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

Author

Listed:
  • Wout Ottevanger
  • Jan van den Akker
  • Leo de Feiter

Abstract

This thematic study is about developing science, mathematics and ICT (SMICT) in secondary education. The study is based on country studies from 10 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.

Suggested Citation

  • Wout Ottevanger & Jan van den Akker & Leo de Feiter, 2007. "Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa : Patterns and Promising Practices," World Bank Publications - Books, The World Bank Group, number 6645, December.
    • Handle: RePEc:wbk:wbpubs:6645
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/6645/391690Science0101OFFICIAL0USE0ONLY1.pdf?sequence=1
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    References listed on IDEAS

    as
    1. Fairhurst, Genevieve & Gibbs, William & Jain, Pankaj & Khatete, David & Knamiller, Gary & Welford, Geoff & Wiegand, Patrick, 1999. "The Effectiveness of Teacher Resource Centre Strategy," Education Research Papers 12833, Department for International Development (DFID) (UK).
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Maria Tsakeni & Loyiso Jita, 2021. "A Preservice Teacher’s Reflections on Education for Sustainable Development in Multiple-Deprived Science Classrooms," International Journal of Higher Education, Sciedu Press, vol. 10(5), pages 1-56, October.

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