Developing Research Skills in Mathematics, Science and Technology Educators in Southern Africa: The Role of a Professional Organisation

An established professional organisation for researchers in mathematics, science and technology education (MSTE) in southern Africa initiated a program, Skills for Development, aimed at developing research skills for novice MSTE researchers in Mozambique, Swaziland and Zambia. Through case studies for each of these countries this paper seeks to identify relationships between aspects in the contexts of implementing MSTE research, and the outcomes and impact of the skills training program. The data suggest that outcomes in terms of an increase in research capacity are limited in poor contexts where potential novice researchers give priority to income generating professional activities. They also suggest that even in better economic contexts, teachers may drop out, but are less likely to do so if they work in groups. In contexts where no research priorities are set by policy makers, the impact of the research seems to depend on the strength of the (informal) relationship between the Ministry of Education and the MSTE research community, and on the way the Ministry perceives its role in supporting research. The data provide examples of impacts the Skills for Development program has had on the school science curriculum, on a further degree training program, on the development of a national professional organisation, and on classroom interactions.