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Esther Nyambura

By: Mary Sichangi

CEMASTEA as the Continental Secretariat of the Association for Development of  Education  in  Africa’s  (ADEA)  Inter-Country Quality Node on Mathematics and Science Education (ICQN-MSE) participated in the workshop on “Educating the Educators Initiative of the Energy Transition Education Network (ETEN)”

The workshop was held from 5th to 6th July, 2022 in the United Arab Emirates under the objective of bringing together international partners  and  stakeholders  from  the  renewable energy sector to explore possibilities of working together in areas such as development and dissemination of teaching resources and raising awareness on  the  need to  enhance renewable  energy education with national curricula. The workshop was organized by the International  Renewable  Energy  Agency (IRENA) drew participants from; UNICEF-Paris, OECD, University of Colorado Boulder – USA, Ministry of Education – UAE, UNEP-India, SDG 7 Youth Constituency and Global Council, UNESCO-Bangkok, IEEE, Teach for Zimbabwe, Teach for Lebanon, and Teach for All.


A group photo of the participants held from 5th to 6th July, 2022 in the United Arab Emirates

In her opening remarks,  Dr.  Nawal  Al  Hosany,  Permanent  Representative of the UAE to IRENA reiterated the importance of integrating renewable energy in educational systems transition. She urged participants to consider institutionalizing RE into education with focus on achieving: sustainable communities empowered and motivated youth, holistic view by educators on the reality we face of the energy crisis  &  creation  of  jobs  in  energy  sector.  The deliberations revealed lack of policy and sustainability curriculum framework for global adaptation by countries. The need for a framework to guide on priority STEM skills, learning outcomes, content and dissemination to the global audiences

A review study on curriculum  frameworks  for  100  countries revealed 47% of countries whose frame do not mention the term climate change. Majority of teachers believe that it is important to teach about climate change, but only 40% were confident and 20% can explain how to take action on the related impact. In conclusion, there is also need to mainstream the UNESCO’s greening education flagship projects in Renewable Energy (RE) in education policies, curriculum, teacher training and in educational institutions.


By: Thuo Karanja

TEACHING SCIENCE offers children a lot of knowledge and information that helps them understand how and why things work as they do. Science can explain the mechanics, processes and reasons behind the daily functioning of the many things that fascinate children. Such include toys, cars, their bodies, aeroplanes, phones, radios, and many other complex systems. Science helps to provide physical or visible evidence of many facts children encounter, read about in books and on the internet or see on the television; this helps to increase understanding and helps them to retain that information.

A strong foundation in scientific knowledge and methodologies can teach children essential skills like thinking clearly and logically, possessing an open and inquiring mind, and problem-solving skills and help them solve simple and practical problems.

It can also help them develop physical skills, especially in handling things. Children can also use this knowledge to understand new concepts, make well-informed decisions, and pursue new interests.

Science is the application of human intelligence to figuring out how the world works. Through science, man has discovered many valuable things that have made life much easier. Such include technologies for transport, farming, communication and building and medicines and drugs for many diseases. However, science such as nuclear warfare and uncontrolled industrial development that leads to overexploitation of natural resources and pollution continues to harm and worry human beings.

Science education in the 21st Century should prepare children for the future: confident, self-directed learners, concerned citizens, and active contributors able to thrive in and contribute to a world which is constantly changing. Science education should not just involve teaching learners basic concepts and facts of science. It should also equip them with other skills, including ethics and attitudes, to use that scientific knowledge and be aware of how science influences their lives and shapes their environments. Science education should therefore take a prominent place in any curriculum.

Children at different stages have different abilities, and their thinking develops as they grow. Children are curious about things from birth. Indeed curiosity does not need to be taught. An infant can hold objects, follow moving objects with their eyes, trace the source of a sound, and discover the relationship between their mother's breast and feeding; to feed; they have to suckle.

This learning goes on in stages such that by the time a child is ready for school, they already have a great deal of rudimentary scientific knowledge to recognise properties and characteristics such as size, colour, and even group (classify) objects. At higher levels, they are capable of more complex scientific skills.


Science is a 'doing subject', and children like ‘doing’ things. Taught well, most children find science extraordinarily inspiring and exciting. Children should enjoy ‘doing’ science. Well-planned science lessons enable learners to develop understanding and form questions based on their knowledge and the insight they wish to gain in the future.

