Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa : Patterns and Promising Practices

This thematic study is about developing science, mathematics and ICT (SMICT) in secondary education. The study is based on country studies from 10 Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania, and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in Sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs