STEM centres can elevate interest in science

Science, technology, engineering and mathematics or STEM education is often regarded as an educational initiative that adopts an integrative approach toward the development of student knowledge and skills in these fields.

The Ethiopian Ministry of Science and Higher Education recently introduced the National Framework for Science, Technology, Engineering and Mathematics (STEM) Centres aimed at promoting science education in the country.

The development of the new guidelines has been necessitated by the lack of a national scheme that encourages and minimises the variations in the conceptualisation and application of STEM education across higher education institutions.

The proposed framework centres on strategies and activities that universities should use to deal with gaps.

These include a lack of STEM education implementation strategies, uneven implementation and variations in the creation of STEM education centres. All the gaps have been common manifestations of the system in the past.

In addition to creating a positive attitude toward science, such a scheme will help stimulate students’ interest in science education from the earliest level of exposure. It will also address the limitations of separate subjects taught in different classes.

This scheme can be taken as a sequel to the recently published Science Policy and Strategy (2020) of the ministry which encourages the promotion of science at all levels of education and through the use of a variety of strategies.

The schemes promoted by the policy include educating citizens about the role and importance of science, developing a citizen with closer interaction to cultural and scientific practices and familiar with dynamic changes in science and making science familiar to young people to help unlock talent and develop scientific attitude and passion.

Rationale for STEM centres

According to the ministry, the major rationale for introducing the national framework for the establishment of STEM centres is the need for the smooth implementation of STEM education and training programmes across all levels of education and across the country.

The new scheme also seeks to attain the long- and short-term objectives of promoting technological innovation and economic growth aimed at solving societal problems.

In addition to inspiring young minds, the increasing presence of STEM-related activities is thought to increase students’ interest in science-related subjects in schools, promote their general knowledge and capacity in science, and contribute to the improvement of student exam scores in science subjects.

The scheme can also provide useful background for career exploration opportunities in the future by enhancing the development of what is often called 21st-century skills. These include communication, computer and technology, teamwork and analytical thinking skills.

For a developing country like Ethiopia, that has sought science as one of the critical tools of enhancing its growth, increased STEM activities not only enhance meaningful learning but also provide the opportunity for the preparation of graduates who can contribute to solving societal problems and speed up national economic growth and development.

This scheme can also pave the way for creativity and innovation that are important to drive such development.

STEM offers first-hand science experience

The ministry of science and higher education’s centres could undertake a range of activities to provide opportunities and resources for children and young people so that they develop their interests, knowledge and skills about science through the direct assistance of universities and other relevant stakeholders.

This could include TV and radio programmes, science cafés, science weeks and science fairs. STEM centre visiting programmes are other avenues that can be used for promoting interest in science, showcasing experiences and allowing the actual participation of students.

These measures also provide added opportunity to apply scientific methods and conduct independent studies.

Camp programmes and lab sessions are assumed to create learning opportunities, and first-hand experience in observing and using science materials.

Outreach programmes conducted during annual and semester breaks are also thought to have similar advantages on top of fostering excitement and interest in STEM education.

The new scheme envisages the need for administering STEM centres under the research and community service wings of universities.

While the centres are assumed to have their own set-up, their accountability will be to the vice president of research and community service in each university.

Universities are required to dedicate infrastructure and facilities that can be used for promoting STEM education. Such resources may include laboratories, museums, and classrooms.

Stakeholders key to STEM’s success

Universities are expected to view their regular engagement in such activities as part of their annual plans and assign a budget from their research and community service coffers to create and run STEM centres smoothly.

The ministry’s plan clearly suggests that universities and other stakeholders are key to the success of the initiative.

Important stakeholders such as schools, teachers, media, parents, students, and community organisations will have to participate actively in the process and offer their assistance.

Apart from providing the directions in setting such a scheme, the ministry is expected to play a significant role in popularising it and coordinating national efforts towards its success.

This follows from the mandate the ministry of science and higher education was given after it was reorganised in 2018, bringing higher education and science under its remit.

Absence of accountability

The ministry’s recent efforts to spearhead initiatives to promote and develop science are commendable in many respects.

Developing the new guidelines for promoting science education through STEM centres is one effort.

While the new scheme can provide the direction in which universities should operate, it assumes a lot in terms of what is expected from these institutions.

Other than putting the major responsibility on universities themselves, the guidelines say very little in terms of how expectations should be implemented by stakeholders and with what resources.

The allocation of resources by universities and how this links with resources and support needed from schools are also not clear, despite the fact that the resource demand needs to be planned carefully.

It is also not clear how university efforts towards achieving the requirements of the new initiative will be regularly monitored and evaluated by the ministry, which is expected to gauge the success of such activities.

The absence of accountability in the scheme appears to be another missing element, although it has its own impact in terms of stakeholders’ commitment towards the task.

Such additional considerations and wider promotion of the scheme among the various stakeholders will be the next step the ministry should take if the success of the new initiative is to be realised.

This commentary has been written by Wondwosen Tamrat. He is an associate professor and founding president of St Mary’s University, Addis Ababa, Ethiopia, a collaborating scholar of the Programme for Research on Private Higher Education at the State University of New York at Albany, United States, and coordinator of the private higher education sub-cluster of the Continental Education Strategy for Africa. He may be reached at preswond@smuc.edu.et or wondwosen@gmail.com.