A heart-warming article in this newspaper on the weekend focused on a programme run by the Scientific Research Council (SRC) to strengthen teachers’ delivery of science, technology, engineering, and mathematics (STEM) education to their students.

Now in its fourth year, the four-day Summer Attachment Programme has grown from 17 teachers to 240, with 83 per cent coming from the rural areas.

Ms Charah Watson, SRC executive director, reminds us that rural schools are in particular need of such support, since far too many have only limited access to laboratories, equipment, and the like.

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

Given the Government’s current vocal emphasis on STEM education we are surprised by the revelation that teachers’ participation in the SRC projects are only voluntary; and that seemingly, apart from knowledge gained, there are no material benefits for participation.

Said Ms Watson: “This programme is something that teachers volunteer a week of their time to fulfil some learning desire, advance their skill set, 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 fulfil and enhance their skill set…”

No wonder, then, that the SRC, which says it spent over $600,000 on this year’s programme, excluding transportation and associated costs, is now seeking additional support to expand the programme while keeping it free for participating teachers.

Ms Watson estimates that between $2 million and $3 million in sponsorship and partnerships would help.

She also wants the programme to be recognised by the relevant authorities, “so that when teachers participate, they can get continuing education credit”.

We are left to suppose that perhaps a breakdown in communication explains the failure so far to get formal recognition, as well the required material support from central government and private sponsors.

Surely, that situation is about to change.

It’s well established that the Government has repeatedly voiced the intention to build six state-of-the-art STEM or STEAM (science, technology, engineering, arts and mathematics) academies.

As recently as the budget debate earlier this year, Prime Minister Andrew Holness told the country that ground would be broken soon for two of those academies.

Dr Holness also told Parliament “that simultaneously, the National Reconstruction and Resilience Authority will be building the other four STEAM institutions that will take students from early childhood straight through secondary education, immersing them in STEAM from the earliest years, right through to the door of our tertiary institutions”.

Yet, given the current demands in the aftermath of Hurricane Melissa, it may well make sense for the Government to heed the advice of the Jamaica Teachers’ Association (JTA) and give immediate priority to resourcing existing schools with the wherewithal to provide the rounded education so badly lacking for so many.

Furthermore, it seems to us initiatives such as the SRC’s summer programme for teachers represent low-hanging ‘fruit’ which should be endorsed and supported.