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The gaps and problems characterizing stem (science, technology, engineering, and mathematics) education in ghana. It examines the significant challenges faced in stem education, including the fundamental skill gap, belief gap, post-secondary education gap, demographic gap, and geographic gap. The study also identifies other issues such as a lack of resources, funding, training for stem facilitators, and the integration of practical work in the curriculum. The research aims to provide a comprehensive understanding of the current state of stem education in ghana and offer recommendations to address the identified gaps and problems. The findings highlight the need for a more holistic approach to stem education, focusing on improving access, quality, and student engagement to foster a stronger stem ecosystem in the country.
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I thank God Almighty for all he does in my life. I also want to acknowledge my husband, Mr Richard Nazzar for his numerous sacrifices during my course. I appreciate my lecturers and project supervisor for their time and sacrifices in helping me to attain this degree.
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STEM education is pivotal in addressing the 2030 Sustainable Development Goals. Ghana’s implementation of a STEM curriculum aligns with this objective, aiming to equip learners with essential 21st-century skills. Despite the global and local challenges within STEM education, the professional services firm STEM CONNECTORS has identified significant gaps. Utilizing a mixed-method research design, this study investigates these identified gaps, along with other prevalent issues within Ghana’s STEM education. The findings confirm the existence of fundamental skill, belief, post-secondary education, and demographic gaps. To effectively bridge these gaps, the study recommends targeted future research to develop and implement strategic measures.
ACNOWLEDGEMENT ................................................................................................................................ i DECLARATION …………………………………………………………………………………ii
1.0 Overview This chapter presents the background of the study, the problem statement, the objectives of the research (the main and specific objectives), and the method used in achieving the objectives. The significance of this chapter of the research is in the setting of Ghana’s development agenda. 1.1 Background to the Study The concept of STEM education first emerged in the 1990s. Science, Technology, Engineering, and Mathematics – STEM; is a fitting acronym for the backbone of advancement and development in our world today. For out of STEM, all other disciplines and vocations branch out, flourish, and take form. Without sufficient and effective STEM education, the nation’s economy is sure to lag whilst the rest of the world evolves around us with fresh new trends and innovations. (Stohlmann et al. 2012). It is out of proper STEM education and inclusion, that the so-called advanced and developed nations thrive with innovations and technologies coming up now and then. Firmin Matoko, the Assistant Director-General for Education at the United Nations Educational, Scientific and Cultural Organization (UNESCO), could not have over-emphasized the need for STEM in bridging the development gap between Africa and the rest of the world when he said in the opening address of the Pan African Conference for Education(PACE) in April 2019 that Africa needs to be helped to tap into scientific inventions and discoveries that are happening around the world and step up investments in scientific research to enable Africans be producers of knowledge rather than consumers. This can be done by embracing the advancement of technology. In Ghana, the focus of STEM education is primarily on Science and Mathematics, as it is mainly out of the applications of these two that Engineering and Technology are brought to life. These have
need to develop students’ complex technology and engineering skills. In Ghana,Vivo Energy Ghana, under VE-STEM, goes on to invest and engage with stakeholders to support STEM research and empower more students especially female students to find opportunities in these disciplines. 1.2 PROBLEM STATEMENT Ghana’s quest to transform and improve education with the introduction of the Science, Technology, Engineering, and Mathematics (STEM) curriculum in schools is in line with the theme, “Changing Course, Transforming Education by the United Nations. The government aims to use this project to reposition the educational system to equip learners with 21st-century skills to be fit for purpose (Gstep 2022).It is also to prepare the critical mass of empowered Ghanaians for socio-economic transformation and to be active participants in the 4th Industrial Revolution. Right from the basic schools, students are made to study some of the basic principles of Science and Maths. However, it is sad to say that the perception of students concerning Science and Maths right from the early stages leaves much to be desired. Most people view Science and Maths as extremely difficult and abstract, having little bearing on their daily lives. This perception makes it difficult for most students to fully appreciate the essence of STEM education and give it the needed attention it deserves. They therefore stick to the infamous method of ‘chew-pour-pass-and-forget’