Teachers of science need to realise that learners, through their formal and informal interaction  with the natural and the design world, children already have developed ideas about most phenomena they learn in school. They already have explanations (sometimes misconceptions) for many objects, events and organisms in their immediate world. However, while most of these conceptions are scientifically inadequate, they influence the formation [learning]  of new and proper scientific concepts.

Science lessons should be planned with activities that allow learners to do things, talk, discuss, ask and answer questions. Such activities are expected to be in line with the curriculum, not 'activities for activities' sake and can assist learners in clearly linking and understanding concepts being learned. Indeed, learners who excel in science lessons will likely develop a strong ability to think critically.

By Mr. John Makanda, and Ann Mumbi

Kenya is in the process of implementing the Competency Based Curriculum (CBC) and in the year 2023, learners will be transiting from Grade 6 to Grade 7 in Junior Secondary School.

In preparation for this transition, CEMASTEA organized training for secondary school principals drawn from the 47 counties. The theme of the training was ‘Enhancing pedagogical leadership for effective implementation of

Competency Based Curriculum and (SMASE) activities’ the Principals were taken through implementation of CBC in Junior Secondary Schools (JSS) and Senior Secondary Schools (SSS) with the expectation that they would describe the key features of Basic Education Curriculum Framework (BECF) for effective curriculum implementation, evaluate the schools’ readiness to implement the new learning areas under STEM and appreciate the role principals play in the implementation of CBC at JSS  and SSS.

Trainees engaging in a science activity at CEMASTEA

For the Principals to explain pedagogical leadership in curriculum implementation, share ideas on how to provide pedagogical leadership in the implementation of SMASE activities at the school level, facilitate the application of knowledge and skills gained from SMASE activities to other subjects and appreciate their roles as pedagogical leaders for curriculum implementation, they were taken through the roles of the school principals in providing pedagogical leadership in the implementation of SMASE activities at the school level.



By Philip Maate

CEMASTEA is ISO 9001:2015 certified. It was first certified on ISO 9001:2008 in June 2014. It was thereafter recertified for ISO 9001:2015 in June 2017 and in January 2021. IOS 9001 is the international standard that specifies requirements for a quality management system (QMS). A QMS in simple terms refers to a collection of business processes or procedures which aim at ensuring that the quality of products or services offered meets or exceeds customer expectations. Certification is therefore evidence that an organization has a robust quality management system. CEMASTEA has therefore demonstrated ability to consistently provide products and services that meet customer and regulatory requirements.

CEMASTEA QMS is headed by the Management Representative (MR) and the ISO committee headed by the ISO chairmen. To ensure high quality standards, CEMASTEA conducts internal quality audits biannually in all its 19 processes. Examples of processes include Training, Finance, Top management, Human Resource, Supply Chain, among others. Quality assurance for the QMS is done by conducting internal audits using ISO: 9001:2015 Standard criteria. CEMASTEA has 49 ISO lead auditors and 17 auditors who take part in the internal audits. Surveillance QMS audits to CEMASTEA are conducted by Kenya Bureau of Standards (KEBS) which is the certifying body. All heads of sections are trained ISO auditors. They therefore understand the QMS and hence ensure that it is maintained at high standards.

The Centre ensures monitoring of quality through:

  • Analysis of customer feedback and establishes customer satisfaction index;
  • Evaluating teachers trainings conducted  to establish teacher professional development quality index;
  • Monitoring achievement of service charter to establish the extent of achievement on quarterly basis; and
  • Monitoring performance of external service

Walking the road of QMS has provided immense benefits to CEMASTEA which include:

  • Ease and systematic implementation of planned activities due to laid down procedures
  • Customer focus where process owners and staff have had increased awareness in meeting customers’ needs
  • Improved documentation that has resulted in ease of reporting during evaluation of Performance Contracting
  • Ensuring continual improvement through implementation of customer feedback and customer satisfaction survey recommendations.

ISO 9001:2015 certification means that CEMASTEA is a public institution that leads in provision of continuous professional development of teachers in STEM education.


