Problems of Science Education in Africa: Some Analysis and Propositions

Abstract

Generally, problems or progress of science education in Africa is discussed in terms of enrolment statistics, teacher\pupil ratios and facility inventory such as number of classrooms, laboratories, availability of texts, etc. All too often, the said statistics is used to justify performances in examinations. Thus, a Government that is able (if possible) to meet the requirements defined within the said statistics as adequate would consider its job done. As most governments are often not able to meet the optimal ratios, science education in Africa has been and remains an important field in which considerable government efforts have been directed. Some of such efforts often code named as TEMPORARY, EMERGENCY, OR CRASH PROGRAMMES have often made some impact while others remain no more than footnotes for literature use. It is common knowledge that neither the sporadic short term measures nor the conventional long term solutions in current use seem to hold promise for anticipated rate of development in science education. It does appear that beyond the enrolment statistics and performances in examinations are deep-seated problems too frightening to confront and yet too serious to ignore.