The presentation is a position paper on the interconnections between the
education policy, curriculum choices on science, technology, engineering and
mathematics and the place of demography. The study is aggregate of thoughts
complemented with archival review of existing literature and empirical analysis on
admission trends and population growth. It was also firstly presented in one of the
several departmental seminars. The study emphasised that demographic trends and
growth are the main engine for technological progress. The study portrays
demographic trends as crucial engine for technological progress and also works as
the drivers of human capital towards achievement of economic prosperity. The result
revealed wider gender gap that range from 41.4% to 51.5% in both pre-and post-
STEM policy, though it finally stablised at 41.5% in 2009. The study positioned
demographers as the conduit for delivery of optimum population or population
explosion via assisted fertility technology e.g. in-vitro fertilization (IVF),
preimplantation genetic diagnosis, human reproductive cloning, fetal DNA in
maternal plasma, and genetic diagnosis). Therefore, while the pursuit of science,
technology, engineering and mathematics is crucial for growth, the neglect of the
sources of supply of human drivers or the demographic-based pull-and-push factors
could engender wobbling and crawling structure of technological advancement. The
authors however recommends adequate knowledge of these interplays for plausible appropriate education and technological policies towards the delivery of desire
sustainable economic developmen
