A recent study by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) has revealed strong student interest in pursuing STEM pathways, even as gaps in teacher preparedness and resource support remain a challenge.
The research, conducted in March 2026, found that 95% of learners who joined Grade 10 indicated a continued preference for STEM pathways and expressed their intention to pursue STEM-related studies after senior school.
The study also showed positive perceptions of institutional support, with over 80% of learners reporting confidence that heads of institutions provide adequate support and a conducive environment for STEM learning. In addition, many learners felt they had sufficient learning resources, although they still called for further support to strengthen their studies in STEM subjects.
The findings were shared by Dr. Karanja Mutitu, Acting Director of STEM Research and Innovation at CEMASTEA, during a three-day Quality Assurance and Standards Officers (QASOs) workshop focused on strengthening the implementation of STEM education in schools.
However, the research also highlighted key challenges among teachers. About 27.1% of teachers reported that they were not adequately prepared to implement the STEM pathway effectively in schools. Similarly, 27% indicated that there were inadequacies in resources and support, calling for increased school based assistance to improve implementation.
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Dr. Mutitu noted that while teachers have made progress in engaging learners through STEM approaches, continuous capacity building remains essential to ensure learners acquire the required competencies and skills.
He further emphasized the importance of collaboration among stakeholders, including government, private sector partners, and education stakeholders, to ensure adequate provision of learning resources and effective implementation of STEM education.
CEMASTEA Board of Governors chairman Dr. Pius Mutisya reaffirmed the institution’s commitment to retooling key stakeholders, including QASOs, to strengthen the monitoring and support of STEM implementation in schools.
The workshop was held under the theme: “Enhancing the Capacity of QASOs to Monitor and Support Teachers of STEM Subjects for Effective Implementation of Competency-Based Education.”
By Obegi Malack
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