By Wout Ottevanger
Constructing technology, arithmetic and ICT (SMICT) in Secondary schooling relies on state stories from ten Sub-Saharan African international locations: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature overview. It finds a couple of large demanding situations in SMICT schooling in sub-Saharan Africa: poorly-resourced colleges; huge sessions; a curriculum infrequently appropriate to the day-by-day lives of scholars; a scarcity of certified lecturers; and insufficient instructor teaching programs. via reading state case reports, this paper discusses the teachings for development of SMICT in secondary schooling in Africa.
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Additional resources for Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices (World Bank Working Papers)
Sample text
Promising Practice—Life Science, A New Junior Science Subject in Junior Secondary Schools in Namibia The Life Science curriculum was developed by the Ministry of Education and Culture in Namibia in collaboration with the donor-funded Life Science Project. ”The curriculum is seen as a combination of biology (emphasis on human physiology), agriculture (emphasis on animal husbandry), and environmental education. The curriculum advocates a learner-centered pedagogy, provides for the use of simple equipment, and addresses both relevant skills and academic knowledge.
The place of ICT in the curriculum of the surveyed countries deserves some separate remarks: ■ Computer studies have found their way into the formal curriculum, but in most educational practices their existence is embryonic, mainly due to lack of computers, connections, and staff expertise. Exceptions are mainly clustered in resource centers, pilot schools, and teacher training institutes. Most successful in the implementation of ICT in practical use are a few, often donor funded projects, such as SchoolNet Africa and WorLD.
The Computer Awareness program in junior secondary schools in Botswana is an exception. The course is cross-curricular and non-examinable. Instructional Processes All countries have emphasized including more active learning approaches in the SMICT curriculum. Learner-centered education, participatory teaching, inquiry-based approaches, problem solving and critical thinking are some of the keywords that feature prominently in curriculum policy documents. This is in line with international literature on science education, which makes a case for science education in which student learning is not a passive activity, but an activity in which students actively construct their own knowledge through interaction with their existing knowledge, and ideas provided by materials, other students, and the teacher.
