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

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

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This working paper is based on a literature review and country case studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal,South Africa, Uganda, Tanzania and Zimbabwe. It reveals a number of huge challenges in science, mathematics, and ICT education (SMICT) in sub-Saharan Africa: poorly-resourcedschools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.
This working paper is based on a literature review and country case studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal,South Africa, Uganda, Tanzania and Zimbabwe. It reveals a number of huge challenges in science, mathematics, and ICT education (SMICT) in sub-Saharan Africa: poorly-resourcedschools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.

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Publish date: Mar 29, 2007
Added to Scribd: Jun 03, 2009
Copyright:AttributionISBN:9780821370704

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05/11/2014

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9780821370704

 
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