A Dean at the University of Technology and Applied Sciences (UTAS) has expressed concerns that weaknesses in science education at Senior High Schools in the Upper East Region could hinder local students' access to science and health programmes. Dr Margaret Wekem Kukeba, Dean of the School of Nursing and Midwifery, identified shortages of science teachers, inadequate laboratory facilities, and limited practical lessons as key challenges.
The situation has become more pressing as UTAS tightens admission requirements for some programmes in response to regulatory demands. Dr Kukeba stated that the university can no longer admit students based solely on normative criteria, which is C6 and below. Instead, they have had to adopt more stringent criteria based on regulators' requirements. This change may affect students from the Upper East Region who are already struggling with science education.
Dr Kukeba warned that unless science education at the secondary level improves, some students from the region may be unable to meet the new requirements and access UTAS programmes. She expressed concern that the region may have a university, but its residents may not be able to attend due to inadequate preparation. This issue was discussed during a radio programme on "The Future of Science and Technology Education in the Upper East Region: The Role of the University of Technology and Applied Sciences."
Some students who arrive at UTAS lack sufficient practical knowledge in basic science, requiring additional support before they can effectively undertake their programmes. Dr Kukeba cited shortages of teachers in Physics, Chemistry, Mathematics, Biology, and Computer Science as significant challenges affecting science education in the region. She proposed greater collaboration among Senior High Schools to make better use of the limited number of specialised science teachers available.
To address these challenges, Dr Kukeba suggested that schools with Physics teachers could support nearby schools without teachers in the subject. Similar arrangements could be developed for other science disciplines. UTAS is also considering more deliberate outreach by its academic departments to support Senior High Schools and strengthen the preparation of students interested in science and technology programmes.
The university currently runs bridging and access programmes to address some gaps in students' science knowledge. However, Dr Kukeba noted that this places additional pressure on lecturers who have to revisit basic concepts alongside their regular university teaching. Improving science education at the secondary level would create a stronger pool of students capable of pursuing science, technology, and health-related programmes at UTAS and other tertiary institutions.
Key points
- Dr Margaret Wekem Kukeba warns that weak science education in Upper East Region's Senior High Schools may bar local students from UTAS programmes.
