saaduM


	
      
	
		The Relevance of Science,
Technology and Mathematics Education (Stme) In Developing Skills for
Self Reliance: The Nigerian Experience
	

	
		
	

	
		Suleiman Sa'adu Matazu
	

	
      
		Department of Science and Vocational Education,
	
	


		Faculty of Education and Extension Services,
	
	


		Usmanu DanfodiyoUniversity, Sokoto-Nigeria.
	
	


		

      Justmatazu@yahoo.com, ssmatazu@yahoo.com.

      
	


	
		
	

	
		
	

	
		

      

      Abstract

      Science, Technology and Mathematics Education (STME) has been proved to
be an indispensable factor in the economic development of any country;
and for Nigeria, it has a more circuital role to play. This paper
examined the relevance of science, technology and mathematics education
(STME) for national development and self-reliance of Nigerian citizens.
A historical overview of the interconnectivity of science, technology
and mathematics education (STME) and self reliance was highlighted. The
current situation and challenges facing STME in Nigeria were also
highlighted to bring out the theoretical relevance of (STME) for self
reliance which actually has not been practically realized. The author's
recommendations, include, the call for training and re-training of STME
teachers to update their knowledge, long vocation/weekend programmes
for out of school individuals, among others. 
	

      
	


		
	

      
	


		

      

      INTRODUCTION
	

      
	


Relevance simply means to be directly connected with the subject being
discussed or considered. This implies that, the paper attempts to bring
out the direct connection between Science, Technology and Mathematics
Education (STME) for self-reliance. Although Nigeria is rich in human
and natural resources, it is still one of the poorest and
underdeveloped countries of the world. The climax is that there are so
many graduates of the nation's education system who are roaming about
the streets as unemployed and job-seekers (Nwachukwu, 2009). This
situation is contrary to the aims and objectives of Nigerian education
stipulated in the National policy on Education (FRN 2004), which
stresses the development of a self-reliant nation. This shows that the
policies and the practices in the schools have some yawning gaps
(Offorma, 2005). In reality, products from good STM education ought to
have acquired sufficient skills that would make them self reliant,
prepare them to enter into jobs and make progress in them. STME should
prepare individuals to be self employed in various enterprises. 

      
	

 The delivery of Science, Technology and Mathematics
Education should be practical oriented, but it is theorized because of
lack of competent teachers or lack of equipment to enable that. Hence,
students graduate without any hands-on skills, and minds-on experience
(Offorma, 2005). This trend tends to obscure the relevance of STM
education in the development of skills necessary for self reliance.
Such constructs as, curiosity, open mindedness, creativity, aptitude
among others, which are often used in connection with science,
technology and mathematics education are also relevant and applicable
for the development of skills for self reliance. 

      
	

 It is against this background that this paper examines
the relevance of Science Technology and Mathematics Education for
effectively developing skills for self reliance in Nigeria. 

      
	


		Theoretical Framework
	

      
	


Science, Technology and Mathematics Education (STME) have been called a
meta discipline, the creation of a discipline based on the integration
of other disciplinary knowledge into a new whole. This
interdisciplinary knowledge bridging among discrete disciplines is now
treated as an entity known as STM Education (Morrison, 2006). Thus, STM
Education offers students one of the best opportunities to make sense
of the world holistically, rather than in bits and pieces. 

      
	

 It should be noted, however, that STM Education is an
interdisciplinary approach to learning; where rigorous academic
concepts are coupled with real world lessons as students apply STM in
the context that make connections between schools, community, work and
the global enterprises enabling the development of STM literacy and
self reliance skills, and with it, the ability to compete in the new
economy (Tsupros et al, 2009). 

      
	


		Historical Overview
	

      
	


Science and Technology have been instrumental in shaping and improving
the life of mankind. While science tries to explain things, technology
is what has enabled mankind to improve his standard of living, not only
to build houses, supply food, health, travel and communications but
arts, sculpture, music and literature (Mutasa in Nwachuku, 2009). Thus,
the purpose of technology is the application of human knowledge for the
betterment of human life. Hence, technology, therefore, seems to be a
cultural activity and every society is technological and scientific in
varying degrees and mathematics is the vehicle for doing science and a
tool for technologies (Wasagu, 2009). 

