Science education policy-making: eleven emerging issues; 2008 - OEI

Recommendation
K.1 Policy makers should consider the policy implications (financially and
structurally) and the benefits in establishing the provision of ongoing,
focussed professional development in science and technology and
their teaching, as an essential aspect in the careers of all science
teachers.
Prospects
The quality of the teaching and learning of science would begin to improve rapidly.The
morale of science teachers would improve, and fewer would be lost from the classroom
to administrative positions or to employment outside education.
The needs of under-qualifi ed teachers of science in the system would also be effectively
met. Students would experience a dynamism about science and technology that is,
at present, often not present Complacent teachers will be confronted with strong
challenges.
Pre-requisites
Recognition that quality teaching cannot rely on a basic initial training and that, like other
professions, educational systems must provide the means for teacher up-grading. A
realistic appraisal of the inadequacies of the present provisions for p.d. as well as their
failure to include all teachers. The current effort and resources for p.d should be better
spent making a start on what are demonstrably more effective modes. Science Teacher
Associations as representative bodies for science and technology teachers should be
partners in building the political case for funding in national budgets and educational
systems for professional development that will raise the quality of science teachers,
and hence, expand the number of students receiving quality S&T education.
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