Tailoring science education graduate programs to the needs of science educators in low‐income countries

Abstract

Science education graduate programs in high‐income countries frequently enroll students from low‐income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high‐income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high‐income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low‐income countries and to the opportunities they offer for enhancing cross‐cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low‐income countries. © 1995 John Wiley & Sons. Inc.