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Some Developments in Research in Science and Mathematics in Sub-Saharan Africa : Access, Relevance, Learning, Curriculum Research

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Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries. But is providing access to institutions enough? Students in developing countries often come from school environments lacking in resources – human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection’s research studies is that their empirical bases are highly localised, covering areas such as: research methods; access; curriculum, instruction and assessment; and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. This volume provides invaluable insights and will be of relevance to researchers, policy makers and lecturers interested in these research outcomes in Sub-Saharan Africa. It is the outcome of a doctoral research capacity development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).

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Detail Information

Series Title

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Call Number

370 SOM

Publisher

Cape Town : African Minds., 2008

Collation

418 halaman

Language

English

ISBN/ISSN

9781920299293

Classification

370

Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

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Subject(s)

Education--Curricula

Specific Detail Info

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Statement of Responsibility

Penyunting, Lorna Holtman ... [dan 4 penyunting lainnya]

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Cataloger

Jemadi

Source

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Validator

maya

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