Trends and Orientations in Science and Mathematics Education in Ethiopia

The historical and philosophical foundation of science and mathematics education (SME) is not well documented in the Ethiopian context. The writing of this article was initiated from unclosing how the field is conceptualized and enacted. Indeed, there have been various initiatives on STEM (science, technology, engineering, and mathematics). The implication is that STEM education is an integration of the fields including science education and mathematics education. Yet, to what extent is the inclusion? Again, is STEM part of science and mathematics education? In order to answer such questions, accessible data on events, project activities and educational studies pertinent to the subject were collected and reviewed. In this regard, email correspondences and focus group discussions were among the tools. Then, the analyses brought two underlying perspectives: the educational/training practices in subjects and the field as a domain of knowledge and research. In the one hand, issues of curriculum and policy, teaching and learning, textbook research and development, lesson study, context, and teacher training were found prioritized. On the other hand, Science/Mathematics Education, as a field of study and practice, has been evolving in four hubs. The historical foundations, learned experiences and the contemporary issues imply to the existence of different points of views. It is found that STEM education and Science/Mathematics Education are not connected. Thus, there is a need to boost the field as a valuable foundation for viable development.