Science, Technology, Engineering and Mathematics (STEM) Teacher and student education for Primary Schools—STEPS
panel
Credit
GPE/Chantal Rigaud

Project Abstract

This project addressed critical gaps in primary-level Science and Mathematics education in Benin, Cameroon, and the Democratic Republic of the Congo (DRC) by developing and testing scalable, inclusive, and context-sensitive teaching and learning materials. STEPS focused on improving student outcomes and strengthening teacher capacity through innovative, AI-enhanced curriculum development and flexible professional development models.

The project produced 72 localized educational resources, trained 160 teachers, and reached over 6,000 students, with strong uptake by national and sub-national education systems. STEPS has now been adopted as a permanent initiative by NextGenU.org, ensuring continued impact and expansion. 

Project Details

Completed

Implementing Countries:

Main Theme:

Duration:

32 months

End Date:

Dec 2023

Project Impacts: Policy and Practice

STEPS influenced education policy and practice across all three countries and beyond:

Benin

  • Ministry of Education initiated the process to authorize STEPS Science texts for national use.
  • Materials developed in both French and Fon, enhancing linguistic inclusivity.

Cameroon

  • Cameroon Baptist Convention Education Department committed to system-wide implementation of STEPS materials and training.
  • Higher Teachers’ Training College in Yaoundé expressed interest in integrating STEPS resources into its digital platform.

DRC

  • Emmanuel Community Schools plan to expand STEPS approaches to 101 schools.
  • One school for students with hearing impairments and several inclusive schools participated in the pilot.

Comoros Islands

  • Following STEPS presentations, the Ministry of Education invited NextGenU to support the development of a national STEM policy. 

Updates and Activities

Research Outputs