| dc.contributor.author | Oluka, Silas | |
| dc.date.accessioned | 2022-05-16T13:11:32Z | |
| dc.date.available | 2022-05-16T13:11:32Z | |
| dc.date.issued | 2017-09-06 | |
| dc.identifier.other | http://journals.ub.bw/index.php/mosenodi/article/view/997 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10311/2410 | |
| dc.description.abstract | The paper explores the evolution of science in Africa against the perceived policy emphasis of the role of Science, Technology, Engineering and Mathematics (STEM) in development. The deployment of STEM in the school curricula and the question of relevance are debated with guiding questions such as who and what shapes STEM discourse in curricula? What frame of STEM (could) best promote development in Africa? The paper examines a range of factors, issues and arguments in STEM education in Africa, and proposes possible future trajectories of STEM in the education system. | en_US |
| dc.format | application/pdf | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Mosenodi, https://journals.ub.bw/index.php/mosenodi | en_US |
| dc.relation | http://journals.ub.bw/index.php/mosenodi/article/view/997/603 | en_US |
| dc.rights | Copyright (c) 2017 Mosenodi | en_US |
| dc.source | Mosenodi: Journal of the Botswana Educational Research Association; Vol. 20, No. 1, (2017), pp. 57-66 | en_US |
| dc.subject | Africa and development | en_US |
| dc.subject | science | en_US |
| dc.subject | technology | en_US |
| dc.subject | engineering and mathematics (stem) | en_US |
| dc.subject | education | en_US |
| dc.subject | curriculum | en_US |
| dc.subject | teaching and learning | en_US |
| dc.title | African condition: transforming stem education | en_US |
| dc.type.ojs | Published article | en_US |
