Through the modular organization of the national curriculum corresponding to the initial professional training, the relevant ministry facilitates a training process in which elements of STEAM education are partially found. From the point of view of the contents, it is obvious that all the components of STEAM education are found in the specialized training, through the very specificity of this training. However, in terms of skills and attitudes, their training/development from the perspective of STEAM education remains the decision of the teacher, being directly dependent on his experience, the degree of coverage of the areas involved and especially his desire to apply STEAM education tools in teaching-learning and assessment activities.

The projective strategic documents elaborated at national level take into account the STEAM education but it is necessary to intensify the efforts to put into practice the planned actions, all the more so as the reality of the labor market dictates this: graduates need the flexibility offered by 21st century skills training in order to successfully adapt to constantly evolving professions (due to technological advances) and these skills must be trained and practiced through initial training in high school / vocational school. The framework provided by the local development curriculum is conducive to achieving this goal by leaving to the schools the content to be approached and the application methodologies, in close collaboration with local economic operators, directly interested in a well-trained workforce.