Download Developing Science, Mathematics, and ICT Education in by Wout Ottevanger PDF

By Wout Ottevanger

ISBN-10: 0821370707

ISBN-13: 9780821370704

ISBN-10: 0821370715

ISBN-13: 9780821370711

Constructing technological know-how, arithmetic and ICT (SMICT) in Secondary schooling is predicated on nation stories from ten Sub-Saharan African nations: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature evaluate. It unearths a couple of large demanding situations in SMICT schooling in sub-Saharan Africa: poorly-resourced faculties; huge sessions; a curriculum hardly ever correct to the day-by-day lives of scholars; a scarcity of certified academics; and insufficient instructor teaching programs. via interpreting nation case stories, this paper discusses the teachings for development of SMICT in secondary schooling in Africa.

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Additional resources for Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices (World Bank Working Papers)

Example text

Some countries have introduced it as a separate subject with its own syllabus and (in most cases) its own assessment. Most of these courses focus on the computer as a tool for office functions, presentations, acquiring information on Internet, and communication through e-mail. Also, the place of ICT in society is generally addressed. ■ In several countries, ICT is mentioned as a cross-curricular issue, without however finding its way into syllabi, textbooks, and classroom practice other than in a separate subject like Computer Science.

This refers back to the often-poor initial preparation and qualifications of teachers as well as the lack of structured support while in post. The picture of what happens in the classroom is indeed rather sobering. However, it is useful to put the observations in perspective. ■ The change in pedagogy from teacher-led to more active student participation is problematic everywhere, not just in Sub-Saharan Africa. Teachers in Europe, America, and Asia struggle with such proposed changes as well. ■ School systems are at different stages in their development, and the higher the development stage the better the chances of success for curriculum implementation.

Thus, overall, there is very little evidence of the often ambitiously formulated curriculum ideals. That situation seems to be the norm for SMICT classes in all countries in the study. The reports from the various countries use different wordings to express one and the same thing: there is a huge gap between the intended curriculum and what is implemented in the classroom. Three main reasons are offered to explain this: ■ Lack of teaching materials and other resources (South Africa: “because of the lack of resources in many schools, the teacher is often the learners’ only resource to learning”).

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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices (World Bank Working Papers) by Wout Ottevanger


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