China-Africa Cooperation on Science Technology Engineering and Mathematics: Challenges and Prospects
- October 22, 2021
- Posted by: RSIS
- Categories: IJRSI, International Relations
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue IX, September 2021 | ISSN 2321–2705
China-Africa Cooperation on Science Technology Engineering and Mathematics: Challenges and Prospects
Taling Tene Rodrigue
From Cameroon，PhD, Lecturer, Research Fellow, Vice Director of the Center for Francophones Studies, Secretary General of Center for African Film & TV, Institute of African Studies, Zhejiang Normal University, China. 688 Yingbin road Jinhua Zhejiang, China
Abstract: Study Focus: This Study explores some contemporary issues of China-Africa cooperation on Science Technology Engineering and Mathematics (STEM), suggests how some areas of the cooperation among stakeholders should be reformed to improve the status quo and higher the overall image of the China-Africa Education Cooperation.
Methodology: The content of this paper relies on written documents (including books, scientific journals, articles, and official reports) from primary and secondary sources most of which are available online as well as on the author’s teaching experience in Chinese and African Universities.
Findings: 1) African countries are still lagging behind in terms of STEM basic infrastructures, teaching programs and adequate teachers. 2) Africa’s inability to fill most STEM jobs within industries is of greater concern. The shortage of such workforce is linked to inadequate classroom teaching and learning practices. The stronghold of colonial legacy in formal education of African countries is also to be blame. 3) African governments should create the necessary environment for acquired STEM skills to be applied, otherwise STEM education will remain a waste of time as it is presently the case in several African countries. 4) Despite criticisms on the actual patterns of China-Africa Education Cooperation, China successful story at home should be a great source of inspiration and China’s experience may well be very precious for striving developing African countries.
Conclusion & Suggestions: Instead of a continuous donation of STEM equipment to African countries, more Chinese equipment manufacturing industries should outsource and relocate in Africa, more Chinese STEM experts made available, virtual campuses established to speed up the knowledge transfer. Short-time vocational training and recycling of STEM teachers and professionals of African countries should be considered. Most importantly, more funding should be made available at a bilateral level by China to support STEM projects and basic infrastructures development in African countries.
Keywords: Science Technology Engineering and Mathematics (STEM), Science and Technology Education (STE), China-Africa Education Cooperation, Covid-19, African Education.