By: Mr. John Makanda, Ben Mwangi and Winfred Magu

In April, CEMASTEA, in partnership with Education Development Trust (EDT), the Teachers Service Commission (TSC) and the Ministry of Education (MOE), organised a  four-day training on Quality Gender-Responsive Science, Technology, Engineering, and Mathematics (STEM) Education. Participants for the training included Heads of Department, Quality Assurance and Standards Officers (QASOs) and Curriculum Support Officers (CSOs) from Kilifi, Kwale, Marsabit, Mombasa, Nairobi, Samburu, Tana River and Turkana Counties. The training took place from 4th - 7th April 2022 in Christian Organizations Research and Advisory Trust of Africa (CORAT Africa), Africa, Nairobi and Diani Forest Lodge in Kwale. The training theme was ‘Towards developing a quality gender-responsive stem education through enhancing learner-centred teaching and learning practices. There were three thematic areas; STEM and Gender, STEM Pedagogy & Gender and Communities of practice.


Group photos of participants, EDT staff , CEMASTEA trainers and  Chief Guests, Mr. Bernard Okaka (Mombasa, above) and Mrs. Jacinta Akatsa (Nairobi, below)

During the training, participants learnt concepts of Gender-responsive pedagogy through plenary discussions, group discussions, scenarios, video clip observations, and textbook analysis. Key messages included that; teachers should encourage equal participation and involvement of boys and girls while taking into account their specific interests, learning styles and needs. Factors (individual, school, family and community) promote or hinder girls' participation in STEM learning. That it takes time to be proficient in developing and implementing lessons that have compelling gender considerations and that; gender-responsive pedagogy is part of ensuring inclusive learning environments where all learners feel respected and valued. Using models who have excelled in the field of STEM can encourage positive motivation and participation of girls in STEM. Teaching and learning materials are fundamental to the pedagogical process and can promote inclusive learning or reinforce systems of oppression, discrimination and inequality. Some important areas for inclusive gender-responsive concerns include; lesson planning, teaching and learning materials, language use in the classroom, gender-responsive activities, teaching approaches, classroom set-up and learning infrastructure.

In Kwale, the Chief Guest for the opening ceremony, TSC-County Director Mr Elias Gitonga, was represented by Mr Bernard Okaka, County ICT Officer. He elaborated on STEM subjects' critical role in achieving Sustainable Development Goals (SDGs) and developing a nation’s socioeconomic status. Mr Okaka affirmed that teachers’ roles are not only limited to imparting knowledge but competencies and skills in STEM subjects. He challenged the participants to continually improve themselves through training that provides the opportunity to grow professionally. He applauded the Education Development Trust and CEMASTEA for organizing the training. He equally lauded the teacher for attending the activity during the holidays.

Chief Guest for the opening ceremony in Nairobi was Ms Violet Munyasi, Principal Quality Assurance and Standard Officer, RDE Office. She explained that the role of the teacher in society could not be underestimated and informed participants that they were in a privileged position to learn and equip themselves with modern skills in teaching and learning. She encouraged the participants to take the initiative and provide an enabling environment for learners, especially in STEM and Competency-based Curriculum (CBC), to achieve positive learner outcomes. She reiterated that teachers should be the core components of the training and mentorship of learners in their schools.

Director CEMASTEA Mrs Jacinta Akatsa was the Chief Guest during the closing ceremony for the training in Nairobi, where she attended in person and Mombasa, where Ms Mary Sichangi represented her. She encouraged participants to change the narrative and preconceived notions about gender in STEM and the need to treat learners equally and build their self-esteem and confidence. She reminded teachers that learners are naturally curious and should aim to utilise the learner-centred pedagogy to tap into this. She encouraged the HODs to partner with school principals to establish and sustain communities of practice through school-based lesson study and to embrace a positive STEM culture by creating an inviting school climate. She lauded Ed Dev Trust for partnering with CEMASTEA to train the teachers and for the support that the Teachers Service Commission (TSC) and Ministry of Education (MoE) had accorded during the training

Senior officers from EDT participating in the training included Ms Margret Kamau from Nairobi and Mr Kaima Ruiga, Coordinator, Coast Region. They were happy with the training outputs and promised to continue supporting teachers, learners, and schools with relevant STEM resources.

By: Mungai Njoroge, PhD.

The Centre for Mathematics, Science and Technology Education in   Africa (CEMASTEA) has established a Practitioner Journal of Mathematics and Science Teachers (PJM&ST). The PJM&ST is a  publication innovation by the Research and Development department  aimed at publishing reflections from practitioners to inform effective   curriculum implementation and to enhance the learning of STEM concepts by learners at all levels of education.  