      
	

 Past researchers revealed that Africans developed
Arithmetic, Algebra, Geometry, trigonometry and other advanced
mathematical science (Diop, 1974). They employed these concepts in the
construction of pyramid, mathematical calculations relating to the
flooding of Nile, and in the division of land along the Nile valley.
The Egyptians also possessed considerable knowledge of chemistry, and
the use of metallic oxides is evident from the nature of colors applied
to their glass and porcelain. They were even acquainted with the
influence of acids upon color. Hence, they were able in the process of
dyeing/staining cloth, to bring out certain changes in the hues by the
same method adopted in our own cotton works (Sweeting and Edmond,
1989). 

      
	

 Amongst a host of technological inventions were
tools-copper and iron and latter steel, boat and ship design. The sale
of sails was one of Egypt's industries. Also, there existed the art of
shaving, use of wigs, wearing of kilts and sandals, musical
instruments, chairs, beds, cushions and jewelry. There was smelting of
iron for producing good quality carbon steel. With this enterprise,
they were self employed and become self reliant. Analysts have argued
tremendous improvement recorded in science and technology over the
years have been met with a corresponding decrease in the technological
skills possessed by individuals and their communities which make them
self reliant. This could be witnessed in many developed societies where
the science and technological discoveries and inventions have been
applied in different human development fields for national development.


      
	

 In our national context, several strides have been made by
many people in the rural and urban Nigerian where skilled men had
produced the needed farming implements, local guns for hunting animals
in the forests, machetes and hoes for clearing the land for
agricultural activities, and many other locally-made tools that would
earn them a living; women were able to brew local beverages and wine,
weave and dye cloths, utilize clay materials for earthenware bowls,
pots, among others. Nowadays, it is difficult to find individuals with
such self reliant skills in the community (Nwachukwu, 2009) due to the
non-commitment of the system to the development of local human
potentials and resources in the environment. This means, technology now
belongs to large corporations and people have increasingly become
jobless, job seekers and indeed marginalized in the industrial
development, production and employment sector. Thus, if the
interconnectivity of these different disciplines science, technology
and mathematics education are wisely utilized, it is of great advantage
for the development of necessary skills for self-reliance. 

      
	


		Current Situation of STM Education in Nigeria
	

      
	


Oriafo (2002) argued that science, technology and mathematics education
in Nigeria are grossly characterized by inadequacy of content and
ineffective methodology by teachers, paucity of facilities, equipment
and materials in our laboratories, as well as dominated socio-cultural
lapses. These lapses have to be properly tackled for our STM education
to produce individuals with sufficient skills capable for self-reliant
life activities. 

      
	

 The present trend of mass unemployment in Nigeria shows
that the STM being taught in schools do not prepare Nigerian graduates
to function well in the nation undergoing transition from rural economy
to modern economy (Nwachukwu, 2009). The courses which should be taught
as hands-on and minds-on practical courses are basically taught
theoretically; this makes the learners not to benefit maximally from
their education. Hence, development of useful skills necessary for self
reliant living is lacking. 

      
	


		Self Reliance as it relates to STM Education
	

      
	


One of the main objectives of National Policy on Education (NPE) is the
"Acquisition of appropriate skills for self-reliant nation".
Self-reliance is an expression which has become conceptually and
practically attractive, particularly in developing countries, wrestling
with the economic forces of meeting numerous needs with limited
resources (Jimo, 2009). Even though there is no nation that is
completely self sufficient, but the craze to bring out the best that is
possible in a nation's human and materials endowments informs self
reliance. 

