This archive report was first published on 9 May 2020.
As we continue to debate the place of sciences and arts in our universities, it's essential to acknowledge the limitations of prioritizing Science, Technology, Engineering, and Mathematics (STEM) alone.
Proponents of STEM argue that it's the magic bullet for economic emancipation, but they fail to recognize that global economic realities and some of our policies have negatively affected job creation in STEM areas.
Tracer studies show that many of our science and engineering graduates are technically jobless or underemployed, and it's foolhardy to fall for fads and clichés about the importance of science and technology without enriching STEM to serve us better.
Interestingly, those who studied STEM subjects often see themselves as a special breed of scholars, which doesn't help us evolve an inclusive approach, especially in multi-disciplinary research.
However, we should not only focus on acquisition of skills and their application in the workplace. We need to produce graduates with the ability to visualize the practical nature of skills in a social context.
It's frustrating to hear those in STEM say, 'we are scientists and do not have proclivity for creative works or social and cultural issues.'
Failure to appreciate the fact that we all need to acquire both technical and social skills is shocking.
Published on May 9, 2020, the author argues that the education sector should prioritize a more inclusive approach, combining science, technology, engineering, arts, and mathematics (STEAM) to produce graduates with a broader skill set.
STEAM puts emphasis on investigating concepts through inquiry and problem-based learning methods, which is not new but alien to many Kenyans. Many countries have realized its importance, and it's now a global movement.
STEAM affords learners the opportunity to learn science creatively, fusing discovery with art and challenging the common thinking that learning areas are separate.
Indeed, arts broaden the mind and engage learners on issues of morality, values, responsibility, and human management. This shift is important if we have to produce broad-minded graduates.
