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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices
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'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten 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 science, mathematics and ICT (SMICT) education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of 'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten 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 science, mathematics and ICT (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. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa. Books, Education & Teaching~~Educational Policy & Reform~~General, Developing-Science-Mathematics-and-Ict-Education-in-Sub-Saharan-Africa~~Wout-Ottevanger, , , , , , , , , , World Bank Publications

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Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten 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. Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten 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. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa. Books, Society and Social Sciences~~Education, Developing Science, Mathematics, And Ict Education In Sub-Saharan Africa~~Book~~9780821370704~~Jan Van Den Akker, Wout Ottevanger, Leo De Feiter, , , , , , , , , ,, [PU: World Bank]

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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa - Ottevanger, Wout
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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. Education Education eBook, World Bank Publications

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

Ottevanger, Wout; Van Den Akker, Jan; de Feiter, Leo

Titel:

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

ISBN-Nummer:

9780821370704

'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten 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 science, mathematics and ICT (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. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.

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


EAN (ISBN-13): 9780821370704
ISBN (ISBN-10): 0821370707
Taschenbuch
Erscheinungsjahr: 2007
Herausgeber: WORLD BANK PUBN
84 Seiten
Gewicht: 0,209 kg
Sprache: eng/Englisch

Buch in der Datenbank seit 06.06.2007 16:56:49
Buch zuletzt gefunden am 23.08.2016 22:45:00
ISBN/EAN: 9780821370704

ISBN - alternative Schreibweisen:
0-8213-7070-7, 978-0-8213-7070-4

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