Besides the inclusion of Science andMaths in the curriculum for first and second-cycle institutions, there has also been the addition of Information and Communications Technology (ICT), a subject that aims to equip Ghanaian students with some basic technical IT skills and knowledge. Over the years these skills have hardly gone beyond the identification of the parts of the computer, typing skills, and a bit of introduction to using Microsoft Word, Excel, and PowerPoint. Unfortunately, these skills which are worth very little in this day and age are only privy to some select few who are privileged to have relatively good ICT teachers and some semblance of ICT resources by way of desktop computers and good electricity. According to a report from Ghana News Agency (GNA) on the prospects of STEM in Ghana, Dr. Yaw Osei Adutwum, Minister of Education 2023, stressed that the government’s agenda to promote STEM education was part of a grand plan to increase the Science Humanities ratio from the current 40:60 to 60:40 in favor of the Sciences. (Owusu, J.A. 2023) This research seeks to identify problems and gaps in STEM education in Ghana. Thus the following;
STEM literacy, gaps identified by STEM CONNECTORS, and problems proposed by Ghanaian researchers. The third chapter focus on the research design and methodology, outlining the methods employed to achieve the objectives of the study. The fourth chapter will present the results and discussion, with subsections such as the fundamental skill gap, belief gap, post-secondary education gap, demographic gap, geographic gap, resources and materials, teaching methods, interview results, data, and analysis. Finally, the fifth chapter summarize the key findings, draw conclusions, and provide recommendations to address the gaps and problems identified in STEM education in Ghana
2.0 Overview This part of the study outlines the meaning of STEM, Gaps proposed by the stem connectors, and some problems proposed by Ghanaian researchers. 2.1 Theoretical Framework Kennedy (1997) summarized four reasons for the well-known lack of “usefulness of educational research” (p. 4): research is not persuasive enough; research is not relevant to practice; ideas from research are not accessible to teachers; educational systems lack the ability to change. A decade later, Broekkamp and van Hout-Wolters (2007) identified four basic and interrelated problems that contribute to the gap and demonstrate the same phenomenon: educational research yields only a few conclusive results; educational research yields only a few practical results; practitioners believe that educational research is not conclusive or practical; practitioners make little (appropriate) use of educational research. The combination of these problems seems to be holding back improvements in education, hence theoretical and practical solutions to bridge the theory– practice gap are at the heart of ongoing discussions (Korthagen, 2007). Several potential paths to narrowing this gap hold some promise. One suggestion is to change research to better align with the needs of practice. This path calls for teachers and researchers to work together as collaborative partners in, for example, research schools that are infrastructures for connecting educational research with educational practice (Hinton & Fischer, 2008), or during professional development programs that enable the teachers to develop research based activities (e.g., Erdas Kartal et al., 2018). Another possible solution is to better communicate research results: “good communication with practitioners which means that the relevant outcomes are translated in
undergraduate studies found higher student achievements under active vs. traditional lecturing (Freeman et al., 2014). In the courses that were the context for this study, we employed a socio- constructivist approach, engaging the teachers in collaboratively analyzing and planning instruction in relation to educational theories that had been discussed, and in reflective thinking about their instruction. Reflection is considered a major contributor to teachers’ development (Bell & Gilbert, 1996; Schon, 1983). 2.2 STEM LITERACY STEM literacy is the knowledge, attitudes, skills [and values] to identify questions and problems in life situations. Explain the natural and designed world, and draw evidence-based conclusions about STEM-related issues; Understand the characteristic features of STEM disciplines as forms of human knowledge, inquiry, and design; Awareness of how STEM disciplines shape our material, intellectual, and cultural environments; and Willingness to engage in STEM-related issues with the ideas of science, technology, engineering, and mathematics as a constructive, concerned, and reflective citizen. (Bybee 2013, P5). The socioeconomic development and transformation of nations is to create wealth for all to become significant players in the global economy not as aid-dependent hewers of stone and drawers of water but as active participants in the global economy. (Adei, 2019). The Chief Operating Officer of ACET, Mr. Daniel Nti ( asserted Achieving decent work for all is key, not only to promoting the well-being of African youth and driving economic prosperity in the region but also in achieving Sustainable Development Goal 8, which aims to promote sustained and inclusive economic growth. The socioeconomic development of a region or country can have a significant impact on the gaps and problems characterizing STEM education. In areas with lower levels of socioeconomic development, there may be fewer resources available for STEM education, including trained
