Abstract
Abstract Functional Scientific Literacy (FSL) is widely acknowledged for its contribution to benefiting a society by ensuring every citizen understands something about science. But there is a debate throughout Tanzania and beyond which concerns curriculum policy, in the interest of affording citizens freedom of choice; e.g. in Tanzania students who do not choose a science stream are permitted to excise themselves from science education entirely by dropping Physics and Chemistry two years before completing their basic education. I argue that such a curriculum policy carries tremendous implications for the country, undermining the declared national ideal of promoting social and technological development for all. Further, the policy is not coherent: why should Physics and Chemistry be dropped while Biology and Mathematics are retained? How might FSL learning experiences be reorganised to recoup the potential value that are lost as a result of dropping some of these subjects?
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
