Education for a changing world

In the last decade there have been many criticisms of the UK education system because of its failure to educate our children in STEM (science, technology, engineering, maths) subject areas and prepare them for a suitably related career path. Indeed, many politicians, educators and media have gone as far as to suggest that the future of our nation hinges on our ability to prepare our next generation to be innovators in STEM. Media headlines refer to school league tables, Asian education, failing schools and teachers, and the so-called ‘soft subjects’. The resulting political and media frenzy has contributed to the institutionalising of STEM subjects as the preferred subjects for schools. This has given rise to the channelling of students away from the arts and language-based subject choices. Here, the key social agents that influence educational policies have fostered an ideological hegemony where formalised education has been managed (as it always has been) by ‘preferred’ STEM subject choices.

We need to teach students sciences, technology, engineering and mathematics to the highest level but we also need creativity, innovation, style, information and communication skills

Statistics can be volatile and open to different interpretations, but a brief analysis of A level results by the Joint Council for Qualifications seems to support this point of view. There is still a persistent gender gap between males and females taking arts and STEM subjects. For instance, 79% of all students studying physics were males while 72% of those who studied English were female. Psychology, sociology and art and design are also more popular with female students than males. In addition, the number of students taking arts-based A levels has seen a significant decline of over 5% between 2011 and 2012, and this trend continued into 2013.

It has been argued that some subjects are dumbed down and are not of the same value to the economy and student career paths. This is an accusation that is levelled more often than not at the arts-based subjects and this negative stereotyping has contributed to a changing educational paradigm. Yet the much maligned media studies has results that contradict this popularised media view. Only 1.3% of media studies students in 2013 achieved the A* compared to 28% of all students studying further mathematics. This could suggest that media studies has a more realistic and robust assessment procedure and that an A* grade in further mathematics is an inflated educational outcome. I would submit that if these grade percentages were reversed in favour of media studies, there would be a deluge of negative social commentary on the subject’s qualification value.

The main point is to argue for a more holistic educational system where subject and student differentiation is not viewed as a negative, but as an important contributor to innovation and economic success. The proposition here is that we need STEAM, an inclusive and linking education where the 'A' for 'arts' is considered to be an important link in the chain of industrial success and a strong economy. Policy makers may claim that students should be at the centre of any education policies, but this needs to be considered in a global world where creative innovation will be an essential part of many career paths. Yes, we need to teach students sciences, technology, engineering and mathematics to the highest level, but we also need creativity, innovation, style, information and communication skills.

I recently visited the Titanic Quarter in Belfast. Its museum tells and demonstrates the story of Belfast’s industrial past and the engineering skills of 15,000 shipyard workers of which over 3,000 built the iconic Titanic ship in 1912. The Harland and Wolff shipyard is no longer making such beautiful ships, and now only repairs and services mainly oil platforms and employs around 200 workers. However, the Titanic Quarter is breathing again, because it has combined its educational resources and exploited STEAM to construct a beautiful world centre of tourism excellence around the Titanic narrative. The stories, histories, lifestyles and its political and artistic tradition have been harnessed to not only represent its culture but to construct economic growth. While I was there a cruise ship docked nearby with more than 3,000 visitors keen to visit not only the Titanic Quarter, but to tour the city of Belfast, to see its cultural and political history, the organic wall murals depicting Bobby Sands and the UVF, and visit the peace wall and the Europa Hotel, the most bombed hotel in Europe.

In another part of the yard, you could be forgiven for not noticing a number of large sheds being used for a successful, bourgeoning Northern Ireland film industry. It is here where a good deal of the very successful ‘Game of Thrones’ television series is being produced, and it is a place where young people are learning the professional skills of cinematography, sound, editing, coding and graphic design. Furthermore, it is also employing electricians, plumbers, carpenters, architects, accountants, planners and lawyers in its production and leaving behind a history of conflict and division.

The development of the Titanic Quarter clearly demonstrates why, if we are to keep pace, we must innovate, create, produce, design and manage change using multiple skills and areas of knowledge from our education. ‘Convergence’ is the new industrial buzzword. This involves both cultural and technological shifts. The convergent shift of technology can be illustrated in the palm of your hand. Over 80% of the UK population owns a smartphone and these phones are effectively small computers offering multiple communication and media channels. Steve Jobs had a vision of our future. He understood the importance of innovation and communication through the production of excellence in technology and design. He was aware of the need for excellent advertising and marketing strategies and he brought an Apple team together from a wide variety of educational backgrounds to build the biggest company in the world. The future for our economy lies in an education where student differentiation is appreciated and rewarded. Education must link with the reality of a new business world where innovation and creativity is central to success. Let’s not play catch-up but lead this new world with students who have a range of flexible and innovative skills across the curriculum.

Pol MacCaba is an arts teacher in Northern Ireland.
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