Seven peer-reviewed articles are published in Volume 1, Issue 1 of  PJM&ST for the FY 2021/2022. The articles address practice issues in   the education and training sector pertinent to supporting the Social   Pillar of Kenya Vision 2030 and Sustainable Development Goal No.   Four aims to "ensure inclusive and equitable quality education and   promote lifelong learning opportunities for all". The following is a synopsis of the articles in the order of appearance in the publication.

Cover page impression of Volume 1 Issue of the PJM&ST

  1. Expanding Instructional Spaces for Biology: The Role of "Talking Walls" article by Joseph Karanja Thuo emphasizes the role of the teacher in ensuring that students reap maximum benefits from 'Talking walls' in their schools.
  2. Learners' Unique Responses: Can they be used to promote learning? Rahab Chiira & Agnes Mwangi encourages teachers to draw on learners' unique responses and use them to promote learning.
  3. Modelling how to Elicit Learners' Ideas by Grace N. Orado calls on teachers to seek to understand learners' ideas, the thinking behind those ideas, and leverage learning based on those ideas.
  4. Demonstrating the critical angle and total internal reflection using a laser beam by John Kiplimo Chumo shares an experience of designing an Optical Model for use in teaching the content on a critical angle and total internal reflection in physics.
  5. The Magic of "Prerequisite Knowledge" in Meaningful Learner Engagement article by Hilliard Peter Kiwaza Righa reflects personal experiences depicting that prerequisite knowledge is vital if learners are to be fruitfully engaged in lesson activities.
  6. It can be done: Innovative Biology Practical Activities that Learners Can Identify with by Kennedy Kivonya is an appeal to teachers to come up with innovative activities and modify existing ones to make them learner-friendly for teaching Biology concepts.
  7. An Interpretation of Universal Design for Learning and its Application in the Competence-Based Curriculum by Mungai Njoroge shares an interpretation of UDL principles. It gives examples of how to actualize them to support the inclusion of all learners in the learning process.

The publication of Volume 1 Issue 1 of PJM&ST is available on the following:

Plans are in progress to transition the publication of the PJM&ST to the Online Journal System (OJS) platform. Application for an International Standard Serial Number (ISSN) is in progress. Teachers and practitioners in STEM education are invited and encouraged to support PJM&ST by contributing articles in the upcoming Volumes and Issues.

By: Odhiambo John & Thuo Karanja

Research has shown that learners who are blind or visually impaired have the same range of cognitive abilities as other students. However, the predominant teaching methods heavily relying on vision are insufficient in meeting their needs. They cannot, therefore, appreciate anything around them because of their inability to see and synthesize whatever is within their vicinity. Moreover, blind and visually impaired learners' most reasonable accommodation and accessibility strategies involve adaptations to the physical environment, mobility and emotional aspects. This is more common for learners in mainstream education systems.

Blind and Visually-impaired learners have difficulties in accessing and applying science process skills since their vision is affected in one way or another. When engaged in practical work, it is seldom and mainly limited to elementary exercises that provide a little intellectual challenge with no opportunity for developing critical thinking and problem-solving skills.  

Therefore, teachers must-have skills for planning lessons that demonstrate reasonable pedagogical accommodation of visually impaired learners. One way to enhance the potential of such learners to mitigate their challenges involves using Braille (for the total Blind) and large prints for the low vision learners. Braille enables learners to conceptualize what they cannot see; hence, tactile diagrams become necessary to help such learners develop their science processes to a level they could otherwise not reach. By touching or feeling the tactile diagrams with their fingers, blind or low visual learners are capable of learning concepts. Tactile diagrams are raised representations of graphical images adopted for the sense of touch. Tactile graphics can be pictures, maps, graphs and photographs (see attached photos)

Sample tactile resources for teaching biology for visually impaired learners

The Disability Mainstreaming Committee (DMC) at CEMASTEA, working with the assistance of the National Council for Persons with Disability (NCPWD) and Kenya Institute for the Blind(KIB), have developed a policy aimed at mainstreaming, among other issues, a pedagogy that is responsive to the needs of Persons with Disability (PWDs). The idea is to increase relevant teaching and learning resources available to the Blind and visually impaired regarding content and forms of information media that suit their needs. The disability mainstreaming committee is piloting tactile teaching and learning resources for use with Blind and Visually impaired learners in Moi Girls High School, Nairobi. The activity involves mainstreaming disability-friendly pedagogies to assist eight students at the school. The Centre will provide the learners with graphic tactile modifications for biological structures, starting with reproduction in humans and flowering plants, the circulatory system (heart) and the nervous system.

