Science and Technology Education at Primary and Secondary Levels. by

Shecodes
Published On: 01-01-2016

I have been reflecting deeply on the growth of technology in Tanzania. I had a lot of questions in mind, how could other countries achieve as fast growth in Science and technology. Tanzania has been slowly developing in the aspect of technology. But still I wonder why we are delaying and moving slowly in science too. I have been passing through a global survey undertaken by UNESCO, which I believe that is still relevant today.

One of the fact I noticed was that African students spend on average 5.6hours/week studying science compared to West and Far East, this must reflect its relative importance in the curriculum. Although science education systems are widely well established, the developmental context for science education has changed as human resource demands advance to reflect changes in production technologies and increased proportions of the population that benefit from scientific and technological literacy. The question which is posed today is how to appropriately teach science and technology to provide both for those who will conjure their careers in science and technology and for those who will not.

I thought of the approach to science education from primary schools to further education. This might be the actual quality of education that is an emotive subject and has many dimensions. Believing the fact that early approach from elementary levels can stimulate the need and interests of science and technology in first place. With this approach I believe it will; ensure an educational purpose, encourage collaboration, integrate with other aspects of the curriculum, avoid web and mobile applications containing violence or stereotyping. It may be simply to measure in terms of resource available for education, teachers’ ratios or the years of schooling. Though the Quality of science learning will also be a function nature of the curriculum, the way it is presented by the teachers, and the attitudes and perceptions of students among other factors.

Therefore, I believe that after exploration and plenty of rehearsal on young Tanzanians will be ready to use the technology for purpose. However we expect the young ones to use technology for a planned outcome without providing opportunities for their developmental stages or steps they will flounder. It might overcome the lack of confidence and be unlikely to take technology as a hard thing.