      
	

 Self-reliance is one of those euphemistic terms bandied
about, like bridging the gap; meeting basic needs; and eco-development
in the international effort to reduce hunger, disease, unemployment and
general poverty. With the apparent failure of regional and
international governments, multinational corporations and even
humanitarian organizations to achieve these goals, there is a resort to
an inward looking tendency of self-help as a way out, after all,
self-reliance as a form of social behavior has existed throughout
phases of human development (Oxfam, 2002). 

      
	

 Jimo (2009) opined that STM education should prepare
individuals for self-reliance. This can be achieved by delivering STM
education practically in such away that it enables individuals acquire
necessary and vital skills for self employment. It should be noted,
however, that alleviating poverty and resuscitating self-reliance which
is a prelude to self sufficiency and employment generation can best be
achieve in Nigeria when STM Education is taught as hands-on and
minds-on practical activities in our public schools. 

      
	


		Challenges facing STM Education in Nigeria that affect its Expected Outcomes
	

      
	


		
	

      
	


Nwachuku (2009) enumerated some of the problems confronting STM
education in Nigeria to include, lack of funds to purchase
equipment/materials, lack of adequate textbooks, overcrowded
classrooms/laboratories, poor time table, lack of cooperation from
administrator, the pressure of external certificate examinations, etc.
Other challenges, include, lack of proper monitoring and feedback
mechanisms, poor preparations of teachers who teach the new programs,
lack of motivation among teachers, the rapid rate in which teachers are
transferred from one school to another or out of the profession, the
use of archaic/traditional teaching methods which ultimately hinders
internalization of learned materials 

      
	

 Other problems facing STM Education in Nigeria includes
the absence of efforts to bring about meaningful self-reliance programs
and projects to the communities. There are lack of planning in
different sectors of Nigerian economy; including, poor policy
implementation procedures, shortage of qualified STM
teachers/educators, over whelming number of activities demanded by the
new curricula, lack of clear-cut goals, scarcity of resources and
non-usage of research reports on the performance of the programs
(evaluation). These are clear challenges facing Nigeria STM Education,
and unless these challenges are tackled, the dying relevance of STM
Education skills for self-reliance in Nigeria can not be resuscitated. 

      
	


		The Teacher and the Curriculum
	

      
	


		
	

      
	


The meaningful implementation and success of any STME curriculum for
self reliance rests heavily on the availability of sufficient number
and right caliber of teachers. (Wasagu, 2009). Nigeria has great human
resource potentials for all sectors, and many of them could be
encouraged to embrace education/the teaching field, trained, and
equipped with practical skills and resource materials that would
facilitate youth development training in various communities. Such are
positive ways to begin imparting the spirit of self reliance and
nationalism among the citizens. 

      
	

 Furthermore, since the teacher is the translator,
interpreter and trusted executor of the school curriculum in the
classroom, then Nigerian STME teachers are the central figures in the
meaningful realization of the program, as enshrined in the public
school curriculum. The actualization of the goals and benefits of STM
Education for self-reliance is a heavy task, highly demanding on the
teacher (the implementer) and the school system. This is because, the
teacher as the implementer of the curriculum, mediates between the
curriculum aims and objectives, contents and materials, and the learner
(Nwachukwu, 2009). The teacher is responsible for selecting the
content, materials, strategies and pedagogies, preparation and
presentation of the content to learners, evaluation and feedback. In
addition, the teacher is faced with the task of constantly motivating
and reinforcing the learners, as well as provision of suitable
socio-emotional atmosphere that is conducive for learning in order to
achieve the desired goals (Nwachukwu, 2009). 

      
	

 For effective and efficient execution of these laudable
tasks by the teacher, Morrison (2006) advised that the teacher be
properly trained, and must acquire a mastery of vast arrays of skills
and competences. Examples of such skills are knowledge of the subject
content, practical competence, minds-on and hands-on, pedagogical
competencies, etc. Furthermore, teachers should view the learners as
beginners; hence, they need to adopt practical approaches, such as, use
of concrete examples and improvisations. Since the acquisition of
skills necessary for self-reliance are all embracing, practical
activities should be extended to simulations, games, etc. Since no
educational system or curriculum could rise above the quality of its
teachers, it is pertinent that teachers should be trained with variety
of pedagogical approaches which will facilitate acquisition of skills
needed for self employment and the corresponding effect would be self
reliance. 

