For over 30 years now large-scale investment has been made in
science education throughout the world and in developing countries
in particular. A handful of countries have indeed succeeded in
raising their respective population's general level of scientific
knowledge, but in other countries, in spite of much effort, the
shortage in supply of science-trained students persists,
examination achievement levels remain low, and the cost of
provision so high that many children all over the world are denied
access to effective science teaching.
Whilst the problems of curriculum relevance have been widely
discussed, little attention has been paid to the issues confronting
the policy-maker and the manager in deciding how much to invest in
science education, how to provide value for money or how much
science to provide for how many students.
This book addresses the question of how best to plan investment
in science at secondary level in developing countries using
insights from the studies conducted under a five-year research
programme carried out by the International Institute for
Educational Planning. The result is an extensive account,
commentary and analysis of the main issues that the planners of
science education in developing countries are likely to be
confronted with when addressing the challenges of the twenty-first
century.
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