Secondary school science in developing countries : status and issues
Ware, Sylvia A.
This report reviews the status of secondary school science in the developing world, and explores issues related to the improvement of science teaching and learning in both developing and developed countries. The topics covered include: curriculum content, laboratory instruction, teacher education, and assessment. Non-formal science education, environmental education, and female participation in science are briefly explored in the appendices. The report also examines the World Bank's record of support for science education since 1963, and includes case studies from each of the Bank's regions. the report concludes that for science education to be made accessible and useful to all, many countries will have to consider planning for complete systemic change, to be accomplished over a period of about ten years. This should include the coordinated reform of curricula and courses, together with the examination system, and teacher preparation and continuing education. Given the financial constraints in so many countries, the first priority for reform should be the implementation of comprehensive, and continuing, inservice education for science teachers. Science teachers are the limiting determinant of the success of any science education reform in all countries; they should be included as an integral part of all reform activities.
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Este registro bibliográfico ha sido proporcionado por World Bank
