scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

scholarly journals Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

2017 ◽  
pp. 107-125 ◽  
Author(s):  
Vinayagum Chinapah ◽  
Jared O. Odero
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Formal Structure ◽  
Sub Saharan Africa ◽  
Skills Development ◽  
Rural Transformation ◽  
The North ◽  
Future Challenges ◽  
Sub Saharan ◽  
The Impact

Information and communication technology (ICT) has emerged as a tool that can enhance flexible learning pathways. ICT has the potential to increase equitable access to quality learning, which is essential for skills development. Skills are required in technology-related nonfarm activities so as to improve livelihoods and achieve sustainable rural transformation. However, slow pace of the developing countries to utilize the benefits of the ongoing technological revolution in the North has resulted in the ‘digital divide’. Besides, it is still problematic to implement ICT programmes for educational development. The current and future challenges of providing ICT-based learning desperately call for the reengineering of education to move out of the formal structure of teaching and learning, towards building a more practical and realistic approach. By means of a literature review, this paper examines and discusses why it is important to provide inclusive, quality ICT-based learning, particularly in the rural areas of Asia and sub-Saharan Africa (SSA). It recommends that diverse ICT-based solutions be adopted to promote skills development and training within non-formal and informal settings. More comparative studies are also required to understand the impact of ICT-based learning in rural areas. 

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals Malarial Infection in HIV Infected Pregnant Women Attending a Rural Antenatal Clinic in Nigeria

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
R. S. Houmsou ◽  
B. E. Wama ◽  
S. O. Elkanah ◽  
L. C. Garba ◽  
T. D. Hile ◽  
...  
Keyword(s):  
Risk Factors ◽  
Haemoglobin Level ◽  
Pregnant Women ◽  
Rural Areas ◽  
First Trimester ◽  
Antenatal Clinic ◽  
Severe Anaemia ◽  
Sub Saharan Africa ◽  
Malarial Infection ◽  
Sub Saharan

Malaria still remains a challenging infection affecting the lives of several HIV infected pregnant women in sub-Saharan Africa. This study was undertaken to determine malarial infection in HIV infected pregnant women in relation to sociodemographic and obstetrical factors. The study also assessed relationship between malarial infection and haemoglobin level, CD4+ counts, and ART regimen, as well as predisposing risk factors that influenced occurrence of malarial infection in the women. Thick and thin blood smears were prepared and stained with Giemsa. Haemoglobin level was determined using a hematology analyzer, while the flow cytometry was used to measure CD4+ counts. Sociodemographic and obstetrical parameters were obtained through the administration of questionnaires. Of the 159 HIV infected pregnant women examined, 33.3% (59/159) had malarial infection. Malarial infection was significantly higher in pregnant women who were divorced, 40.24% (33/82) (χ2=5.72; P=0.05), were at their first trimester (4–12 weeks), 54.8% (17/31) (χ2=14.85; P=0.01), had CD4+ = [201–500 cells/μL], 42.42% (42/99) (χ2=10.13; P=0.00), and those that had severe anaemia (<8 dg/L), 100.00% (χ2= 45.75; P=0.00). However, risk factors that influenced the occurrence of malarial infection in the pregnant women were occupation (farming) (AOR=0.226; P=0.03), marital status (divorced) (AOR=2.80; P=0.02), gestation (first trimester) (AOR=0.33; P=0.00), haemoglobin level (Hb < 8 dg/L) (AOR=0.02; P=0.00), and CD4+ counts (low CD4+) (OR=0.40; P=0.05). The study reported endemicity of malaria in HIV infected pregnant women living in rural areas of Benue State, Nigeria. Malarial infection was higher in women that were divorced, and at their first trimester, had low CD4+ count, and had severe anaemia. Farming, divorce, gestation, severe anaemia, and low CD4+ counts were predisposing risk factors that influenced malaria occurrence in the HIV infected pregnant women. It is advocated that HIV infected pregnant women should be properly and thoroughly educated on malaria preventive measures in rural areas so as to avoid unpleasant effect of malaria during their pregnancies.

scholarly journals Mitigation of the Water Crisis in Sub-Saharan Africa: Construction of Delocalized Water Collection and Retention Systems

2021 ◽  
Vol 13 (4) ◽  
pp. 1673
Author(s):  
Adolfo F. L. Baratta ◽  
Laura Calcagnini ◽  
Abdoulaye Deyoko ◽  
Fabrizio Finucci ◽  
Antonio Magarò ◽  
...  
Keyword(s):  
Rural Areas ◽  
Water Shortage ◽  
Sub Saharan Africa ◽  
Economic Activities ◽  
Research Project ◽  
Water Utility ◽  
Research Areas ◽  
Emilia Romagna Region ◽  
Sub Saharan ◽  
Surrounding Areas

