Some Developments In Research In Science And Mathematics In Sub Saharan Africa
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Some Developments in Research in Science and Mathematics in Sub-Saharan Africa
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).
Some Developments in Research in Science and Mathematics in Sub-Saharan Africa
Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. This book 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. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).
Sub-Saharan African Science, Technology, Engineering, and Mathematics Research
Author: Andreas Blom
language: en
Publisher: World Bank Publications
Release Date: 2015-12-21
This book analyzes Africa's current performance in Science, Technology, Engineering and Math (STEM) research, as well as future trends. It looks at Africa's research performance over a decade, what it means for the continent's development and how it can benefit the growing number of young people who leave university each year looking for jobs. The book focuses on research output and citation impact, important indicators of the strength of a region's research enterprise. These indicators are correlated with the region's long-term development and important drivers of economic success. Moreover, research is a key ingredient for quality higher education. The research performance of these regions is compared to that of South Africa, Malaysia, and Vietnam; the latter two countries had a comparable research base to the SSA regions at the beginning of the period of analysis.