The Centre for Mathematics, Science, and Technology Education in Africa otherwise known as CEMASTEA in short plans to sensitize schools across the country to promote junior school teachers’ and learners’ knowledge and hands-on practice in STEM disciplines. This is a very important process for developing the skills of creativity, imagination, and most of the intrinsic 21st skills that learners need.
Focus on Local Resources and Creativity
The most notable difference on CEMASTEA approach is the utilization of locally available materials in teaching STEM concepts. It makes learning more accessible, triggers innovation among the students, and promotes an environment where they can develop their problem-solving skills. When learners work with materials they interact with every day, they start to connect their studies with their immediate environment and, hence, will make STEM education more relevant and impactful in their lives.
Coverage of Key STEM Subjects
The outreach programme encompasses a wide range of STEM subjects, including:
- Mathematics: Building foundations and problem-solving concepts.
- Integrated Sciences: It is an inclusive course that encompasses the fields of Biology, Physics and Chemistry.
- Pre-Technical Studies: This is a course aimed at streamlining pupils into this desired line of technical education/career path later in life.
Engagement in Garissa County
Recently, officials from CEMASTEA, armed with computers, laboratory equipment, and other innovative instruments, toured several schools in Garissa County in a move to stir and equip learners’ skills and abilities in upgrading the STEM subjects. The practical lessons were meant to spur learners’ interest in STEM as they get to appreciate the actual sense of the theoretical lessons.
Insights from CEMASTEA Trainers and Local Teachers
Main speaker and a trainer at CEMASTEA, Amina Sharbaidi reminded participants of the target passed by the government to ensure that 60% of all the learners are prepared for the STEM field. “She ended by calling upon the teachers and students to sensitize one another about the ability of doing STEM and its importance to them”. “For the realization of the 60% transition to the STEM pathway, there is a need to sensitize both the teachers and learners in these subjects. We have brought activities and learning resources for the learners to interact with in order to arouse interest and curiosity to learn the STEM subjects,” Amina said.
Timothy Masanja, a teacher at Iftin Junior School and beneficiary of the programme, appreciated the practical skills and innovative teaching methods gained at the centre. “CEMASTEA has equipped us with practical skills. We have learnt new ways of tackling concepts in the STEM learning areas and in enhancing learner engagement. We shall explore new ways of involving learners in the learning process,” he said.