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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa
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.
Teaching in Tension
In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced na...
African Mathematics
This is the first comprehensive text on African Mathematics that can be used to address some of the problematic issues in this area. These issues include attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, knowledge level, educational guidelines and policies, transitional schools, comparative education, other subjects such as physics and social studies, surveys, talent, educational research, teacher education and qualifications, academic standards, teacher effect...
At the Crossroads
Expanded access to and improved quality of secondary education in Sub-Saharan Africa are key ingredients for economic growth in the region This Secondary Education in Africa (SEIA) synthesis report makes this point by bringing together a significant volume of analytical work sponsored by the World Bank and by many African and international partners. 'At the Crossroads: Choices for Secondary Education in Sub-Saharan Africa' argues the case for broad and equitable access for a basic education cycle of 8 to 10 years, as well as for expanded education and training opportunities. This book provides a timely resource on good practices and potential solutions for developing and sustaining high quality secondary education systems in Africa. It includes the main elements of a roadmap to improve Africa's secondary education systems' response to the demands of growing economies and rapidly changing societies.
The World Bank Research Program, 2005-2007
This pocket-sized reference on key environmental data for over 200 countries includes key indicators on agriculture, forestry, biodiversity, energy, emission and pollution, and water and sanitation. The volume helps establish a sound base of information to help set priorities and measure progress toward environmental sustainability goals.
The Stationery Office Agency Catalogue 2007
No public library discount on this title.
Culpability of the Trans-Atlantic Slave Trade
This book contributes to the debate over the culpability of the Trans-Atlantic Slave from various disciplinary perspectives. The general thesis that undergirds the book is that by knowing who was predisposed to benefit the most from the trade and why, prompting them to initiate it, appropriate culpability can be assigned. This approach also allowed for a more in-depth analysis of the issue from many disciplines, making it the first of its kind. For the sake of cohesion and coherence, some of the major questions addressed by every chapter are quite similar, albeit authors were encouraged to fine-tune and add to these questions to meet their disciplinary requirements. By emphasizing the why in some of the questions, a qualitative explanatory case study approach was utilized. Both primary and secondary data sources were also used for each chapter to offer a cogent analysis and new information on the topic.
International Handbook of Teacher Quality and Policy
The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers i...
