KINGSTON, Jamaica — The Scientific Research Council’s (SRC) push to bring practical science, technology, engineering and mathematics (STEM) education beyond the urban area is gaining momentum, with rural teachers accounting for 83 per cent of participants in its Summer Attachment Programme this year.

Now in its fourth year, the Summer Attachment Programme is a four-day professional development programme designed to strengthen teachers’ ability to deliver practical, student-centred STEM lessons.

The programme has grown since its inception, from 17 teachers in its inaugural year to 240 educators participating this year from all 14 parishes.

Eighty-three per cent of this year’s participants came from rural schools. Ninety per cent were first-time participants, while 55 per cent came from secondary schools and 45 per cent from primary schools.

Charah Watson, executive director of the SRC, said the strong participation from rural schools is important, given the resource challenges often faced by these institutions such as limited access to laboratories and equipment.

She said the programme seeks to help address some of these disparities faced by rural teachers by providing access to practical STEM experiences, professional development and exposure to science-based institutions.

“Children should not be limited based on their geographic location, based on their circumstances. You want to provide equal opportunity to all,” Watson said.

The programme equipped teachers with practical, inquiry-based teaching strategies that encourage students to become more curious, analytical, collaborative and confident problem-solvers.

Educators also participated in a blended model consisting of virtual seminars, educational tours, face-to-face practical workshops, collaborative lesson design and inquiry-based STEM activities.

Watson said the growing interest in the programme is an indication that teachers recognise the value of the training, even though they participate voluntarily and are not currently receiving continuing education credits.

“This programme is something that teachers volunteer a week of their time to fulfill some learning desire, advance their skillset, or to better equip them to go back in the classroom. Outside of the professional development, they are not getting any fringe benefit, per se. They are not getting continuing education credits. They are not being required or demanded to do these things, but they are actively searching out these experiences to fulfill and enhance their skill set and that is very encouraging for us at the SRC,” she said.

The executive director said the SRC is now seeking additional support to expand the programme while keeping it free for participating teachers.

She said the council spent over $600,000 on this year’s programme, excluding transportation and other associated costs. It is now seeking between $2 million and $3 million in sponsorship to further develop the initiative.

“Meals are provided, resources are provided, transportation to and from the different sites that we’re taking them on is also provided. So we also need partnerships to also help fund the initiatives and to help it expand and formalise it as a part of the teacher professional development,” Watson said.

“The other thing that we’re looking to do for the next iteration, we’re trying to work out the details of how that can be done, is for the programme to be recognised, so that when teachers participate, they can get continuing education credit.”Additionally, Watson said the funds will support take-home STEM kits and other resources that teachers could use in their classrooms, particularly in schools that are resource-deficient.

She said the SRC is also looking to expand the number of science-based institutions involved in the programme and strengthen its practical component for next year.

“We’re looking at expanding the pool of science-based institutions, especially those that are in line with what the curriculum asks for. So for example, we know that CAPE (Caribbean Advanced Proficiency Examination) has a section in there on sugar manufacturing processing, as well as box size and different things like that. We’re trying to get those institutions where the students can actually see, where the teachers can actually get that hands-on insight and practical in what they’re delivering in the classroom,” she added.

She said the goal of the programme is to strengthen STEM teachers so they can take what they learn back into their classrooms and positively impact more students.