Inclusive STEM education to fight poverty and inequality: The case of South Africa

Getachew T. Sedebo, Ajebush A. Shafi, Mammo Muchie and Michael Y. Shatalov

African Journal of Science, Technology, Innovation and Development, 2025, vol. 17, issue 1, 56-64

Abstract: Public higher education institutions (PHEIs) are considered public resources, yet equity in Science, Technology, Engineering, and Mathematics (STEM) fields within these institutions remains a global concern. The South African government acknowledges the importance of STEM education for all, yet its inclusivity and impact on the socioeconomic advancement of disadvantaged groups remain minimal. In contrast, highly privileged groups in the country benefit significantly more from STEM education. This paper aims to analyze and better understand the inclusivity of historically disadvantaged groups within STEM fields at public universities in South Africa. It seeks to provide policymakers with valuable insights into the country's current initiatives and efforts toward fostering inclusive STEM education in public higher education. The paper finds that historically disadvantaged groups have made strides in STEM educational participation in PHEIs, but the gaps persist. The authors argue that it is important for all concerned bodies to promptly harness and exploit the benefits of STEM education in a way that delivers its full potential benefits to the historically disadvantaged community.

Date: 2025
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DOI: 10.1080/20421338.2024.2417779

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