      
	


		Recommendations
	

      
	


		Based on the discussions in this paper, the following recommendations are made;
	

      
	


a) STME teachers should be properly trained, provided with adequate
knowledge on the subject content, various creative skills, pedagogies
and practical approaches of teaching and learning STM Education. This
will enhance effective and efficient STM Education capable of producing
individuals that are ready for self-reliance. 

      
	

 b) Serving STME teachers also should be retrained,
through in-service, workshops, seminars, conferences, and study tours.
This will enable them acquire reasonable knowledge capable of producing
individuals with enough self reliance skills. 

      
	

 c) Children and young individuals should be given proper
value and attitudinal orientation by parents and adults. They should be
encouraged to be versatile as white collar jobs are no longer plenty
where available. 

      
	

 d) Long vocation/weekend programmes can be organized for
out-of-school individuals, this will help in equipping them with skills
they need for self-reliance. 

      
	

 e) There is need for shift of emphasis from certificate
acquisition to the acquisition of practical skills and attitude needed
for self-reliant life. 

      
	

 f) Government should be ready to invest heavily in STM
Education. Good salaries/allowances should be paid to STM teachers, all
the necessary materials/equipments and infrastructure needed should be
made available, conducive atmosphere for teaching and learning should
be provided. With this, the corresponding effect would be performance
according to expectations. Nigerian graduates would be properly
equipped with all the necessary skills they need for self-reliant life.
Hence, the dilemma of seeing uncountable number of unemployed graduates
roaming on the street seeking for jobs will drastically reduce. 

      
	


		Conclusion
	

      
	

 This paper
has stressed that in the past, acquisition of skills for self-reliance
was the target of STM Education. It now shows that a well-planned and
implemented science, technology and mathematics education today would
play a great role in the development of vital skills to individuals
that will enable them to be self employed, self-reliant, hence the ugly
situation of massive unemployment of graduate is tackled. 

      
	


		
	

      
	


		
	

      
	


		
	

      
	

      
	


		



      References

      

Diop, C.A. (1974). "The African origin of civilization". New York Lawrence Hill and Company.
	

      
	


		Federal Republic of Nigeria (2004) National policy on education. NERDC Lagos.
	

      
	


		Jimbo, B.O (2009). Self Reliance as an impetus for Eradicating poverty in Nigeria. Journal of Humanities, Science and Technology; NigerState
		Polytechnic Zungeru. 124-130.
	

      
	


		Morrison, J. (2006). Ties STM Education Monograph Series: Attributes of science, technology and mathematics education. Wadsworth Publishing
		Company Belmont. U.K.
	

      
	


		Nwachukwu, C. (2009). The relevance of the science, technology and mathematics education (STME) to development of entrepreneurial skills.
		Proceedings of the 50th Annual Conferences of Science Teacher Association of Nigeria 312-324.
	

      
	


		Offorma, G.C (2005). Curriculum for wealth Creation. Paper Presented at the Seminar of the World Council for Curriculum and instruction held
		at Kano, Oct, 25.
	

      
	


		Oriafo, S.O. (2002). Refocusing science, technology and mathematics (STM) education in Nigeria: A book of Readings. Agbor: Kmensuo Educational
		Publishers.
	

      
	


		Oxfam, K.W (2002). The global gap between the rich and the poor is getting wider. London: The Brookings institution.
	

      
	


		Sweeting, E and Edmond, L. (1989). "African history: An illustrated handbook". Islington Council, London.
	

	
		Tsupros, N.R., Hallinen, J. (2009). STM education: A project to identify the missing icon. Kmensuo Educational Publishers.
	

	
		Wasagu, M.A. (2009). Rethinking Science Education for changing Times: The writing on the wall. Eight inaugural lecture of Usmanu Danfodiyo
		University Sokoto. March 26.