Why Ghana Needs STEAM
by Victor 
A. Atiemo-Obeng, PhD, FAIChE
The strong economic transformation taking place on the continent of Africa in countries like Ghana, with a remarkable 14.4 per cent growth of GDP in 2011, has captured world attention. In the August 2012 issue of Africa Renewal, a publication by the Strategic Communications Division of the United Nations Department of Public Information, Kingsley Ighobor cited a projection by the World Bank that in addition to Ghana, countries including Liberia, Nigeria, Ethiopia, and the Democratic Republic of the Congo would be among the world’s economic growth leaders in 2012. They were, but the growth rates have now declined as export prices of the primary raw commodity materials of gold, cocoa, timber and crude oil have been depressed. Moreover these impressive rates have not translated to job creation and improved standard of living for the majority of people. So the question now is what does it take to sustain the impressive GDP growth rates of Ghana and other countries on the continent, and convert the wealth created into opportunities and realities for improved lives at all levels?
Ghana and the rest of the continent need a relentless stream of “thinking creative minds” to constantly and passionately address challenges, explore opportunities and engineer solutions for economic growth that leads to human progress for all and not a select few. A complete education and learning in the Sciences, Technology, Engineering, Arts and Mathematics (STEAM) are essential. STEAM education and learning engages both the left and right sides of the brain. The left side or logical side enables the acquisition of facts and logical deductions whereas the right side is responsible for perceptual thinking and enables critical, creative and instinctive engagement. Traditionally STEM education addresses the left brain and Arts education the right side. Dr. Brinkley, a former Provost of Columbia University opined several years ago in an article in Newsweek Magazine that “Half a Mind is a Terrible Thing to Waste”. Both sides of the mind must be engaged in true learning and practice. James Kwegyir Aggrey of Africa wanted as far back as the 1900’s “all my people to be educated in the larger sense.” He said:
STEAM problem/project-based curricula provide students with the platform to demonstrate not only what they have learned but also to show what they can do or make with their knowledge. Students thus see the value and applicability of what they are learning, the limitations of the knowledge acquired, and the opportunity for further exploration and networking. Indeed such continuous learning and responsible practice that stimulate thinking and guide decisions and actions at all levels of society are what will sustain the economic transformations taking place in Ghana and other countries on the African continent, and make them effective in improving lives.