African Science And Technology Education Into The New Millennium

This text asks whether science and technology education can meet the challenges of the coming century. Through a compendium of papers by leading African and international educators, this book reviews the disappointments of past decades.

Through country case studies centred around Sub-Saharan Africa; this book provides critical insights into why science and technology should be popularised; what and whose science and technology systems should be introduced and promoted; and how science and technology should be implemented and practised.

"James Altschuld, David Kumar, and their chapter authors have produced an upbeat, provocative, visionary, and useful volume on educational evaluation. Of special utility is its grounding in issues and practices relating to evaluations of science and technology education. The book should appeal and be useful to a wide range of persons involved in evaluations of educational policy, programs, and (less so) science teachers. These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others. Contents reflecting international studies of curriculum, evaluation of distance education, and evaluation of technology utilization in Australian schools, as well as evaluations in America should make the book appealing to an international audience. Moreover, it provides a global perspective for assessing and strengthening educational evaluation in the US." Daniel L. Stufflebeam, Professor of Education and Director of the Evaluation Center, Western Michigan University For contents, contributors and a free preview: www.new-in-education.com

Having grappled with the question of modernisation for a long time, Africa now faces an issue that, with an increasingly knowledge-based global economy, has only become more urgent in this new millennium. This volume examines Africa's scientific and technological literacy, production and consumption, focusing in detail on the constraints and challenges, opportunities and developments, and the strategies required to promote the advancement of IT and biotechnology in Africa, to help advance our understanding of science and technology developments in Africa.

Publisher Description

Comprehensive yet accessible, this key Handbook provides an up-to-date overview of the fast growing and increasingly important area of ‘public communication of science and technology’, from both research and practical perspectives. As well as introducing the main issues, arenas and professional perspectives involved, it presents the findings of earlier research and the conclusions previously drawn. Unlike most existing books on this topic, this unique volume couples an overview of the practical problems faced by practitioners with a thorough review of relevant literature and research. The practical Handbook format ensures it is a student-friendly resource, but its breadth of scope and impressive contributors means that it is also ideal for practitioners and professionals working in the field. Combining the contributions of different disciplines (media and journalism studies, sociology and history of science), the perspectives of different geographical and cultural contexts, and by selecting key contributions from appropriate and well-respected authors, this original text provides an interdisciplinary as well as a global approach to public communication of science and technology.

One of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a Member of the Order of Australia in recognition of his work in this new and emerging field of study. In this unique book, leading science educators from around the world examine and discuss Fensham's key ideas. Each describes how his arguments, proposals and recommendations have affected their own practice, and extend and modify his message in light of current issues and trends in science education. The result is a vision for the future of science teaching internationally. Academics, researchers and practitioners in science education around the world will find this book a fascinating insight into the life and work of one of the foremost pioneers in science education. The book will also make inspiring reading for postgraduate students of science education.

African Mosaic is essential reading for all students of Africa, its people, society and future. Zack-Williams and Udogu bring together an invaluable collection of essays by both Africans and non-Africans dealing with some of the most pressing issues facing Africa in the new millennium. These include: • Development and the Democratisation Process • Human Rights and Ethnicity • Corruption • Education Policy • Health Systems • Gender and Migration • Information Communication and Technology The volume is equally suitable for undergraduates and postgraduates, as well as policy makers and NGO workers specialising in political science, development, sociology, history, anthropology, education and technology.

The book consists of novel and empirical research in broad areas of technology and curriculum in selected African countries. The central theme of the book is technology and the higher education curriculum. The book consists of case studies from selected African countries, namely, Lesotho; Namibia; Kenya; South Africa; Zimbabwe; Tanzania and Nigeria. These studies confirm that in this contemporary digital era, educational technology is playing an increasingly important role. It has become so ubiquitous and fundamental in the teaching and learning. Higher education sectors across the continent are increasingly compelled to use educational technology to keep up with needs of 21st century students who want to be afforded opportunities to be able to learn in real time, anytime, and on their own terms using opportunities for creative innovation made possible by new information and communication technologies.

The Africanisation of education is a highly topical issue. The potentials and pitfalls of Africanisation have drawn a great deal of critical debate, both in Africa and abroad. After the political changes of 1994 in South Africa, there has been renewed interest in the question of a distinctively African philosophy. This publication provides a systematic and clear exposition of an African voice in education, drawing on distinguished authors across Africa.