Promoting STEM Education in Ghana: Challenges and Opportunities at the Junior High School Level

• In Event: Learning Foundations, STEM and Ethics

Proposal

As Ghana embarks on its journey towards economic, social, institutional, and environmental transformation, education plays a pivotal role in realizing these goals. With a youth population projected to reach 32 million by 2021, providing high-quality education for all is crucial to national development. Recognizing this, the Ghanaian government has highlighted the importance of enhancing STEM education as a catalyst for economic growth and scientific progress. At the JHS level, core STEM subjects, such as mathematics and integrated science, are taught. Basic Education Certificate Examination (BECE) serves as a key determinant of students’ progression to senior secondary and vocational schools. This examination assesses students’ knowledge in core subjects like English, French, Mathematics, Integrated Science, and Social Studies, underscoring the significance of STEM education for academic advancement.
Indeed, mathematics and science are universally acknowledged as critical for both daily life and educational progression. A solid foundation in mathematics is essential for advancing through the educational system and into higher education. The Organisation for Economic Cooperation and Development (OECD) stresses the importance of foundational skills like numeracy, estimating that universal basic skills in Ghana could boost the country’s GDP by as much as 2000%. Science also plays a crucial role in societal advancement, contributing to breakthroughs in medicine, technology, and environmental sustainability. African Institute of Mathematical Sciences (AIMS) are working across Africa, including Ghana, to promote STEM disciplines, aiming to cultivate independent thinkers and problem solvers capable of driving the continent’s scientific and economic development.
Despite the recognized importance of STEM education, several barriers hinder its effective promotion in Ghana. One major challenge is the gender gap in STEM fields. Although the Ghanaian government has introduced initiatives to improve the science-to-humanities ratio and establish pre-engineering programs, more focus is needed to address gender disparities in STEM education. In 2022, the Korea International Cooperation Agency, in collaboration with the Ghana Education Service, launched the “Promotion of Girls’ Competency in Math and Science with Gender-Responsive Pedagogy” project. Targeting 400 schools across ten districts, this initiative aims to enhance girls’ academic performance and transition rates to senior high school by improving math and science education through gender-responsive teaching practices. The project’s interventions focus on improving teaching practices through Teacher Learning Circles, providing sufficient teaching and learning materials, and fostering parental and community involvement to boost school attendance and student support. By addressing both academic and social barriers, this initiative seeks to create a more inclusive and supportive environment for girls in STEM.
In this regard, this study aims to empirically reveal the issues and pathways for STEM education for JHS students, particularly for girls, in Ghana. The data was collected from 200 public JHSs in Ghana’s Eastern and Central regions, focusing on students’ academic performance, school resources, and teachers’ pedagogical competence in math and science. A comprehensive methodology was employed, including student assessments, surveys of teachers and parents, and interviews with key stakeholders. This approach provided a holistic understanding of the current state of STEM education in Ghana and identified areas for improvement.
Three key findings emerged from this study. First, concerning Student Achievement and Interest in STEM Subjects, the math and science assessment results were concerning, with students scoring an average of 11 out of 100 in math and 20 out of 100 in science. Boys performed slightly better in math, while girls showed a stronger preference for science. However, interest and motivation in STEM subjects were low across both genders, with only 29% of students expressing a preference for science and 24% for math. The main reason cited for disliking these subjects was a lack of understanding of core concepts, indicating the need for improved instructional support. Second, regarding School Resources for STEM Education, many schools were found to be inadequately resourced. Only 10% of schools had science apparatus, and none had fully equipped science laboratories, limiting students' ability to engage in practical experiments. Additionally, delays in the distribution of new curriculum materials resulted in a lack of textbooks, further hindering the learning process. Only 22% of schools had computer labs, and fewer than half had access to supplementary learning materials such as wall charts or diagrams. Finally, concerning Teachers’ Pedagogical Competence, while most math and science teachers held the necessary qualifications, more than half lacked specialized training in these subjects. Only 31% of teachers had received in-service training in STEM education, and many relied heavily on teacher-centered instructional methods, which limited student engagement. Furthermore, only 22% of teachers demonstrated gender-responsive teaching strategies, a crucial factor in addressing the gender gap in STEM education.
Several key recommendations are proposed to enhance STEM education in Ghana. First, teacher training should be improved through ongoing and sustainable professional development programs aimed at enhancing teachers’ subject knowledge and pedagogical skills, with a particular focus on STEM subjects. Emphasizing gender-responsive teaching strategies is crucial to encourage greater participation of girls in STEM fields. Second, school resources must be improved, with the government and educational stakeholders prioritizing the provision of essential resources such as textbooks, science laboratories, and teaching materials. Equipping schools with the tools necessary for hands-on learning, especially in science, is vital. Third, community engagement is important, as parental and community involvement plays a critical role in supporting students’ academic success, particularly in STEM subjects. Community outreach programs should raise awareness of the importance of STEM education and address social barriers that may prevent students, particularly girls, from pursuing these fields. Finally, targeted interventions for girls are essential to close the gender gap in STEM education. While the KOICA project’s focus on gender-responsive pedagogy is a positive step, additional interventions like mentorship programs, STEM clubs, and role models can inspire more girls to pursue careers in STEM fields.
STEM education is critical for Ghana’s future economic and social development. However, significant challenges remain, including low student performance, inadequate resources, and persistent gender disparities. By implementing targeted interventions, enhancing teacher training, and improving school resources, Ghana can build a stronger foundation for STEM education, empowering the next generation of scientists, engineers, and innovators to drive the country’s development.

Authors

• Sung-Sang Yoo, Seoul National University

• Gahyung Kim, Seoul National University

• Eunhye Lee, Seoul National University

• So Yeon Park, Seoul National University