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The concept of STREAM: science, technology, reading, engineering, arts and mathematics

The concept of STREAM: science, technology, reading, engineering, arts and mathematics was introduced in the 1990s.

STREAM is not a curriculum that replaces the states standards of education, nor is it a way of fixing our redundant education system. Rather, STREAM education is an approach to learning that removes the traditional barriers separating the four disciplines and integrates them into real-world.  

STREAM encourages students to use information & insights in the scientific field, technological domain, engineering, arts and mathematics. The concept allows students to explore a wide range of content and projects connected to holistic improvement. Hence, students must be able to implement the best practices in all the disciplines of STREAM. The long-term aim is to nurture the end-user by utilizing the best practices. 

The students should be able to acquire knowledge in the six STREAM areas and become resourceful and skilled enough to start innovating. STREAM curriculum allows students to acquire core technical skills which help them in problem-solving, critical thinking, collaboration, and innovation. It is essential to understand the influence and implications of facts beyond the breakthrough research or advances that have taken place in the last decade. 

Moreover, the social aspect, psychological influence and mainly the humanitarian impact should lead to positive change. So, if only the STREAM curriculum would be stressed, students would not only be acquiring technical skills but also understand their impact on humanitarian well-being.

Finally, lifelong skills help in connecting to the real world and help build sustainable relationships. These skills are essential catalysts that help in positively transforming our society as they stem from what is the best in us. The acquisition of lifelong skills is useful in helping us to learn, work and live better in the 21st century world. 

Author: Catherine Perri – JUMP Trainer