An Examination of the Influence of Globalisation on Science Education in Anglophone Sub-Saharan Africa

Autor/inn/en	Koosimile, Anthony T.; Suping, Shanah M.
Titel	An Examination of the Influence of Globalisation on Science Education in Anglophone Sub-Saharan Africa
Quelle	In: International Journal of Science Education, 37 (2015) 14, S.2358-2385 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1079667
Schlagwörter	Science Education; Global Approach; Foreign Countries; Teaching Methods; Language of Instruction; Student Mobility; English (Second Language); Case Studies; Second Language Learning; Knowledge Economy; International Education; Financial Support; International Organizations; Cooperation; Stakeholders; Role; Literature Reviews; Africa + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Globales Denken; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Internationale Erziehung; Finanzielle Förderung; International organisation; International organisations; International organization; Internationale Organisation; Co-operation; Kooperation; Rollen; Afrika
Abstract	This paper takes the view that the emergence of some trends and practices in science education mirrors the influence of the process of globalisation in Anglophone Sub-Saharan Africa. Through a literature review, an attempt is made to link science education and globalisation by answering the question: "What influence does globalisation have on science education in countries in Anglophone Sub-Saharan Africa?" The findings of the study show some significant convergence of what is valued in science education in Sub-Saharan Africa in areas such as pedagogy; English language as a medium of instruction; assessment of learning; mobility of students in the region; and in the frameworks for collaborative engagements among stakeholders in Sub-Saharan Africa. The paper concludes with a reflective end-piece calling for more case studies to help scrutinise further the influence of globalisation on science education in Sub-Saharan Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01