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|Title: ||Scientific and technological literacy and UNESCO Project 2000+: and agenda for curriculum and professional development in Nigeria|
|Authors: ||Parkinson, Eric|
|Issue Date: ||2000|
|Publisher: ||© DATA|
|Citation: ||Parkinson, E., 2000. Scientific and technological literacy and UNESCO Project 2000+: and agenda for curriculum and professional development in Nigeria. IN: Kimbell, R. (ed.). Design and Technology International Millennium Conference. Wellesbourne : The D&T Association, pp. 135-139|
|Abstract: ||This paper explores some of the issues facing both teacher and curriculum development and delivery in
an environment of considerable poverty facing a legacy of past political upheaval. The current place of
primary design and technology is explored, and questions asked regarding the relationship this
currently shares with science education, particularly in the light of recent political changes which
include a return to democracy and a return to the Commonwealth and international fold. A return to
democracy will have implications for all levels of society, not least in primary teaching where
scientific and technological literacy ‘of the people, by the people, for the people’ will need to take a
key role in the raising of standards in education, in health, in individual wealth and in long-term
safeguards for a sustainable environment.
On the 29th May 1999 a new era began for Nigeria with the swearing-in of Olusegun Obasanjo to
preside over a democratically elected government. New doors will undoubtedly open as Nigeria takes
its place within the international fold and new accompanying opportunities and choices will follow.
This paper explores some of choices that will need to be made in curriculum and professional terms in
the fields of technological and scientific literacy. In particular, the paper explores the measures being
undertaken to develop teacher expertise and the consequent enhancement of the science-technology
experience for children. It also explores models of science-technology curriculum delivery and how
these depend on factors such as context, needs and evolution from past frameworks.
Scientific and technological literacy (STL) are key strands in Project 2000+, which is co-ordinated by
UNESCO. A declaration of intent (UNESCO, 1994) pronounces that “sound basic education is
fundamental to the strengthening of higher levels of education and of scientific and technological
literacy and capacity and thus to self-reliant development” (p.7).
This notion of “self-reliant development” is of central importance, for it is through measures such as
STL that people can begin to make informed choices about their future. Informed choices will indeed
need to be made as environmental issues gain a higher profile in people’s lives. UNESCO (1983)
recognised this almost 20 years ago by registering a concern that education could and should
contribute to solving problems which arise within the environment, adding that many of the problems
were generated by human behaviour.
Project 2000+ provides an overarching structure for a global array of regional organisations which
support local projects within the promotional theme of STL.|
|Description: ||This is a conference paper|
|Appears in Collections:||D&T Association Conference Series|
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