Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/72492
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dc.contributor.authorKoopman, Oscar-
dc.contributor.editorWilliam   F.Pinaren_US
dc.date.accessioned2019-06-14T06:50:10Z-
dc.date.available2019-06-14T06:50:10Z-
dc.date.issued2017-
dc.identifier.isbn978-3-319-40766-1-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/72492-
dc.descriptionDevelopments in Africa (and in South Africa) depend critically on the effectiveness of its mathematics, science and technology programmes. This is because these disciplines drive the technological and scientifi c innovations in the rest of the world and are central to a nation’s economic growth. It is for this reason that major monetary investments are made in a country’s education system. Despite initiatives to support the development of science through heavy monetary investments and research by entities such as the African Union and the World Bank, Africa contributes roughly 5 % to the world’s gross domestic product (GDP) compared to the USA’s 17.1 %, and it holds 0.1 % of the world’s patent rights compared to 23.6 % of the USA. South Africa is the second largest economy on the continent and contributes 0.7 % to the world’s GDP and holds less than 0.01 % of the world’s patent rights. These statistics are directly related to the quality of the country’s mathematics and science programmes.en_US
dc.languageenen_US
dc.language.isoenen_US
dc.publisherPalgrave Macmillanen_US
dc.subjectSouth Africaen_US
dc.titleScience Education and Curriculum in South Africaen_US
dc.typeBooken_US
Appears in Collections:African Studies

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