Accra, July 10, GNA – The African Progressive Research and Innovations (APRIL-STEM) has successfully completed the first phase of its curriculum pilot programme in both Sierra Leone and the United States.
It marks a significant milestone in the global validation of its proprietary SMET (Science, Mathematics, Engineering, Technology) education model.
The dual-continent pilot comes as APRIL-STEM’s innovative approach to STEM education continues to attract international interest, with independent institutions worldwide now testing the framework that emerged from a two-year pilot project in Ghana’s Oti Region.
In Sierra Leone, APRIL-STEM partnered the Lamin and Kadie Bah Foundation (LKBF) to implement a one-month intensive training programme at the Lamin and Kadie Bah Academy (LKBA) from 13th May to 9th June 2026.
Led by multiple award-winning STEM educator and engineer Daniel Aboagye, the pilot trained 10 teachers and twenty students in the SMET pedagogical approach.
Upon arrival in Freetown, Teacher Aboagye was formally presented to the Ghana High Commission to register his one-month pilot engagement with the institution.
The training produced remarkable results within four weeks.
Teachers demonstrated enhanced pedagogical competencies, with one trained teacher, Mr. Tula, successfully co-facilitating student sessions, validating the programme’s sustainability.
Students, working collaboratively, identified pressing community challenges and developed functional prototypes, including a Smart Solar Streetlight to address energy poverty and an Eco-Friendly Refuse Collector to tackle waste management challenges.
Speaking about the experience, Teacher Aboagye expressed gratitude for the reception his team received.
“The commitment and enthusiasm shown by the teachers and students at LKBA were truly inspiring. Within just one month, we witnessed a transformation in how both educators and learners approach problem-solving. The SMET model which begins with scientific observation, proceeds through mathematical analysis and engineering design, and culminates in technological innovation, proved its effectiveness in a resource-constrained setting. The people of Sierra Leone were incredibly welcoming, and I am proud that Ghana’s educational innovation is making a tangible difference across the continent.”
Concurrently, the Head of Curriculum and Instructional Design of APRIL-STEM, Godwin Owusu Frimpong, and his team are piloting the SMET model in the United States.
While data protection protocols prevent disclosure of specific states or institutions, the US pilot has been initiated to demonstrate that the SMET framework delivers results regardless of geographic or cultural context.
Early indications from the US pilot are described as “impressive,” with the team expressing confidence that the model’s structured, sequential approach to innovation translates effectively across diverse educational systems.
Nana Dwomoh-Doyen Benjamin, President of the African Chamber of Content Producers and Co-Founder of APRIL, articulated the organization’s founding vision.
“The Chamber and its image ambassadors established APRIL to develop practical educational contents and solutions to African educational challenges, which were mostly stuck at Education 2.0 and 3.0. Many countries promoting STEM education are only promoting robotics and coding contents without any linkages to the disciplines of Science, Mathematics, Engineering, and Technology. Our interest has always been to change the status quo with practical, grounded solutions that produce inventors and innovators, not just consumers of technology.”
David Adofo, Head of Research and Development of the African Chamber of Content Producers and Co-Founder of APRIL, noted that the organization’s first pilot of the SMET educational model was conducted at Worawora Senior High School and other schools across Ghana. The findings were documented in a peer-reviewed white paper published jointly by the African Chamber of Content Producers and APRIL-STEM.
“Our white paper has been reviewed by independent institutions around the world, and its recommendations are now being tested in multiple countries. The African Chamber of Content Producers is working with its partners and affiliates to replicate successful models across Africa as a content organization with educational and cultural content at the heart of our various content sectors.”
The SMET model, which challenges the global STEM and STEAM approach by asserting that arts are already embedded in scientific practice, emphasizes a coherent innovation pipeline: Science leads to Mathematics, which informs Engineering, culminating in Technology.
APRIL-STEM holds accreditation from Ghana’s National Teaching Council and has implemented transformational programmes in numerous public and private schools across Ghana.
The organization is now poised to expand its reach across Africa, with the Sierra Leone pilot establishing a foundation for national replication and the US pilot confirming the model’s universal applicability.
GNA
Edited by George-Ramsey Benamba