**5. Practicalizing the STEME theoretical framework**

This section presents one way a nation can apply this framework. The framework should be used on an understanding that the actual implementation of STEM education is a mammoth task and process. Therefore, its implementation is a responsibility for all: academics, policymakers, schools and industries as well as communities.

The first step is to build a collaboration team composed of critical STEM education stakeholders. Among the team members should be renown scholars in STEM education drawn from the nation's universities, Ministry of officers in research and technology departments, policy makers, teachers of different STEM subjects, parent or guardians representatives, student representatives industrialist. This team should be selected based on competence, relevant experience and context as well as passion. Time should be taken to capacitate the team through workshops, seminars, symposiums and exchange programmes.

The collaborating team in the second step involves a critical and holistic analysis (CHA) of the status of STEM education in their nation through various researches that use the STEME theoretical framework. This CHA should include the nation's STEM education rationale, goals, intended outcomes, components and how the components interact as well as the implementation challenges. In the STEME framework in **Figure 1**, this activity pertains to the cell−/box-labelled STEM education. The CHA findings should lead to the conclusion that describes the national status of STEM education within or between levels of STEME. This is shown by the direction of arrows. For example, from CHA it can be concluded that our STEM education is largely at level 1. Implications of the finding in relation to the rationale, goals and intended outcomes and impacts are then discussed.

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nations and beyond.

*A Theoretical Framework for Implementing STEM Education*

In the third step, the STEM education team identifies their nations' desirable STEME level. I recommend three ways to identify this level. One is to draw it from the goals and intended outcomes and impacts established in step 2 above. For example, on one hand national agenda that seeks to develop and grow its economy through capacitating a critical mass of skilled manpower in STEM-related careers might be aiming at operating at level 3. On the other hand, a nation that seeks to develop and grow its economy through industrialization and entrepreneurship might be at achieving either STEM level 4 or 5. The other one is to consider the best-fitting level to the needs of the nation based on the comparative analysis of the disadvantages and limitations of each level of operation. Finally, a blended

The fourth step is assessing national needs and constraints in relation to the status and desired STEM level gap. Let's say the status and desired levels were established as 1 and 3, respectively. The team identifies the needs and constraints to move from the status level to the desired level. In step 5, the STEM team develops a STEM implementation plan to take the nation to the desired level including strategies to address the identified obstacles for effective STEM teaching at that level. The

This chapter responded to the globally growing calls for an urgent need to put in place clear national frameworks to inform in developing and implementing STEM education at classroom level. There are four main conclusions drawn from the discussion in this chapter. First, the starting point to realize the endeavours of STEM education is for nations to clearly define their theoretical framework. The chapter suggests a STEME (Science, Technology, Engineering and Mathematics Education) integration framework as a starting point for better understanding and operationalizing STEM education. It orders a variety of STEM integration approaches from level lowest level to highest level 5. Second, collaborative engagements of experts are to be used in a six stepwise implementation of STEM education process. These are building a national STEM education collaborating team, critical and holistic analysis of the status of STEM education, identification of the desirable level of STEME level, assessment of the STEM education needs, developing an implementation plan and implementing the plan. Third, the idea of driving STEM education from a well-defined national theoretical framework like STEME can be an effective mechanism for facilitating innovative STEM education practices at classroom level. Lastly, the strength of theoretical framework such as STEME is in systematically contextualizing STEM education from a research and well-defined context. This is of critical importance in light of the significant variation across individuals, nations and disciplines with respect to current understandings of STEM education and its core components. The framework underscores that implementing STEM education requires correct interpretations and deep understandings of its endeavours from national level that cascades down to classroom level. The paper recommends that the developments of national STEM education approaches inform not only STEM teaching but also the development of teaching materials such as textbooks. The strength of this STEME theoretical framework is not only in its adaptability to different contexts but also in its easy to operationalize. The chapter further recommends researchers to use STEME as a springboard for further communication and research exploring the successful implementation of STEM education in their

*DOI: http://dx.doi.org/10.5772/intechopen.88304*

approach of two ways can also be adopted.

