Historical and current educational perspectives are epistemologically challenging to weave together. The contributors brought together in this book have risen to that challenge and, in the process, have produced a detailed and thorough account of the issues and processes at play.

Science, Mathematics, and Technology (SMT) education is recognised globally as a means of developing critically needed human capital. In Zimbabwe, SMT subjects constitute a significant component of the curriculum which, since political independence in 1980, has emphasised application-oriented, experientially-based teaching and learning. Efforts to mainstream this approach have resulted in several significant reforms to the country's education system. Relatedly, there are ongoing attempts to boost uptake in SMT subjects and, through them, to develop such professional skills as problem-solving, lifelong learning, teamwork, critical thinking, and the capacity to contribute and adapt to our rapidly changing world.

There is a self-evident need to document progress made in these efforts and, in the process, to carefully examine issues at play, challenges met, and solutions developed. This book, developed through a partnership involving Zimbabwean editors and authors, was developed to fulfil this need. It is long overdue.

List of Figures - List of Tables - Foreword - Preface - List of Abbreviations - Notes on the Editors - Notes on Contributors - Brantina Chirinda/Gladys Sunzuma/Joseph Vere: An Overview of the Zimbabwean Education System - Crispen Bhukuvhani/Jacob Nezandonyi/Patrick Mutanga: Advancement of Science Technology and Innovation Education in Zimbabwe: Policies and Practices - Vongai Mpofu/Christopher Mutseekwa: School Science in Zimbabwe: Debate and Critique for New Directions - Agnes Pakombwele: Early Childhood Development in Science and Mathematics Education in Zimbabwe: Challenges and Issues - Michael Kainose Mhlolo: Identifying and Nurturing the STEM Termites: The Key to Zimbabwe's Efforts towards a Sustainable STEM Education - Dominic Mashoko: The Changing Roles of a Science Teacher: A Case of High School Teaching When Introducing a Competence-Based Curriculum in Zimbabwe - Tamirirofa Chirikure: The Conceptualisation and Assessment of Science Practical Work in Zimbabwe - Mgcini Moyo/Christopher Ndlovu: Situating Environmental Science Education to Reflect the Pedagogy of Place and the Socio-Cultural Context in Zimbabwe's Higher Education Institutions Curricular - Christopher Mutseekwa/Vongai Mpofu/Edson Mudzamiri: An Education 5.0 Analysis of the Current Status of Science Teacher Education in Zimbabwe - Gugulethu C. Moyo: Rural Education: Challenges and Issues in Zimbabwe Science Education - Gladys Sunzuma/Brantina Chirinda: The Era of COVID-19: Science, Mathematics, and Technology Teaching in Zimbabwe - Delight Mucheni: Teaching Science in Zimbabwe: Enhancing the Teaching and Learning Strategies through Incorporating Information and Communication Technology - Million Chauraya: Education for Sustainable Development and STEM Education: Implications for an Interdisciplinary Approach to Mathematics Education in Zimbabwe - Jacob Nezandonyi: Embedding Education for Sustainable Development in the Teaching of Technology Courses in Zimbabwe: Policy and Practice - Lwazi Sibanda: Reflections on Science, Mathematics, and Technology Education in Zimbabwe: Research, Policy and Practice.

Brantina Chirinda is a research associate at the Department of Science and Technology Education, University of Johannesburg (UJ) and a visiting research fellow at the University of California, Berkeley. Dr Chirinda holds a PhD in Mathematics Education from the University of Witwatersrand.

Lwazi Sibanda holds a Doctor of Philosophy in Education and is an Associate Professor in the Department of Science, Mathematics, and Technology Education, in the Faculty of Science and Technology Education at the National University of Science and Technology (NUST) in Zimbabwe. She is currently the Executive Dean in the Faculty of Science and Technology Education.

Joseph Vere holds a BSc General (London) degree in Mathematics and Physics, as well as MA, EdM, and EdD degrees in Mathematics Education from Columbia University. He is recently retired after having worked in six different capacities in the education sector over a fifty-year period.

Gladys Sunzuma, PhD, is a lecturer in the Science and Mathematics Education Department at Bindura University of Science Education. Gladys has served for seven years as a high school mathematics, physical science, integrated science, and chemistry teacher in Zimbabwe, three years as a teaching assistant in the Education Department at Bindura University of Science Education, and eleven years in the current position as a lecturer at Bindura University of Science Education.