The Education System of Canada: ICT and STEM Balancing Economics with Social Justice

Abstract

Science, technology, engineering, and math (STEM) courses, programs, and degrees have gained more prominence in education globally. There are many factors that have contributed to the heightened urgency for focusing on STEM and incorporating ICT in educational systems including in the Canadian context. In this chapter, the authors describe the historic foundations, institutional and organizational principles, and educational trends underlying the intensification of efforts to promote STEM and ICT, where the focus appears to be on graduating more students in these fields to fill a purported need in the economy. A significant contextual influence underpinning Canadian education is the lack of a federal body that provides oversight; rather, education falls under provincial and territorial jurisdictions, which adds to the complexity of trying to examine the Canadian educational context. The authors note that the increased influence of industry, the need for digital literacy and ICT skills in careers, and the overarching strengthening of neoliberal agendas are all contributing to this perceived need to graduate more and better skilled professionals with training in STEM and ICT. The authors close by offering a critique of these dialogues and identifying ongoing challenges to improving outcomes in STEM and ICT.