WHY STEAM

STEAM stands for Science, Technology, Engineering, Arts and Maths.
“Science is the means by which we seek to understand our universe and maths is the language in which science is described. Engineering and technology capture that understanding and its language to improve our lives while the Arts provide the medium through which such progress is woven into civilisation.

We need desperately to nurture the next generation of innovators and this means starting at the earliest practicable age.”
– Seamus Devlin, Co-founder and Director, STEAM Education Ltd,


Worldwide, there are multiple problems for schools in delivering an effective STEAM education including lack of suitable tools and equipment, a circumscribed curriculum, and an unrealistic situation in which Primary teachers (generalists) are expected to be skilled and confident at teaching ALL subjects. Meanwhile scientists, technologists, engineers and mathematicians are often viewed as not being of the community within which they live.

Problems in education translate later into supply chain issues for industry. The shortage of STEM graduates in the West has now reached crisis point. In Europe alone over 700 thousand STEM positions remain unfilled, while Universities are criticised for producing insufficient numbers of STEM graduates to meet the growing demand. Government, Universities and Secondary schools are making desperate attempts to encourage students to studying STEM yet most abandon STEM subjects at or before the Leaving Certificate stage.

And despite having a well-educated population, a recent survey conducted by Engineers Ireland revealed that seven in ten people do not even know what the letters “STEM” stand for in relation to education. Clearly, the current system is failing to address these alarming facts. Research shows that the younger the child the smarter the investment in education1. It also shows that the effective introduction of STEM subjects at the right stage produces beneficial outcomes for STEM related industries, which can have a major impact on the socio-economic performance of the nation state2. Professor Colette Murphy’s work3 on co-teaching science in primary schools shows that extraordinary results can be obtained through external specialists working closely with the normal classroom teacher. While Angela Lee Duckworth’s work at the University of Pennsylvania4 has underlined the importance of persistence and grit in education. We believe that our programmes and framework are addressing these needs and providing a sustainable solution to these problems.

We put real-life experts in the classrooms week after week during the academic year, with specially designed tools & content for each lesson, to co-teach with the primary teacher. This connects industry and third level institutions with schools to disseminate knowledge and leverage the capacity of our experts to enhance the education of our children and the capacity of our primary teachers.

Find out how to get involved here