The Status of STEM Education in Schools: A Case of Samtse Dzongkhag

Abstract

This study examined the current state of STEM education in schools under Samtse Dzongkhag. Specifically, the study explored the competency of STEM teachers, the infrastructure and resources available to support STEM education, the proficiency of teachers in the use of ICT in education, and the performance of students in STEM subjects. A mixed-method approach was used, including survey questionnaires, interviews, and document analysis. The survey sample comprised 50 teachers from six schools currently teaching STEM subjects in grades IX to XII, while qualitative data was obtained from four participants, including a Lead teacher, an Academic head, a School administrator, and a District Education Officer. The study found that STEM teachers have at least a first degree from a recognised university and a majority have taught STEM subjects for more than a decade. The study also reveals that the professional development (PD) programmes attended by the STEM teachers is far below what is envisioned by the Ministry of Education and Skills Development. The study recommends revisiting the policy of professional development (PD) and providing the mandated hours of PD to teachers, upgrading laboratory equipment and apparatus, encouraging scientific research to promote innovation, and allowing students to bring mobiles to school to increase access to technology and enhance learning.