Math failure rates are symptoms of a broken STEM pipeline
Published:Monday | February 3, 2025 | 4:34 PM
THE EDITOR, Madam:
The recent Caribbean Secondary Education Certificate results highlight a distressing trend in Jamaica’s educational landscape, particularly in mathematics – a cornerstone of STEM education. In 2024, the pass rate for mathematics in public schools was a mere 38.9 per cent, reflecting only a modest increase from 37.3 per cent in 2022. When considering all educational institutions, including private schools, the pass rate further declined to 33.4 per cent in 2024, down from 43 per cent in 2023.
These statistics are not merely numbers; they are indicative of a systemic failure that jeopardises the future of the youth and, by extension, the socio-economic development of Jamaica. The persistent underperformance in mathematics – a fundamental component of STEM – underscores the urgent need for a comprehensive overhaul of our educational strategies and priorities.
At the heart of this crisis lies the chronic underfunding of educational infrastructure, particularly in STEM fields. Many institutions lack the necessary resources, such as modern laboratories and technological tools, essential for effective teaching and learning. This deprivation stifles intellectual curiosity and hampers the development of critical analytical skills among students.
Further, the shortage of qualified educators in STEM subjects exacerbates the problem. Inadequate remuneration and limited professional development opportunities deter talented individuals from entering or remaining in the teaching profession. Consequently, students are deprived of quality instruction, leading to disengagement and poor performance.
Cultural perceptions and systemic biases also play a significant role. The under-representation of females in STEM fields is a glaring issue, often perpetuated by outdated stereotypes that discourage young women from pursuing these disciplines. Addressing this requires targeted interventions to promote inclusivity and diversity within the educational system.
The ramifications of neglecting STEM education are profound. In an increasingly technology-driven global economy, our nation’s competitiveness is at stake. Without a workforce proficient in STEM, Jamaica risks economic stagnation and diminished global relevance.
It is imperative that the government, in collaboration with private stakeholders, prioritises the revitalisation of STEM education. This includes increased funding, curriculum reform to incorporate modern pedagogical approaches, investment in teacher training, and initiatives to dismantle cultural barriers hindering participation in STEM.
TAMI-LEIGH MITCHELL