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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Globally, the increased recognition of the economic value of science, technology, engineering, and mathematics (STEM) education has motivated many nations to put in place STEM education policies and reforms. However, in various nations, the successful implementation of STEM education is marred by many hurdles that include its complexity, inconsistency, obscurity and ambiguity. This is linked to lack of clearly defined models, strategies and expertise to spearhead STEM education. No wonder many nations have been grappling with the practilisation of STEM education since the dawn of the 21st century. STEM education is defined and modelled in varied which many nations like Zimbabwe are finding it difficult to streamline and develop models that fit their contexts. In this article use document review to identify and interrogate some of the approaches in STEM education to develop a framework which we refer to as an inclusive STEM education model. This model is adaptable across educational levels in any nation and can also be used as both an implementation and evaluation tool of STEM education. This inclusive STEM education framework provides a foundation and paves way for empirical researches on the implementation of STEM education where it can be used as conceptual or theoretical framework. |
| Keywords: Innovative competences, integrated STEM education; STEM competences, STEM literacy |
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