STEM-Arts dichotomy: Imperative of humanising sciences, technology for mutual devt

Considering the renewed emphasis on Science, Technology, Engineering and Mathematics (STEM) in this digital age, stakeholders are warning that putting too much emphasis on STEM at the expense of humanities, social sciences, and education will leave complex moral questions for young people and the society unanswered – and a potential danger for all, IYABO LAWAL reports.

Over 60 per cent of Nigeria’s population live in extreme poverty as its citizens currently grapple with unprecedented economic hardship. As this happens, the country’s academic system and institutions are also bearing the brunt of inadequate funding, decrepit infrastructure, and a curriculum that is generally believed to be outdated.

Nigeria is at the lowest rung of technological advancement compared to global progress, and this is largely attributed to the country’s educational policies, which is illustrated in courses that many students are focusing on.

Accessing statistics or figures that give details of students’ enrolment in Science, Technology, Engineering and Mathematics (STEM), arts, and humanities is like looking for a needle in a haystack. Attempts to explore the intersection of the figures regarding Nigerian students’ study focus regarding STEM, arts and humanities courses are intriguing.

According to the International Trade Administration, Nigerian students have a strong focus on STEM courses, leading to many undergraduate and postgraduate students enrolling in courses such as engineering, mathematics, and health professions.

Per top areas of study for Nigerian students, the IIE Open Doors Report 2022 revealed that: “business and management had 11.4 per cent; education, 2.3 per cent; engineering, 19.5 per cent; fine and applied arts, 2.2 per cent; health professions, 12.4 per cent; humanities, 2.7 per cent; intensive English, 0.1 per cent; math/computer science, 14.6 per cent; physical and life sciences, 15.9 per cent; social sciences, 7.6per cent; other fields of study, 10.3per cent; and undeclared, 0.9 per cent.”

Meanwhile, the proportion of Nigerian students and researchers in STEM averaged less than 25 per cent, said Prof. Abubakar SaniSambo, the Vice-President of the Nigerian Academy of Science (NAS), at the 11th International Conference and General Assembly of the Nigerian Young Academy.

STEM have gone viral globally, and STEM fields have taken centre stage, collectively constituting a substantial 61 per cent of the Nigerian student body in the United States. Although Nigeria had the third highest number of learners on Coursera enrolled in STEM courses as of March 2023, the country had the highest year-on-year increase – almost double. Five African countries were in the top 10 increasing STEM learners on the e-learning platform.

Many countries have tried to increase the number of graduates in STEM to help various growing industries. According to United Nations Educational, Scientific and Cultural Organisation (UNESCO) statistics, students in Malaysia and Tunisia are among the most likely to graduate in a STEM field.

Other countries with a strong share of STEM graduates are the United Arab Emirates (UAE) and South Korea, while Western Europe and the United States have lower numbers. Nigeria did not feature prominently in the report.

According to the World Economic Forum (WEF), graduates in STEM fields are sought after globally, but are often in short supply. Many countries have tried to bolster enrolment in STEM to aid important growth industries like medtech, digital services, mobility, or computer sciences. However, countries have had varying success in the matter.

The UNESCO Institute for Statistics noted that tertiary students in Malaysia and Tunisia are among the most likely to graduate in a STEM field, with between 43.5 and almost 40 per cent of students there receiving a respective degree, out of all countries where recent data was available.

With a high share of 34 per cent of students picking STEM, India is producing the most graduates in the field due to its population of around 1.4 billion people, the largest in the world.

In 2016, WEF said that China actually had 4.7 million STEM graduates a year, while other countries like UAE, Germany, Belarus and South Korea – all producing more than 30 per cent STEM graduates.

After Tunisia, the share of STEM degree recipients is also upwards of 29 per cent in Algeria, Mauritania and Morocco, all due to the prevalence of computer engineering in the region. The Arab Gulf – a place that has recently been pushing to innovate its economies is producing an above-average number of STEM graduates in some places, namely the UAE and Oman.

Except for Germany, Western Europe is not a STEM hotbed, however. Only 26 per cent of graduates in the United Kingdom come from STEM courses, as do 25 per cent in France and 23 per cent in Spain. Even fewer graduates are in the United States, with shares of 19.6 per cent, and 17.5 per cent in the U.S. and
Brazil, respectively.

Talking about arts and humanities
FORMER President OlusegunObasanjo was reported to have said that “anyone going to the university to study sociology or mass communication has wasted his life.” He is not the only one with such disdain for courses in arts and humanities. Following the release from captivity of Kankara Science Secondary School students, ex-President MuhammaduBuhari said that the boys were “lucky” to be in a STEM school that potentially offered them a brighter future of “getting jobs” compared to their colleagues studying History or English.

In recent times, the Federal Government renamed the Ministry of Science and Technology as Ministry of Science, Technology and Innovation. Nigeria is desirous of turning technological know-how into innovative successes.

According to the country’s National Policy on Science and Technology Education, the pass rates in mathematics and sciences have been consistently less than 50 per cent.

Also, Nigeria is yet to achieve the 60:40 ratio in enrolments for science and technology versus arts/humanities, as interest in mathematics, science, and technical studies is decreasing.

