University seeks massive increase in STEM students

In a bid to align itself with government policy, the University of Rwanda is set to increase its intake of government-sponsored students in science, technology, engineering and mathematics or STEM-related courses to 90% over the next 10 years.

Professor Nelson Ijumba, the deputy vice-chancellor for academic affairs and research at the University of Rwanda, said the government believes that STEM subjects will drive the country’s socio-economic transformation; hence the decision to give them priority.

“The government realised that if we promote science and technology all the way from lower primary schools to the higher learning institutions, then we are going to have the likelihood of the country progressing very well in terms of science, technology and innovation,” he said in an exclusive interview with University World News.

Ijumba said in the next five years the university would aim for an enrolment of 80% for STEM and 20% for non-STEM courses. This would “progressively increase to 90% and 10% for STEM and non-STEM respectively” over the next 10 years.

Government-sponsored students at the university in the 2018-19 academic year number 21,773 (84.3%) while self-sponsored students number 4,064 (15.7%), according to Ijumba.

The university currently has seven colleges, four of which offer STEM courses. They include the College of Agriculture, Animal Sciences and Veterinary Medicine, the College of Science and Technology, the College of Medicine and Health Sciences and the College of Education, which offers both STEM and non-STEM subjects.

Low STEM enrolment

However, the number of STEM subjects as of last year is still relatively low at 48%, and non-STEM students still outnumber STEM students.

Part of the reason for this is the higher application criteria for STEM-related programmes.

“You find that not many students from high school meet those requirements so we have more applicants for non-STEM than STEM programmes,” he said.

However, the university is optimistic that more students will be admitted for STEM subjects in the future and the 90% goal will be achieved.

Ijumba said the university was investing about 30% of its budget in infrastructure, most of it for provision and improvement of teaching and research facilities, including space and equipment.

“We try as much as possible to encourage students to apply for STEM subjects and we hope that many of them can get government sponsorship because it is a priority in terms of the distribution,” Ijumba said.

He said the government also encourages learners from lower primary school and in the secondary schools to take STEM subjects in efforts to increase the proportion of third-level STEM students.

The university is also promoting the study of STEM subjects by women – currently sitting at 31.7% – through various organisations that go to high schools to talk about the sciences, said Ijumba.

“All these and other efforts mean that if all goes well, the number of STEM students enrolling at the University of Rwanda will reach 90%. If you look progressively at the number of students who are coming for STEM, it is increasing,” he said.

Inter-disciplinary approach

The university’s interdisciplinary approach across colleges means there is no neglect of non-STEM disciplines, according to Ijumba.

The purpose is to produce well-rounded students who are ethical and socially and environmentally responsible, he said.

“Apart from engaging the government to see how we can get funds for non-STEM courses we are also encouraging the colleges to transform their curricula to come up with more attractive courses,” he said.

“For instance, instead of political sciences why not call it public policy? Or instead of development studies, why not talk about inclusive development, or instead of looking at courses that are classical – political science, administration, sociology and so on – why not look at indigenous knowledge systems?”

According to Fabien Habimana, director of science, technology, innovation and research at the Ministry of Education, plans are under way to encourage students to opt for STEM subjects from lower primary school level. At the moment, the number of STEM students in upper secondary schools stands at 58.7%.

“The provision of more scholarships to the best performing girls and boys will also attract more students to STEM at tertiary level,” he said.

What about the arts and social sciences?

According to Dr Joseph Ryarasa Nkurunziza, the founder of social justice organisation Never Again Rwanda, while STEM is very important, the investment in STEM subjects should not be at the expense of arts-related subjects.

“STEM is considered to be the future of innovation and has been at the epicentre of all technological and science advancements to date. Well, no doubt about that. However, from the proponents of arts studies and evidence that humanities are needed for a more integrated approach to development, there is a need for strategies that incorporate and give value to both axes,” said Nkurunziza who is himself a medical doctor.

“As someone who pursued science subjects and is today working and advancing an arts-related sphere, I know first-hand that STEM might be necessary for technological progress, but without the arts, it is impossible for students to reach their full potential,” he added.

According to Dr Christopher Kayumba, a senior lecturer at the University of Rwanda, “both STEM and social sciences are needed in Rwanda because they address different questions and find solutions to different problems”.

"They are complementary,” he said, arguing for a 60%-40% split rather than the proposed 90%-10%.