A closer look at gaps in teaching STEM in high and TVET schools

Teachers in High and TVET schools have said that not integrating digital skills and ICT in education and not being gender responsive are among the gaps that are needed to be improved in teaching Science, Technology, Engineering and Mathematics (STEM). Pacifique Dukunde, a Mathematics and Physics teacher at G.S Muhura in Gatsibo district suggests that teaching STEM should integrate a technique that facilitate students to carry out research and do their own discovery besides what they learn in the classroom. However, she said that the existing loophole is mainly caused by inadequate equipment in teaching STEM Courses. “Inadequate use of digital skills and ICT, among other equipment, that can help in research and practice is caused by insufficient equipment. Not all schools across the country are well equipped. If this issue is addressed, the quality in teaching STEM could improve,” she said. She said that smart classrooms have not yet been rolled out in all schools across the country. In 2016, the Rwandan government through the ‘ICT-in-Education’ policy envisioned the “Smart Classroom initiative”. The initiative seeks to equip schools with computers and access to the internet to allow access to a variety of teaching and learning materials using technology. “For instance, at our school we dont have any smart classrooms and the one laptop per child program is not in implementation. You cant even talk about laptops per child without talking about laptops per teacher and therefore there is a lack of integration of ICT in STEM teaching. If I am teaching using my machine, learners can’t easily follow and master my lesson if they do not have such devices like mine,” Dukunde said, adding that the internet has also not been rolled out at her school. Gender responsive approach in STEM education According to United Nations Educational, Scientific and Cultural Organization (UNESCO), today, only 28 percent of all the world’s researchers are women. Such huge disparities and inequality are caused by the fact that too many girls were held back by discrimination, biases, social norms and expectations that influence the quality of education they receive and subjects they study which leads to under representation in STEM. The discrimination has led majority of girls into education, arts, humanities, social sciences, journalism, business, law fields and others. UNESCO says that there is need for training more teachers to be gender-responsive to stimulate more girls to join STEM education. Tr. Dukunda said that most of the girls have been affected by such discrimination and therefore lack confidence to study science and technology in High and TVET schools. “They should change their mindset. For example, on my side, I think if there was no mathematics and physics, I think I wouldnt have any other subject favorable to me. I managed it but there were boys who failed it. When I get financial capacity I will continue to Master’s level. Teachers should play a big role in encouraging girls as I do. We have obtained training on how to become gender responsive and how to use ICT in STEM education,” she said. Japhet Moise Hahirwabasenga, a TVET teacher at World Mission TVET School in Kinyinya sector of Gasabo district said that lack of absorption of girls in TVET education is caused by poor mindset of society. “This has had a bad influence to the extent that girls think they can’t study construction, IT, sciences and others. They think only about accounting, secretariat and social sciences only,” he explained. We have to ensure career guidance during recruitment. In classes we have also to be gender responsive. During group work, girls can also be team leaders among other gender responsive practices, he added. He added the current main challenge in teaching STEM is that all students have not yet IT tools even when a teacher has. However, he said that by working with the school and parents, students can access digital tools that can improve practice in TVET. “TVET requires many practical materials which you can’t get. If I want to teach how a factory works, digital tools can help to demonstrate. Without such ICT integration, gaps in teaching STEMs will persist,” he said. The teachers are among 30 High and TVET teachers trained on how to integrate digital tools and ICT in teaching STEM and how to be gender responsive. Gisa Murera a data scientist and master trainer of teachers in STEM said that to address the existing issues, the role of the government and other policy makers, teachers and students is needed to ensure that the teachers are delivering what enables students to compete in the international labour market. Dr. Marie Christine Gasingirwa, the Applied Sciences Analyst at Higher Education Council, said that everyone should be involved to increase more girls in industries, engineering and other sectors that require STEM skills. Dominique Mvunabandi, Director of Science and Technology Unity in Rwanda National Commission for UNESCO (CNRU) said that the 30 trained High and TVET teachers will also scale up the acquired skills in other schools in all districts across the country to deliver quality gender-responsive STEM education and using digital tools in STEM. “We are discussing the existing challenges faced by women and girls in embracing STEM education. From the discussions we must come up with strategies to address the issue by involving teachers,” Mvunabandi said.

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A closer look at gaps in teaching STEM in high and TVET schools