Science, Mathematics, and Technology Education in Zimbabwe: Research, Policy and Practice

Sonst. Personen	Chirinda, Brantina (Hrsg.); Sibanda, Lwazi (Hrsg.); Vere, Joseph (Hrsg.); Sunzuma, Gladys (Hrsg.)
Titel	Science, Mathematics, and Technology Education in Zimbabwe: Research, Policy and Practice
Quelle	(2023), (294 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-9401-6
Schlagwörter	Foreign Countries; Job Skills; Problem Solving; Lifelong Learning; Teamwork; Critical Thinking; Educational History; Educational Policy; Science Education; Mathematics Education; Technology Education; Early Childhood Education; Science Teachers; STEM Education; Secondary Education; High Schools; Competence; Learning Activities; Environmental Education; Social Influences; Cultural Influences; Higher Education; Teacher Education Programs; Rural Schools; Barriers; COVID-19; Pandemics; Sustainable Development; Interdisciplinary Approach; Elementary Education; Postsecondary Education; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Produktive Fertigkeit; Problemlösen; Life-long learning; Lebenslanges Lernen; Kritisches Denken; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Naturwissenschaftliche Bildung; Mathematische Bildung; Technisch-naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Sekundarbereich; High school; Oberschule; Kompetenz; Lernaktivität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Sozialer Einfluss; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Nachhaltige Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementarunterricht; Post-secondary education; Tertiäre Bildung; Simbabwe
Abstract	Historical and current educational perspectives are epistemologically challenging to weave together. The contributors brought together in this book have risen to that challenge and, in the process, have produced a detailed and thorough account of the issues and processes at play. Science, Mathematics, and Technology (SMT) education is recognised globally as a means of developing critically needed human capital. In Zimbabwe, SMT subjects constitute a significant component of the curriculum which, since political independence in 1980, has emphasised application-oriented, experientially-based teaching and learning. Efforts to mainstream this approach have resulted in several significant reforms to the country's education system. Relatedly, there are ongoing attempts to boost uptake in SMT subjects and, through them, to develop such professional skills as problem-solving, lifelong learning, teamwork, critical thinking, and the capacity to contribute and adapt to our rapidly changing world. There is a self-evident need to document progress made in these efforts and, in the process, to carefully examine issues at play, challenges met, and solutions developed. This book, developed through a partnership involving Zimbabwean editors and authors, was developed to fulfil this need. It is long overdue. (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01