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In Zambia, students take national examinations in the 8th and 12th grades. Failure to pass the majority of examinations in 8th grade makes the students ineligible for high school. Failure in 12th grade eliminates them from consideration for University. At the same time, Zambian teachers are under pressure from large numbers of students and classes, lack of equipment, and depletion of their ranks by AIDS. Many Zambian teachers teach with a two-year degree. COSM-Zambia is a program of the Hampton University Center for the study of the Origin and Structure of Matter which undertakes physics and mathematics workshops in Zambia. What are Zambian teachers are doing to use activities and ideas developed in these workshops to help their students understand concepts covered in examinations? Can this teach lessons on how to cope with the advent of subject examinations in the United States?
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