Interrogating the Implementation of STEM Education in Zimbabwe

Abstract

This paper seeks to unpack the Government initiative dubbed STEM in terms of the implications for its implementation in the schools highlighting, particularly, the issues which need to be clarified or addressed if meaningful implementation is to take place. The issues relate to the policy statements from Government, the meaning of STEM and the pedagogical related issues of STEM Education. Implied in the discussion of these issues are possible suggestions on the way forward. The paper argues that although the success of STEM Education depends on many factors, the major determining factor lies in the ability and willingness of the teachers to teach for the acquisition and use, by the students, of STEM literacy knowledge and skills. These are the 21^st century skills which include critical thinking, identification and solving of real life problems, creativity and innovativeness. Teachers will need professional and material support to do this. Examination boards would need to test knowledge and skills acquisition and application in solving real life socio-economic problems.