“Perhaps our biggest ambition yet is the overhaul of our education sector. Every child counts – and simply, whatever it takes to prepare our teachers, curriculum and classrooms to attain the right educational goals that grow our country will be done. We will remodel 10,000 schools every year and retrain our teachers to impart science, technology, engineering, art and mathematics using coding, animation, and robotics to re-interpret our curriculum,” Buhari had said during his time in office,” even though so little of this was achieved.

He added: “A lack of good education in STEM subjects is holding back the nation’s growth and depriving its youth of career opportunities. If Africa does not start building capacity in these subjects, its progress towards achieving sustainable and comprehensive growth will be severely challenged.”

In his opening address at the Pan African Conference on Education last April, the Assistant Director-General for Education at UNESCO, FirminMatoko, noted that Africa needs help to tap into scientific inventions and discoveries that are happening around the world and step up investments in scientific research to enable African countries to become producers of knowledge, rather than consumers, by embracing advancement in technology and equipping youths with relevant knowledge and skills that the 21st-century demands.

Are humanities losing grounds, or being replaced?
THE shifting of the global landscape of education, particularly the rise of STEM fields and Artificial Intelligence (AI), has undeniably impacted the perception and value of courses in humanities. This trend is evident in Nigeria, where the focus on STEM disciplines has intensified. However, examining the broader context and enduring relevance of humanities and arts is crucial.

While STEM fields drive innovation and economic growth, experts are quick to point out that they cannot fully address society’s complex challenges. They stressed that humanities and arts offer unique perspectives, critical thinking skills, and creative problem-solving abilities that are essential for a well-rounded education and a thriving society. These disciplines foster empathy, cultural understanding, and ethical considerations, which are vital for navigating the complexities of the modern world.

Some stakeholders pointed out that the emphasis on STEM fields is understandable, given the nation’s aspirations for technological advancement and economic diversification. However, education experts pointed out that it is important to recognise that a balanced education, which includes humanities and arts, is crucial for producing well-rounded graduates who can contribute to the nation’s development in various ways, urging Nigerian universities to strive to maintain a strong emphasis on humanities and arts, ensuring that these programmes are rigorous, innovative, and relevant to contemporary challenges.

Across the world, the increasing integration of arts and technology in various fields, including design, gaming, and digital media, highlights the growing demand for individuals with skills in both creative and technical domains.

This trend offers opportunities for students with backgrounds in humanities and arts to pursue careers in emerging industries. Several reports indicate there has been a significant increase in enrolment in STEM programmes in Nigerian universities in recent years, with the Nigerian government prioritising STEM education and research .

Yet, several scholars are scratching their heads, wondering how educators trained in analogue fashion will be able to produce digital teachers. It also appeared to be a dilemma for them as to how student teachers trained by digital immigrants, with analogue methods, will teach “digital natives” to meet the challenges of the 21st century and beyond.

In addition, it is paramount to note that humanities and arts courses still hold value and can lead to fulfilling careers. Universities and students should work together to adapt to the changing landscape and ensure that these disciplines remain relevant and vibrant.

“The global society has also witnessed a speedy transition into the sixth wave of innovation dictated by the rise of AI and Internet of Things (IoT), robots and drones, and clean technology.

Furthermore, Nigeria has set new developmental policy agenda and milestones, including a strong commitment to achieving the 2030 education agenda as encapsulated in the Sustainable Development Goals (SDGs),” said the Nigerian Educational Research and Development Council’s (NERDC) acting Executive Secretary, Dr Margret Lawani.

Education consultant and Head of Africa Programmes at Kikazi, Rhoda Odigboh, noted: “Nobody knows what the new job areas will be” in the future, given the dramatic changes engendered by technology, and advised that “we must be conscious of what the future world looks like. Problem-based learning should be alive in the classroom. It should not be limited to science subjects. Even teaching English comprehension could be project-based. Everything around the students is a comprehension passage.”

While the global landscape of education is evolving, it is invaluable to recognise the enduring value of humanities and arts. These disciplines continue to play vital roles in shaping individuals and societies. Nigerian universities should strive to maintain a balanced approach to education, valuing both STEM fields, humanities and arts. By doing so, they can equip their graduates with the skills and knowledge needed to thrive in the 21st Century.

The declining relevance of humanities and arts courses in Nigeria has several implications for universities and students, including a decline in enrolment in these programmes. This could lead to reduced funding and resources for these departments.

Universities may need to adapt their humanities and arts curricula to make them more relevant to the job market. This could involve incorporating more interdisciplinary elements, such as digital humanities or arts and technology programmes.

There is also a faculty challenge. A decrease in enrolment could lead to job cuts or reduced hiring in humanities and arts departments. This could impact the quality of teaching and research in these areas.

In addition, graduates with humanities and arts degrees may face challenges finding employment, particularly in traditional fields. However, studying humanities and arts can develop critical thinking, problem-solving, communication, and creativity skills, which are valuable in many professions. Humanities and arts courses can provide a broader perspective on the world and enhance personal development.