STEM Education in Poverty

Brantina Chirinda is a research associate at the University of Johannesburg and a postdoctoral researcher at the University of California, Berkeley. She holds a PhD in Mathematics Education from the University of Witwatersrand, South Africa. Her primary focus is generating interventions to support marginalised students in engaging with rich STEM content and practices.  Gladys Sunzuma is a senior lecturer in Science and Mathematics Education at Bindura University of Science Education. She holds a PhD in Mathematics Education from the University of Kwa-Zulu Natal. With more than 20 years of experience, she has published 37+ articles, reviewed for various journals, secured research grants, and specialises in mathematics education, ethnomathematics, and teacher training improvement.Perkins Muredzi (BSc Eng; MSc Eng; MIP; PhD) is a distinguished academic , researcher and director of academic programmes   at the Harare Institute of Technology, Zimbabwe. A global award winner in “Education Leadership” and a patent holder of a developed food product , he has contributed significantly to innovation, industrial development, and skills training. Being a champion in STEM advocacy, Engineer Muredzi is dedicated to advancing research and education that drive economic growth and sustainability.

• Chapter1. Introduction.- Chapter2. The Education Context of Zimbabwe.- Chapter3. STEM Education pedagogy in developing country contexts: relevance and challenges.- Chapter4. Zimbabwe STEM Education: Policies and Practices.- Chapter5. Access and equity in STEM Education.- Chapter6. Teachers’ views on the effect of STEM education: Improving STEM Education.- Chapter7. STEM education as a praxis to end poverty: A curriculum turn.- Chapter8. The Future of STEM Education in a Developing Country: Re-Aligning Approaches for Successful Implementation.- Chapter9. Integration of STEM Education in Zimbabwean classrooms: Mapping the Way Forward.- Chapter10. Conclusion.