CEMASTEA is making efforts to ensure the participation of learners with Special Needs in the competency Based Curriculum STEM pathway. As the country progresses with implementing CBC, there is a need to empower teachers to handle learners with various forms of disabilities. CEMASTEA and Kilimanjaro Trust are forming a partnership to develop more teaching and learning resources for special-needs learners. 

By: Philip Maate

Mainstreaming programmes to prevent alcohol and drug abuse (ADA) and support those affected is an essential plan for government performance contracting. Successful mainstreaming is made possible through implementing certain activities such as training and sensitisation of staff. It is in this spirit that a group of nine supervisors and managers at CEMASTEA participated in a joint training (Kenya Rural Roads Authority (KERRA), Kenya Roads Board (KRB and CEMASTEA) conducted by the National Authority for the Campaign against Alcohol and Drug Abuse (NACADA). The training was held from 16th to 18th March 2022 at Mombasa Beach Hotel. The main objective of this training was to build the capacity of the managers and supervisors to understand and implement evidence-based interventions and help to prevent alcohol and drug use in the workplace.  

CEMASTEA staff and other training participants in a gallery walk

Some training contents included facts and statistics about commonly abused drugs, with alcohol coming on top as the most highly used drug in Kenya and worldwide. In another session, participants discussed and identified stressors at the workplace. Some stressors included ad hoc or unplanned activities, heavy workload and stagnation in one job group. It was noted that stressors are key triggers o of drug abuse. After the discussion, participants came up with remedies to the stressors. Two officers facilitated the training from NACADA, Susan Maua, manager of public education and policy and Miriam Medina, a senior trainer. Further facilitators led participants to identify components of substance use prevention programs and policies.

By: Dan Orero

CEMASTEA organised a two-day STEM Model School Principals workshop in Nakuru from June 10th – 11th. The workshop theme was ‘Enhancing Principals Pedagogical Leadership for Effective implementation of the STEM Pathway in the Competency-Based Curriculum. One hundred and one (101) Principals from the 103 STEM Model schools attended.

Some topics under consideration included understanding the STEM pathways in light of CBC, strategies for supporting STEM education programmed in their schools and the need for continued transformation into Centres of Excellence in STEM education. Strategies included the improvement of their schools’ STEM climate, making it more inviting, initiating programmes such as the maker’s spaces, and integrating education for sustainable development.

The Chief Guest during the opening ceremony was the Director General, State Department of Early learning & Basic Education, Ministry of Education, Mr Elyas Abdi. In his remarks, he challenged principals to ensure the learners got quality STEM education because of the Competency-Based Curriculum (CBC). He requested the school leaders to prepare for junior secondary intake, especially in STEM-related subjects. He encouraged principals to support their teachers continue to practice skills acquired during the STEM training by CEMASTEA. STEM model schools should stand out in every aspect such that neighbouring schools can emulate and learn from them.

Chief Guest, Director General, State Department of Early learning & Basic Education, Ministry of Education, Mr. Elyas Abdi, Dr. John Aleke, Assistant Director Quality Assurance and Standards at the Teachers Service Commission and Mrs. Jacinta L. Akatsa, HSC, Director CEMASTEA while making her remarks during the workshop

The closing ceremony was presided over by Teachers Service Commission CEO Dr Nancy Macharia, represented by Dr John Aleke, Assistant Director of Quality Assurance and Standards. He thanked CEMASTEA for playing a pivotal role in initiating school principals in CBC and the STEM pathway. He urged the Principals to practice what they had been through and take the opportunity to learn from each other. He assured them of TSC’s commitment to continually support teachers and learners in promoting STEM-related activities. He challenged them to have their schools as centres of excellence in STEM education. He noted that the training equipped them with knowledge and skills to implement CBC at Junior Secondary, hence the need to offer exemplary pedagogical leadership to sensitize teachers and other stakeholders. “Make deliberate efforts to increase enrolment and achievement in STEM subjects”, he concluded.]