teachers, modern equipment, and up-to-date curricula. This can lead to lower student achievement and engagement in STEM subjects, and can limit the opportunities available for students to pursue STEM careers. Additionally, in areas with lower levels of socioeconomic development, there may be cultural and societal barriers that prevent students from pursuing STEM education and careers. For example, societal attitudes towards STEM fields may be negative, or there may be limited awareness of the opportunities available in STEM fields. This can lead to a lack of student interest in STEM subjects, and can result in a shortage of qualified STEM professionals in the region. On the other hand, in areas with higher levels of socioeconomic development, there may be more resources available for STEM education, including well-equipped schools, trained teachers, and modern curricula. This can lead to higher student achievement and engagement in STEM subjects, and can provide students with more opportunities to pursue STEM careers. However, even in areas with higher levels of socioeconomic development, there may still be barriers to STEM education and careers. For example, there may be gender or racial disparities in STEM participation, or there may be a lack of diversity in the STEM workforce. These issues can be addressed through targeted policies and initiatives aimed at increasing access to STEM education and careers for underrepresented groups. Overall, the socioeconomic development of a region or country can have a significant impact on the gaps and problems characterizing STEM education. By understanding these impacts, policymakers and educators can develop targeted strategies to address the challenges and opportunities in STEM education. 2.1 GAPS PROPOSED BY STEM CONNECTORS
Unfortunately, many employers have trouble finding qualified candidates who possess these skills, which are increasingly important in today's fast-changing job market. The STEM (Science, Technology, Engineering, and Math) industries, which are driven by technological and innovative advancements, are particularly affected by a skills gap that hinders their growth. The skills that engineering students learn during their education are crucial to their success and employability. However, there is a growing concern that there is a mismatch between what the industry needs and what educational institutions are providing. Industry representatives have emphasized that a range of critical thinking skills is necessary, such as inquisitiveness, logical and analytical thinking, self-regulation, decision-making, and creativity. These skills help individuals identify flaws in reasoning and assess the quality of solutions to problems. "In this era of Google, we don't need people who can memorize, we need people who can think," said an education manager for the International Space Station in a report. The belief gap This includes the "aptitude, personal traits, and level of achievement" required to excel in STEM fields. This gap covers the ideas students have about which industries offer STEM jobs and whether or not they believe they belong in STEM. Social cognitive career theory suggests that an individual's interest in pursuing a career in STEM is influenced by their self-beliefs and learning experiences. Therefore, the success of attaining a STEM career depends not only on their achievement and motivational factors but also on the opportunities and learning contexts available to them (Chan et al., 2020; Grigg et al., 2018; Lent et al., 2010; Wang, 2013). Unfortunately, most times, students in the academic middle thus low B' and 'C' and 'D' students are not encouraged to consider a STEM career. They are often discouraged and overlooked by teachers, STEM programs,
and even potential employers. These students are the very students who provide a great opportunity for impacting the STEM talent gap. The postsecondary education gap This includes both the number of graduates who hold a STEM degree and the type of skills needed for success. The report pointed out that most credentials are "misaligned with employer needs." This contributes to a lack of job candidates possessing the appropriate credentials. Despite the relatively high interest in STEM programmes among secondary education students, a significant number of them opt out of STEM when they enroll in higher education. Tertiary STEM programmes are already less popular than non-STEM programmes, with fewer than one out of three students in higher education enrolled in a STEM programme in Europe (Eurostat 2018). In the Flemish part of Belgium, only about 20% of students sign up for higher STEM education, which not only lags behind the European average but also loses more than half of its students who were enrolled in a STEM programme in secondary education to non-STEM programmes in higher education. (De Meester, J. et al, 2020) Students enroll in a higher-education programme because they have career aspirations in that area. Youngsters' inclination to pursue a career in STEM is dependent on their academic performance, their self-efficacy, and their interest in science and technology, as well as their perception of the usefulness of science and technology for their future life and for society. These motives are not mutually independent. Students' image of careers in science and technology or lack thereof also has an influence on interest retention. Many students regard STEM jobs as very difficult and risky which is prone to
