Progress in Education. Volume 58


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

In this compilation, the authors present the results of a research project that investigates how understanding the relationship between culture, employment and education can help Tanzania’s young people to secure jobs, survive in the creative workforce and have a prosperous future.

The authors define “situation specificity”, showing that the previous discussions have been overly simplistic. It is suggested that situation specificity is important in at least three ways: practice and theory-practice transfer, methodological issues including generalization and biases, and dispositions as goals of educational intervention.

Next, it is proposed that an ethnomathematics curriculum helps students to demonstrate effective mathematical processes as they reason, solve problems, communicate ideas, choose appropriate representations through the development of mathematical practices, and recognize its connections with STEM disciplines. The authors’ work, in relation to STEM, is based on the Trivium Curriculum for Mathematics and Ethnomodelling, which provides communicative, analytical, and technological tools as well as the development of emic, etic, and dialogic approaches that are necessary for the development of the school curricula.

The penultimate chapter provides an overview of the role of higher education institutions in graduates’ entrepreneurship knowledge acquisition in Tanzania. Unemployment problems faced by recent graduates in the country are highlighted and linked to the diffusion of entrepreneurship into non-business academic programs.

In the closing chapter, the authors argue the need for a paradigm shift from the current domain focused curriculum (or semi-functional curriculum) to one that is really functional for acquiring of relevant knowledge and skills. Education should take place within authentic contextual learning environments, where complexity may be unpacked gradually through continuous exposure and habituation of expected responses.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Building Linkages between Education, Culture and Employment: The March Towards Sustaining Lifelong Learning Momentum
(Charles Enock Mulimba Ruyembe, PhD, CEO: Karibu Cultural Contact an NGO in Dar-Es-Salaam, Tanzania)

Chapter 2. Situation Specificity of Behavior: The Triple Relevance in Research and Practice of Education
(Jean-Luc Patry, Department of Education, University of Salzburg, Salzburg, Austria)

Chapter 3. An Ethnomathematical Perspective for Stem Education in the Brazilian Context
(Milton Rosa and Daniel Clark Orey, Departamento de Educação Matemática, Universidade Federal de Ouro Preto, Ouro Preto, Minas Gerais, Brasil)

Chapter 4. Higher Institution Education and Entrepreneurial Knowledge Acquisition of Graduates in Tanzania
(Kelefa Mwantimwa, Information Studies Unit, University of Dar es Salaam, Dar es Salaam, Tanzania)

Chapter 5. Special Education in the 21st Century: The Need for a Paradigm Shift Towards Functional, Contextual and Just-In-Time Curriculum to Meet Ever Changing Educational Demands for Relevance and Potential Employment
(Norman Kee Kiak Nam and Anuwar Abdul Wahab, National Institute of Education, Nanyang Technological University, Singapore, and others)


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