**6. Conclusions and recommendations**

last step is to implement the plan.

*Theorizing STEM Education in the 21st Century*

development of knowledge management skills [40].

that are placed within social contexts [37].

symposiums and exchange programmes.

**5. Practicalizing the STEME theoretical framework**

goals and intended outcomes and impacts are then discussed.

(Mpofu et al. 2016) in relation to STEM teaching. The main aim of interdisciplinary integration is to shift traditional paradigmatic barriers existing among the four disciplines to STEM [38]. Within this interdisciplinary approach, teachers are expected to guide students to make connections between school, community, work and the global enterprise through coupling the learning academic science, technology, engineering and mathematics concepts with real-world lessons [28, 26]. Moreover, interdisciplinary learning impacts lifelong learning habits, academic skills, personal growth [39] and

The last level 5 approach described in this model as Mathematics, Science, Art, Technology and Engineering (MSATE) has been modified from the STEAM approach. STEAM education for students with disabilities can also be adapted to all students. In simple terms, STEAM education means an addition of the Arts to STEM (STEM + Arts). In a level 5 approach in SEME, it is abridged MSATE to depict its integration of all knowledge bodies into one holistic knowledge, values, skills and practice system. This letter arrangement taps arguments proffered by indigenous scholars that science is cultural and language is central to every culture and development of its knowledge. The art domain in this context embraces both languages and social sciences. It is positioned in the centre to depict that inherent in it are knowledge development, representation and communication. Mathematics and Science come before Arts to reflect the connecting role Mathematics plays across STEAM disciplines and the understanding of nature fundamental role Science plays. Thus, the language understanding of both sciences and mathematics enables their combined applications in technology and engineering. Thus, MSATE takes cognisance that language use is integral to activities (e.g. classroom teaching)

This section presents one way a nation can apply this framework. The framework should be used on an understanding that the actual implementation of STEM education is a mammoth task and process. Therefore, its implementation is a responsibility for all: academics, policymakers, schools and industries as well as communities.

The first step is to build a collaboration team composed of critical STEM education stakeholders. Among the team members should be renown scholars in STEM education drawn from the nation's universities, Ministry of officers in research and technology departments, policy makers, teachers of different STEM subjects, parent or guardians representatives, student representatives industrialist. This team should be selected based on competence, relevant experience and context as well as passion. Time should be taken to capacitate the team through workshops, seminars,

The collaborating team in the second step involves a critical and holistic analysis (CHA) of the status of STEM education in their nation through various researches that use the STEME theoretical framework. This CHA should include the nation's STEM education rationale, goals, intended outcomes, components and how the components interact as well as the implementation challenges. In the STEME framework in **Figure 1**, this activity pertains to the cell−/box-labelled STEM education. The CHA findings should lead to the conclusion that describes the national status of STEM education within or between levels of STEME. This is shown by the direction of arrows. For example, from CHA it can be concluded that our STEM education is largely at level 1. Implications of the finding in relation to the rationale,

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In the third step, the STEM education team identifies their nations' desirable STEME level. I recommend three ways to identify this level. One is to draw it from the goals and intended outcomes and impacts established in step 2 above. For example, on one hand national agenda that seeks to develop and grow its economy through capacitating a critical mass of skilled manpower in STEM-related careers might be aiming at operating at level 3. On the other hand, a nation that seeks to develop and grow its economy through industrialization and entrepreneurship might be at achieving either STEM level 4 or 5. The other one is to consider the best-fitting level to the needs of the nation based on the comparative analysis of the disadvantages and limitations of each level of operation. Finally, a blended approach of two ways can also be adopted.

The fourth step is assessing national needs and constraints in relation to the status and desired STEM level gap. Let's say the status and desired levels were established as 1 and 3, respectively. The team identifies the needs and constraints to move from the status level to the desired level. In step 5, the STEM team develops a STEM implementation plan to take the nation to the desired level including strategies to address the identified obstacles for effective STEM teaching at that level. The last step is to implement the plan.
