Search results for "Brantina Chirinda"
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STEM Education in the Post-Pandemic Learning Space
As a result of the COVID-19 pandemic, the global educational landscape has undergone significant transformation, with digitalization advancing as a basis for contemporary learning paradigms. STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa explores the dynamic connection between Science, Technology, Engineering, and Mathematics (STEM) education and the advancement of digitalization across the African continent. This edited volume brings together insightful contributions from academics, educators, researchers, and practitioners who explore the challenges, opportunities, and innovations that define this educational transformation.From integrating digital tools, devices, resources, and platforms in remote educational environments to developing inclusive policies that bridge the digital divide, this book considers the complex influences of digitalization on STEM education in Africa. It features case studies, empirical research, and theoretical discussions that emphasize the adaptability of educational contexts in traversing unique times. This book will be an important resource for academics, educators, researchers, policymakers, and practitioners dedicated to embracing the power of digitalization to foster equitable, inclusive, and high-quality STEM education post-COVID-19.
R 2,607.00
Science, Mathematics, and Technology Education in Zimbabwe
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.
R 2,752.00
STEM Education in Poverty
This book is about Science, Technology, Engineering, and Mathematics (STEM) education in poverty and the lessons we learn from Zimbabwe. The world is driving towards the fourth Industrial Revolution (4IR), where economic growth has been attributed to STEM education. STEM education is vital in this era, where both developed and developing countries are undergo rapid changes. Globally, STEM education has been practised differently in schools and universities. University programs, new school curricula, instructional methods, extracurricular programs, and professional development programs for in-service teachers have been created to cater to STEM subjects. STEM education is envisioned to produce critical thinkers, inventors, creators, problem solvers, innovators, and professionals who will solve the world's ever-changing challenges, including inequity, food insecurity, climate change, inequality, and poverty. STEM is essential to modern education. Zimbabwe has faced significant economic challenges but has made remarkable strides in STEM education. By examining the successes and challenges of STEM education in Zimbabwe, we can learn valuable lessons about improving STEM education in underserved communities. This book contributes to the international debate surrounding the optimal STEM education for students in underserved schools. It incorporates detailed accounts of STEM education in Zimbabwe schools, shedding light on the challenges students and educators face in impoverished areas. In Zimbabwe, STEM education faces significant challenges such as materials and facilities, pedagogy, policy reform, access, and relevance. Some of the main issues highlighted in this book are the need for more resources, including funding, teaching materials, and adequate laboratories. Effective STEM pedagogy is hampered by an education system that emphasises the curriculum and teacher-centred focus instead of focusing on how students can be taught or learn. Research has shown that in Zimbabwe, STEM teachers must apply inventive pedagogies and suitable learner-centred STEM teaching approaches. As a result, there is a need for more STEM-related programs and courses in schools and universities to improve the opportunities for students to pursue careers in these fields. Another challenge is the need for more awareness about the opportunities and importance of STEM education and interest in STEM subjects among students, which can be attributed to a lack of exposure and understanding of the relevance and importance of these fields in today's world. While lack of resources and other challenges hinder effectiveness, opportunity lies in promising pathways of policy and practice. In Zimbabwe, there is a varying degree of success in the implemented competence-based curriculum, which emphasises inquiry-based learning and STEM education. Finally, there is a need for early exposure to STEM-based career opportunities and for more collaboration between the government, private sector, a
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R 602.00
Mathematics Education in Africa
This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR.This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.
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Mathematics Education in Africa
This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR.This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.
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