| 000 | 02006 a2200457 4500 | ||
|---|---|---|---|
| 999 |
_c200422806 _d39764 |
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| 001 | 200422806 | ||
| 003 | TR-AnTOB | ||
| 005 | 20241014171948.0 | ||
| 008 | 150831b tu 000 0 | ||
| 020 | _a9780821370704 | ||
| 020 | _a0821370707 | ||
| 040 |
_aTR-AnTOB _btur _erda _cTR-AnTOB |
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| 041 | 0 |
_aeng _bfre |
|
| 050 | 0 | 0 |
_aLB1028.3 _b.O88 2007 |
| 090 |
_aLB1028.3 _b.O88 2007 |
||
| 100 | 1 |
_aOttevanger, Wout _9109042 |
|
| 245 | 1 | 0 |
_aDeveloping science, mathematics, and ICT education in Sub-Saharan Africa : _bpatterns and promising practices / _cWout Ottevanger, Jan van den Akker, Leo de Feiter. |
| 264 | 1 |
_aWashington, D.C. : _bWorld Bank, Africa Region, Human Development Dept., _c[2007] |
|
| 264 | 4 | _c©2007 | |
| 300 |
_axxviii, 84 pages : _billustrations, maps ; _c26 cm. |
||
| 336 |
_atext _2rdacontent _btxt |
||
| 337 |
_aunmediated _2rdamedia _bn |
||
| 338 |
_avolume _2rdacarrier _bnc |
||
| 490 | 0 | _aAfrican human development series | |
| 490 | 0 |
_aWorld Bank working paper, _vno. 101 _x1726-5878 ; |
|
| 500 | _a"Secondary Education in Africa (SEIA), Africa Region Human Development Department." | ||
| 504 | _aIncludes bibliographical references (p. 83-84). | ||
| 546 | _aExecutive summary also in French. | ||
| 650 | 0 | 0 |
_aEducational technology _zAfrica, Sub-Saharan _9109046 |
| 650 | 0 | 0 |
_aHigh school teachers _xTraining of _zAfrica, Sub-Saharan _9109047 |
| 650 | 0 | 0 |
_aScience _xStudy and teaching (Secondary) _zAfrica, Sub-Saharan _9109048 |
| 650 | 0 | 0 |
_aMathematics _xStudy and teaching (Secondary) _zAfrica, Sub-Saharan _9109049 |
| 650 |
_aInformation technology _xStudy and teaching (Secondary) _zAfrica, Sub-Saharan _9109050 |
||
| 650 | 0 | 0 |
_aEducation, Secondary _xCurricula _zAfrica, Sub-Saharan _9108183 |
| 700 | 1 |
_aAkker, J. J. H. van den, _d1950- _9109043 |
|
| 700 | 1 |
_aFeiter, Leo de _9109044 |
|
| 710 | 1 |
_aWorld Bank. _bAfrica Regional Office. _bHuman Development Department _9109033 |
|
| 856 | _3Table of contents only | ||
| 942 |
_cBK _2lcc |
||