Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa : Patterns and Promising Practices

• Tác giả: Wout Ottevanger
• Ngôn ngữ: eng
• Ký hiệu phân loại: 016.5 Bibliographies and catalogs of works on specific subjects or in specific disciplines
• Thông tin xuất bản: Washington, DC: World Bank, 2012
• Bộ sưu tập: Tài liệu truy cập mở
• ID: 311323
• Chủ đề: 1. ABSENCE OF TEACHERS; 2. ACTIVE LEARNING; 3. ADDITION; 4. ALTERNATIVE TEACHER EDUCATION; 5. ASSESSMENT METHODS

Tóm tắt

 This thematic study is about developing science, mathematics and ICT (SMICT) in secondary education. The study is based on country studies from 10 Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania, and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in Sub-Saharan Africa: poorly-resourced schools
  large classes
  a curriculum hardly relevant to the daily lives of students
  a lack of qualified teachers
  and inadequate teacher education programs.