Engendering Science Education: Inquiry-Based Science Education to benefit Girls

Project Status
November 15, 2017

Zimbabwe Academy of Sciences (ZAS), Zambia Academy of Sciences (ZaAS)and Network of African Science Academies NASAC) focus on the dissemination of the ‘Inquiry-Based Science Education: Increasing Participation of Girls in Science in sub-Saharan Africa’ policymakers booklet produced through IAP funding, and its launch in two southern African countries, namely Zimbabwe and Zambia. It is proposed to host a workshop in each of the countries that will bring together various local and regional stakeholders to explore: the rationale for encouraging more girls to study science and technology; the kinds of curriculum resources and pedagogies which appeal particularly to girls; how to reach out to girls, their families and their communities to encourage their enrollment in inquiry-based science education; discussion of strategies for engaging girls in the classroom; strategies and methods for assessing the level of participation and results of participation of girls; and to launch the policymakers' booklet and gain the attention of the media and policymakers.