In her remarks, Director CEMASTEA, Mrs Jacinta Akatsa, encouraged the principals to invite STEM programmes that promoted the uptake and increased enrolment in STEM subjects. Noting that a conducive teaching and learning environment could lead to great results, she requested them to put in place structures that would ensure follow-ups and strengthen the transfer of knowledge and skills gained. The participating Principals developed an action plan detailed in various programmes they intended to do. These included preparation for CBC Junior secondary, lesson study, ICT integration and STEM projects and programmes.


By: Ben Mwangi

The introduction of the Competency-Based Curriculum (CBC) signalled the end of an era in Kenya's Education where ranking and cut-throat competition were at the heart of the sector.

It heralded the dawn of a system of equal learning opportunities for all, which would usher opportunities for learners to identify and exploit their talents and God-given abilities. One of the expectations for the successful implementation of the CBC lies in creating awareness and training key sector players with a vested interest in this matter.

The training methodology involved the use of plenary presentations and discussions, group work and take-away assignments via resources such as the Padlet tool shown 

In this spirit, CEMASTEA implemented customized training for lecturers from Meru University of Science & Technology’s (MUST) School of Education in topics aligned to CBC. The training was conducted virtually from 9th-12th May 2022.

The four days of training under the theme Strengthen the capacity of teacher educators to equip teachers with the requisite skills and competencies relevant under the Competency-Based Curriculum registered participation of 30 educators. The course covered four topics: Basic Education Curriculum Framework (BECF) and Competency-Based Assessment Framework (CBAF); Interpretation of Curriculum designs; ICT Integration in CBC, and Teacher Professional Development and Records.

The opening ceremony's Chief Guest was Professor Fatuma Chege, represented by Ms Ruth Mugambi. She informed participants that the State Department for the Implementation of Curriculum Reforms was mandated jointly with higher learning institutions and other stakeholders to prepare a rollout rationalization and migrate university education towards CBC aspirations. She noted that CBC is designed to offer a broad-based curriculum at the junior-school level that forms a foundation selection of pathways at Senior secondary and career-focused –schooling at the tertiary level. She was hopeful that the training would be a turning point for MUST to join other universities and stakeholders in the education sector in ensuring harmonious education reforms and migration to CBC. She told the university leadership that the Ministry of education was ready to provide any assistance as requested.

The closing ceremony was presided by the MUST Vice-Chancellor, who was represented by Dr Ibuathu Njati, Dean, School of Education. He acknowledged that while CBC is relatively new in Kenya, it has been fully operational in the United States of America since the 1960s. He indicated that CBC is the Philosophical umbrella that informs the core basics of teaching and notes that Africa has embraced this by focusing on student-learning outcomes. He reiterated that the job market has not been welcoming to university graduates; therefore, universities need to equip their graduates with 21st-century skills to counter this. He thanked training organizers for the effort, and exemplary work put in and wished for more engagements in the future.

The training was graced by the Principal Secretary of State Department For The Implementation Of Curriculum Reforms, Professor Fatuma Chege, represented by Ms Ruth Mugambi; University Council Chairperson, Professor Bosire Mwebi; Vice-Chancellor, Professor Romanus Odhiambo, represented by Acting Deputy Vice-Chancellor; Academic & Student Affairs, Professor Simon Thuranira; Director, Quality Assurance and Standards, Teachers Service Commission (TSC), Dr Reuben Nthamburi and Director, CEMASTEA, Mrs Jacinta L. Akatsa.

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Quality Policy Statement

CEMASTEA is committed to providing training in STEM education and research to our customers in a timely, efficient and effective manner

CEMASTEA is committed to satisfying customer, organizational, legal and ISO 9001:2015 requirements and to the continual improvement of its quality management system.



CEMASTEA Newsletter

We are pleased to present to our esteemed clients, stakeholders and staff the CEMASTEA INFO Newsletter Issue 012. Click here to view the newsletter.


Journal of Mathematics, Science and Technology Education (JOMSTE)! Are you looking for a journal to publish your work? Click here for more information and Guidelines for Authors.

CEMASTEA’s Practitioner Journal of Mathematics and Science Teachers

CEMASTEA has established a Practitioner Journal of Mathematics and Science Teachers (PJM&ST). Click here to access the journal. The journal is also accessible on CEMASTEA Content Repository using the link: and on the Online Journal System using the link:

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