Development of Monitoring and Evaluation System for Quality STEM Education at the Basic Learning Levels in Africa

A situational analysis on the status of STEM education at the basic learning levels in Africa found a lack of consistent longitudinal data on enrolment and performance in STEM subjects at the secondary school level in Africa (ADEA, 2021). In efforts to increase enrolment in general, several African countries have introduced education policies and programmes at the basic education level that have led to an increase in student enrolment at different levels of the education system (Fomunyam, 2019; Majgaard & Mingat, 2012; Tikly, et al., 2018).  However, although information on general trends in enrolment is available from periodic education statistics, this is not consistently reported and, in some cases, it is missing altogether. The Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) at secondary school level for some of the sample countries shows that there is still a challenge in achieving universal access to secondary education. This has a negative spill over effect on student enrolment in STEM courses at the secondary school level, institutions of higher education, and STEM careers. Specific to STEM education at the secondary school level, there is very little information that could clearly demonstrate student enrolment trends in STEM subjects in Africa.