Identifying the Causes of Low Student Enrolment in STEM Courses in Nigerian Higher Educational Institutions
Keywords:
Policy, Education, STEM, HEIsAbstract
Because of students' poor engagement in science, the government's Higher Educational Institution (HEI) admission policy of a 60:40 science/arts ratio at Nigeria's Higher Educational Institutions (HEIs) has been unable to fully implement the programme. According to this interpretation, an economy cannot grow its human and material resources if it does not have a sufficient pool of suitably skilled workers in research and scientific-related sectors at all levels of government. For the foreseeable future, the STEM workforce will continue to be critical to our economic vitality, with contributions to innovation, technological growth, and economic development expected. As part of the effort to determine the root cause of this lack of interest, this research was conducted. After asking themselves why STEM-related courses were not offered at higher education institutions, students responded with six broad distinct groupings that might be classified as follows: According to the findings of the survey, the notion that STEM courses are difficult is the most significant factor preventing students from enrolling in STEM-related courses in college. When it comes to dealing with the issues that have been recognised. The government would have to play a key role in driving the process by putting in place policies that are viable and implementable.
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