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Annotated Bibliography on Science and Mathematics Education in Sub-Saharan Africa

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Annotated Bibliography on Science and Mathematics Education in Sub-Saharan Africa DOCUMENT RESUME ED 052 949 SE 011 258 AUTHOR Case, John H. TITLE Annotated Bibliography oa Science and Mathematics Education in Sub-Saharan Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Paris (France) . PUB DATE Dec 69 NOTE 231p. EDRS PRICE EDRS Price MF-$0.65 HC-$9.87 DESCRIPTORS *African Culture, *Annotated Bibliographies, Bibliographies, International Education, Literature Reviews, *Mathematics Education, *Publications, Research Reviews (Publications), *Science Education ABSTRACT This bibliography is intended to provide a source of information on what has been written on science and mathematics education in Africa until August 1967. The works included range from the level of the post-graduate thesis to articles in local teaching journals covering a range of topics from sophisticated research to teachers talking among themselves about their problems. Material selection for the bibliography is restricted to African countries in which English is the medium of instruction. The bibliography has two major divisions, science and mathematics, and each has been further divided by geographical area. Appendices include author and subject indices, a key to the libraries and institutions in which the materials may be found, and a list of the bibliographies, catalogs, and libraries searched in compiling this publication. Some pages are marginal in legibility. (PR) UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CUITTIRAI, ORGANIZATION ANNOTATED BIBLIOGRAPHY ON SCIENCE AND MATHEMATICS EDUCATION IN SUB-SAHARAN AFRICA U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. John H. Case University of Zambia December 1969 SC/WS/28 Paris, October1970 3 Preface The promotion of the exchange of information about science education, both internationally and within a particular region of the world (Africa, Asia, Latin America and the Arab States) is an important part of Unesco's programme to develop and improve science education at all levels. To this end, Unesco is producing a series of documents and publications which provide information about recent and current thought and action in this field. The Annotated Bibliography on Science and Mathematics Education in SubSaharan Africa is one such document. It is presented as a contribution to the promotion of the exchange of information in a field which is, as yet2 poorly documented. As a first listing the bibliography does not attempt to be complete. The selection of material is restricted to countries in Africa in which the mediumlof instruction at school or university level is English. The author's introduction and annotations also refer exclusively to such countries. The author's choice of material and the opinions expressed in annotations do not necessarily reflect Unesco's views. It is hoped that the bibliography will be helpful to leaders of science education in African countries, and to those elsewhere in the world who are interested in this field, in looating valuable material, produced by pioneers of modern science education in Africa, which might otherwise be overlooked or completely lost. 9 TABLE OF CONTENTS Introduction Plan of theBibliography Explanatory Notes Abbreviations Acknowledgements General Science and Mathematics (g) Science Eastern Africa Central Africa Southern Africa Western Africa Mathematics Eastern Africa (em) Central Africa (cm) Southern Africa (sm) Western Africa (wm) Appendices 1. Author Index 2. Subject Index 3. Key to Librariesand Institutions Library and InstitutionalHoldings 4. and 5. Bibliographies, Catalogues, Libraries Searched INTRODUCTION Concern with science and mathematics education in Africa is not new. With the exceptions of English, agricultural and religious subjects, science and mathematics have come near the top of the list of educational priorities in Africa for at least the past thirty or forty years. Prior to this time the educational efforts of local governments and missions were directed toward the more directly practical aspects of education on a local level. With the advent of more universal standards of education and control by bodies outside the local school, more and more concern has been directed towards the use of the school as a mechanism for fulfilment of the aspirations for national development by the powers in control. In the present day and age it is understandable that the governments of the newly formed nations in Africa, in their desire to push forward development, should give the highest educational priority to science and mathematics subjects. There are, however, several problems which have been faced and are being faced both by teachers and those persons who are charged with the training and guidance of teachers and with curriculum development. On the one hand, the teacher must cope with the problem of teaching his subject, with all of its inherent cultural biases, to persons who were raised in a cultural situation possibly different from both that of the teacher and the subject. On the other hand, those persons who are charged with the training and guidance of teachers and with curriculum development are faced with the translation of the expressed abstract desires for national development into some form of concrete and operational scheme which can then be utilized practically. Within the past few years large amounts of money have been spent in the attempt to relate science and mathematics education in these countries to their national aspirations and to make the teaching of these subjects more relevant and harmonious with respect to the cultural background of their peoples. Over the past six or seven years in particular, science and mathematics education in Africa has been in a state of ferment. Various attempts at curriculum reform are being carried out, science and mathematics teachers are forming associations with the aim of increasing communication and professional standards, and international conferences are being held to discuss problems in development. In Africa today, there is a rapid turnover in expatriate personnel concerned with education, an exponential increase in the training of locally based teachers, and a desire upon the part of the newly formed universities and educational institutions to carry out research and curricular reforms. Access to material on science and mathematics education or at least a knowledge of what has been done in science and mathematics education should 4 8 be among the first concerns of individuals, groups, or institutions which wish to do work in these areas in Africa. Very little research into problems of science and mathematics education has been done in Africa. Material has been written by persons with varying degrees of sophistication and insight, ranging from the practical level of the local teacher to the more abstract levels of the national or international planning conference. This bibliography was begun some time ago as a private study to lay the ground for further work in science and mathematics education in Africa. As the work proceeded it became increasingly obvious that, in addition to the paucity of information, there was an even greater lack of communication of this information between those directly concerned on all levels. A few individuals and organisations had, in some respects, large amounts of information but access to this information was difficult. In its present form, this bibliography is an attempt to provide a source of information on what has been written on science and mathematics education in Africa. The works which are listed range from the level of the postgraduate thesis to articles in local teaching journals; from sophisticated research to teachers calking among themselves about their own problems. For those who are interested in research, some of the sources should help to define more clearly the boundaries of their problems. It is perhaps unfortunate that the immediate problems of the teachers are most often neglected. Many of the articles in local teachers journals point out these problems. It is also helpful for a new teacher coming into a country, or for a locally based teacher, to be able to locate material which can assist him with his immediate problems. It is hoped that, with the information provided in this bibliography, communication between individuals, groups, and institutions working in various parts of Africa may be enhanced. In this day when such vast amounts of money are being expended on educational development it is becoming increasingly important that, where possible, duplication of effort and research be kept to a minimum. It is also hoped that there will be an increasing sense of 'archivemanship' within the national libraries and institutions concerned with science and mathematics education. PLAN OF THE BIBLIOGRAPHY In the first instance, the bibliography is broken down into the two major divisions of science and mathematics. Each of these divisions is in turn broken down by geographical area. These are primarily divisions of convenience and are not intended to have any physical or political significance. If the reader is interested in the work done in a particular country or area he should first refer to the appropriate section. In some instances references to a particular area will be found in the general reference section. It has been found convenient to index
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