Assessment of the Implementation of the New STEM Policy in Secondary Schools in Lagos State

The integration of Science, Technology, Engineering, and Mathematics as a unified instructional framework is central to Nigeria's educational modernisation agenda, and evaluating its early implementation in the most urbanised state provides important evidence for national policy scaling decisions. This study assessed the implementation status of the Federal Government's STEM education policy in Senior Secondary Schools in Ikeja and Alimosho Local Government Areas of Lagos State, South West Nigeria. A descriptive survey was conducted among 150 STEM subject teachers, 20 school principals, and 15 education ministry officials. Observation checklists were applied during 25 school visits. Implementation dimensions assessed included infrastructure, teacher professional preparation, interdisciplinary curriculum integration, and student access equity. Results showed that dedicated STEM laboratories were available in 52.0 percent of surveyed schools, significantly below the minimum standard. STEM teacher professional development had been attended by only 38.0 percent of science and mathematics teachers. Interdisciplinary lesson design was practised by only 22.7 percent of teachers. Gender access disparities in STEM enrolment were identified, with girls representing only 38.4 percent of advanced STEM programme participants. Private school implementation was significantly more advanced than public school implementation (p < 0.01). The study concludes that STEM policy implementation in Lagos is partial and unequal. Recommendations include targeted public school STEM infrastructure investment, gender-inclusive enrolment strategies, and a mandatory STEM integration training programme for all subject teachers in state secondary schools. Keywords: STEM education policy, secondary school, Lagos State, curriculum implementation, science education