sculpture ·         Fabric art 1.      Quilting 2.      Found fabric ·         Murals 1.      Painted 2.      Found objects ·         Paper 1.      Making paper 2.      Origami ·         Art appreciation ·         Computer -generated art     ·         Choreography ·         Production ·         Dance appreciation       ·         Theater technology 1.      Theater lighting design and operation 2.      Audio/sound and operation 3.      Set design and construction 4.      Costume design and construction ·         Puppetry art 1.      Design and creation of puppets 2.      Design and creation of puppets stages   ·         Different genres ·         Anime/ animation ·         Film appreciation         ·         Listening/ appreciation ·         Technology 1.      Translation

 

 

1. How Can We Bring STEAM into Schools?

We can bring STEAM education into our school through guidelines principles. These guidelines may not be conclusive but essential. They are

1. STEAM mission and planning (having a STEAM programme that is authentic and solid is a great promotional strategy for our schools).
2. STEAM in the curriculum (If a school wishes to specialise in STEAM education, this be evident in printed material curriculum materials). Just as we have STEM Senior High Schools or STEM Academy, we must also see STEAM schools (STEAM KGs, STEAM Primary Schools & STEAM Junior High Schools& STEAM Senior High/ Technical Schools).
3. Professional Development for Teachers in STEAM implementation.
4. STEAM leadership and Management.
5. STEAM in Classroom Instruction.
6. STEAM Professional Learning Communities (PLCs).
7. Expanding STEAM beyond STEM.
8. Futures in STEAM(no matter the grade level, students can learn and understand the value of STEAM learning for planning a career, learning in trade, or preparing for college; Career Days in STEAM can also be introduced).
9. STEAM in Action in the Local and Global Community (STEAM learning should connect with community activities and environmental concerns).
10. A STEAM Exhibition& STEAM Project Centres(an excellent way to have students show off their great works).

 

1. The Importance of STEAM Education

The 21st century workplace demands life-long learners and individuals who can easily adapt, think ahead and innovate. STEAM activities stimulate the development of essential skills that meet the needs of a changing world. Education is all about developing skills that are useful across disciplines and stick with the individual through life. Many skills are learned through STEAM.

They include experimentation, observation, creativity, design thinking, reflection, redesigning, innovation, resilience and evaluation. These skills are key to preparing individuals for their future jobs and lives where creativity and innovation are becoming the norm. Our 21st -century learners will need to be able to function in a fast-changing environment. STEAM helps develop innovate and forward- thinking mindsets (Hillyard,2020).

In his article titled, Why STEAM is so Important to the 21st Century Education, Dr Joseph Lathan, a program director of University of San Diego, asserts thatin today’s world, setting students up for future success means exposing to holistic disciplinesin order for them to develop their critical thinking. He further posits that not only does STEAM framework teach students how to think critically, problem solve and use creativity, it prepares students to work in fields that are poised for growth.

An important aspect of educational significance or approach of STEAM education is that students who are taught under STEAM framework are not just taught the subject matter but they are taught how to learn, how to ask questions, how to experiment and how to create.

 

1. Conclusion

In conclusion, I strongly urge the committee led by Professor G.T.K. Oduro to give due consideration regarding the integration of STEAM education into our national curriculum. It is imperative that we prioritise the development of a comprehensive and inclusive educational framework that promotes 21st-century skills among our learners. By incorporating STEAM education, we can develop our future generations with the skills and knowledge necessary to thrive in an increasingly complex and technologically driven world. By integrating Arts in traditional STEM, we can create a more nuanced and multidisciplinary approach to education, one that values creativity, imagination, self – expression alongside technical skills and knowledge.It will also help learners to Create, Connect, Explore, Perform, Relate, and Respond to 21st century tasks.

I respectfully implore the committee to take a proactive and forward-thinking approach to education reform, and to recognise the immense potential of STEAM to transform our educational landscape and drive national development.

I am optimistic that with careful consideration and strategic implementation, STEAM education can become a cornerstone of our national education system, empowering our students to become creative problem-solvers, innovative thinkers, and leaders in their chosen areas of interest.

The world needs a shine in every corner. Make a difference anddevelop the habit of reading.

 

By CALEB PHILIP AMEWORWOR

The writer is a professional teacher at Fumesua M/A Junior High School, located in the Ejisu Municipality of the Ashanti Region of Ghana.

Tel: 024 6000 877

Email: ameworworcaleb@gmail.com

 

Message to the Editor:

• I respectfully request that you inform me via my number when the article is published. I would like to buy (10) copies to keep them in my archives.

 

• Proofreading, grammar checking, and modification are welcomed before the publication of the article. Thank you.

 

REFERENCES

1. ‘WhySTEAM is so Important to the 21st Century Education’, Dr Joseph Lathan.

(University of San Diego Online Degrees).

 

2. European Music Council (2023): Position on the Value of STEAM and ARTS Education.

 

3. Dell ’Erb, M. (2019): Preparing Students for Learning, Work and Life Through STEAM Education. (Education Commission of the States), Policy Brief (September 2019).

 

4. Sousa, D.A. & Pilecki, T. (2018): From STEM to STEAM: Brain- Compatible Strategies and Lessons That Integrates the Arts. (2nd edition). USA: Corwin, A Sage Publishing Company.

 

5. Hillyard, S. (2020): A Pocket Guide to STEAM: A Practical Introduction to STEAM in your classroom. (A Pearson Publication).

 

6. Institute for ARTS INTEGRATION and STEAM (2023): The STEM to STEAM Resource Guide.

 

7. Education World Forum (2025): Education World Forum. (Retrieved from https. theewf.org).

 

8. NaCCA (2019): Creative Arts Curriculum for Primary (B1-B3) and Upper (B4-B6) Schools.

 

9. NaCCA (2020): Creative Arts and Design Common Core Programme Curriculum for B7-B10.

 

10. NaCCA (2023): Design and Communication Technology Curriculum for Secondary Education (SHS 1-3).

 

11. NaCCA (2023): Performing Arts Curriculum for Secondary Education (SHS 1-3).

 

12. NaCCA (2023): Arts & Studio Curriculum for Secondary Education (SHS 1-3).

 

13. NaCCA (2023): Arts & Design Foundation Curriculum for Secondary Education (SHS 1-3).

The post National Education Forum: Changing The Landscape Of 21st Century Education: The Need For Steam Education appeared first on The Ghanaian Chronicle.

Read Full Story