STEM as a tool for socio-economic transformation of a nation (case study: Nigeria)
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Abstract
Today, developed countries prioritize the STEM competency of their citizens as a dire need. It is not simply because science and technology have been the drivers of their economic growth, neither is it simply because the number of billionaires in the world today, which has doubled over the past decade, consists of people who have made their fortunes through Engineering, Information, Communication and Technology. Most of these countries believe as well as developing countries do, that the country with the largest number of engineers, scientists, technologists, technicians and mathematicians will determine who rules the world. Our nation, Nigeria realizes this too as can be chronicled by the reforms being made since 1962. Sadly, our actions based on this realization have been largely ineffective. Policy-making is a function of self.
References
- REFORMS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION, Promise N. Okpala
- MASSACHUSETT'S PLAN FOR EXCELLENCE IN STEM EDUCATION, VERSION 2.0
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