Some Developments in Research in Science and Mathematics in Sub-Saharan Africa: Access, Relevance, Learning, Curriculum Research - Tapa blanda

 
9781920299293: Some Developments in Research in Science and Mathematics in Sub-Saharan Africa: Access, Relevance, Learning, Curriculum Research
Tapa blanda
ISBN 10: 1920299297 ISBN 13: 9781920299293
Editorial: African Minds, 2008

Sinopsis

Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries. But is providing access to institutions enough? Students in developing countries often come from school environments lacking in resources - human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection’s research studies is that their empirical bases are highly localised, covering areas such as: research methods; access; curriculum, instruction and assessment; and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. This volume provides invaluable insights and will be of relevance to researchers, policy makers and lecturers interested in these research outcomes in Sub-Saharan Africa. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).

"Sinopsis" puede pertenecer a otra edición de este libro.

Reseña del editor

Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries. But is providing access to institutions enough? Students in developing countries often come from school environments lacking in resources - human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection's research studies is that their empirical bases are highly localised, covering areas such as: research methods; access; curriculum, instruction and assessment; and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. This volume provides invaluable insights and will be of relevance to researchers, policy makers and lecturers interested in these research outcomes in Sub-Saharan Africa. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
African Minds
Año de publicación
2008
Idioma
Inglés
ISBN 10 
1920299297
ISBN 13 
9781920299293
Encuadernación
Tapa blanda
Número de páginas
418
Editor
Julie Cyril, Mtetwa David, Holtman Lorna
Contacto del fabricante
no disponible
Persona responsable
GPSR Kontakt
gpsr@libri.de

Friedensallee 273
Hamburg
22763
Alemania