This paper presents the results of a three-year research project aimed at addressing the issue of water shortage and retention/collection in drought-affected rural areas of Sub-Saharan Africa. The project consisted in the design, construction, and the upgrade of existing barrages near Kita, the regional capital of Kayes in Mali. The effort was led by the Department of Architecture of Roma Tre University in partnership with the Onlus Gente d’Africa (who handled the on-the-ground logistics), the Department of Architecture of the University of Florence and the École Supérieure d’Ingénierie, d’Architecture et d’Urbanisme of Bamako, Mali. The practical realization of the project was made possible by Romagna Acque Società delle Fonti Ltd., a water utility supplying drinking water in the Emilia-Romagna region (Italy) that provided the financing as well as the operational contribution of AES Architettura Emergenza Sviluppo, a nonprofit association operating in the depressed areas of the world. The completion of the research project resulted in the replenishment of reservoirs and renewed presence of water in the subsoil of the surrounding areas. Several economic activities such as fishing and rice cultivation have spawned from the availability of water. The monitoring of these results is still ongoing; however, it is already possible to assess some critical issues highlighted, especially with the progress of the COVID-19 pandemic in the research areas.

The Urban Transition in Sub-Saharan Africa: Challenges and Opportunities

10.1068/c3p ◽  
2007 ◽  
Vol 25 (4) ◽  
pp. 466-485 ◽  
Author(s):  
Christine Kessides
Keyword(s):  
Urban Areas ◽  
Local Governments ◽  
Poverty Reduction ◽  
National Development ◽  
Favourable Outcome ◽  
Sub Saharan Africa ◽  
Urban Transition ◽  
Energy Needs ◽  
Challenges And Opportunities ◽  
Sub Saharan

In this paper I ask how the ongoing processes of urban and local government development in Sub-Saharan Africa can and should benefit the countries, and what conditions must be met to achieve this favourable outcome. The region faces close to a doubling of the urban population in fifteen years. This urban transition poses an opportunity as well as a management challenge. Urban areas represent underutilised resources that concentrate much of the countries' physical, financial, and intellectual capital. Therefore it is critical to understand how they can better serve the national growth and poverty reduction agendas. The paper challenges several common ‘myths’ that cloud discourse about urban development in Africa. I also take a hard look at what the urban transition can offer national development, and what support cities and local governments require to achieve these results. I argue that, rather than devoting more attention to debating the urban contribution to development in Africa, real energy needs to be spent unblocking it.

scholarly journals Opportunities and Challenges in Realizing Universal Access to Obstetric Ultrasound in Sub-Saharan Africa

2017 ◽  
Vol 03 (02) ◽  
pp. E52-E59 ◽  
Author(s):  
Sikolia Wanyonyi ◽  
Charles Mariara ◽  
Sudhir Vinayak ◽  
William Stones
Keyword(s):  
Universal Access ◽  
Perinatal Outcomes ◽  
Sub Saharan Africa ◽  
Future Research ◽  
Obstetric Ultrasound ◽  
Integral Component ◽  
Challenges And Opportunities ◽  
Potential Benefits ◽  
The Subject ◽  
Sub Saharan

AbstractThe potential benefits of obstetric ultrasound have yet to be fully realized in sub-Saharan Africa (SSA), despite the region bearing the greatest burden of poor perinatal outcomes. We reviewed the literature for challenges and opportunities of universal access to obstetric ultrasound and explored what is needed to make such access an integral component of maternity care in order to address the massive burden of perinatal morbidity and mortality in SSA. Original peer-reviewed literature was searched in various electronic databases using a ‘realist’ approach. While the available data were inconclusive, they identify many opportunities for potential future research on the subject within the region that can help build a strong case to justify the provision of universal access to ultrasound as an integral component of comprehensive antenatal care.

scholarly journals Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

2021 ◽  
Vol 20 (6) ◽  
pp. 277-298
Author(s):  
Rose Atieno Mutende ◽  
Rosemary K Imonje ◽  
Winston Akala
Keyword(s):  
Instructional Practices ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sub Saharan Africa ◽  
Learning Material ◽  
Science Students ◽  
University Supervisors ◽  
Lecture Method ◽  
Sub Saharan

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

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