The quality STM education and quality of life are inter-related. It is well understood now that socio-economic progress without science and technology is rather impossible and new jobs and vocations require sound mathematical literacy for the workforce. For quality of STM education, it needs to be linked with equity.

Therefore, it implies that universalization of STM education is essential and it needs to be made available for all children without discrimination of region, gender, race; religion and socio-economic background.

The STM education with equitable quality at the general education level of high school or grade ten should be accessible to all children. Quality of STM education needs to be seen in terms of the fitness of purpose and contexts of children coming from diverse backgrounds and communities. This means that the content, idioms, symbols, designs, purposes and transaction styles of curriculum should link to the day to day experiences and context of children.

Therefore, quality in STM education needs to be seen as an integration of STM content; children’s context and their personal development with freedom for pace of learning and diverse learning styles.

Science and mathematics refer to theoretical knowledge and the processes by which these two learning areas are generated and tested, while technology looks for solutions of practical problems and development of instruments, devices, appliances and systems that get produced consequently.

The pedagogy of STM and issues of both social and gender equity, thus, become central quality concerns in curriculum transaction in the classroom. While accommodating the diversity of students, STM curriculum transaction must lead to personal development of children as logical and rational thinkers capable of self-direction, cooperation and taking socially responsible actions.