Executive Summary
There is obviously a need to prepare young people for a future that will require good scientific knowledge and an understanding of technology. Science literacy is important for understanding environmental, medical, economic and other issues that confront modern societies, which rely heavily on technological and scientific advances of increasing complexity. However, the key point is equipping every citizen with the skills needed to live and work in the knowledge society by giving them the opportunity to develop critical thinking and scientific reasoning skills that will enable them to make well informed choices.
Since most of our secondary school science graduates normally find it a daunting challenge to secure jobs at the end of their secondary education, the Directorate deemed it necessary to introduce, foster and maintain initiatives that can reinforce students’ critical thinking; creative and innovative capabilities to make radical and incremental innovations and fully participate in small-scale science projects within the context of the science education system of the Gambia in order to raise the potential for future self employment.
The
Additionally, a reversal in school science teaching methodology and pedagogy from mainly deductive and teacher centred to inquiry–based and child centered approaches are necessary to provide the means to increase interest and performance in science. These methods emphasize curiosity and observations followed by development of problem-solving skills through experimentation. It also has a positive impact on students’ attainments, with an even stronger impact on the students with lower levels of self confidence and those from disadvantaged backgrounds.
Sensitization of the general public and the entire student body on the role and significance of science and technology education in national development a matter of necessity in recruiting the required scientific and technological capabilities to ensure achievement of national goals (Vision 2020, Silicon Valley) and the Millennium Development goals as a matter of high priority. In this regard, the celebration of the annual national science and technology week has been set for this purpose.
In schools, mathematics and science are termed difficult and impossible disciplines to pursue by many students. The fear or failure in these disciplines has resulted to the lack of interest and confidence in the learning of mathematics and science in our schools. There are several factors that are said to have been the cause for students’ negative attitude towards mathematics and science. One of the factors is the teaching methodology employed by most science teachers were lessons are teacher centred instead of student centred. Lessons are usually theoretical and involves only the traditional chalk and talk method that is mostly lacking in activities and experiments. Most teachers lack improvisational techniques and skills that could have been a useful tool for them to improvise apparatus and reagents needed to teach basic concepts in the absence of conventional materials. In this vein the Directorate proposes the development of supplementary science education materials for upper basic and basic cycle schools.
With all these above stated facts in mind, the Directorate of Science and Technology Education was invited through the Department of State for Basic and Secondary Education to submit a project proposal for the UNESCO Participation Programme for the 2008/09 Biennium. A proposal was forwarded dubbed: “Promoting Innovation and Excellence in Science and Technology Education” through the National Commission for UNESCO in the
Fortunately, the project received considerable attention and was finally given approval for funding by UNESCO through the National Commission in
1. DEVELOPMENT OF PROTOTYPES OF ALTERNATIVE, RENEWABLE AND SUSTAINABLE ENERGY SOURCES TO TRIGGER RESEARCH INTO THIS AREA AT SECONDARY SCHOOLS.
The development of Prototypes of Alternative, Renewable and Sustainable Energy Sources to Trigger Research into this Area at Secondary Schools was one of the project activities that the Directorate has set to implement. This was held at
Details of invited schools and participants at the Workshop
Due to budgetary constraints (logistics on food and transport for participants), few schools were invited to participate in the camp from regions one only. The budget could only cater for ten students. So, four schools were invited to participate in the programme – two from the mainstream government schools and the other two from private schools. The DSTE has come to realize that whenever private and some grant – aided schools are invited to programmes of this nature; they are always reluctant to participate. Over the past we have been receiving complaints from these schools for not including them in programmes of this nature. However, there failure to honour invitations makes it rather too difficult to do the necessary adjustments at the eleventh hour.
Such was the situation at this workshop. All the invited schools responded positively with the exception of the West African International School. The target for the number of students invited from Kotu was four, but due to the interesting nature of the workshop, the principal of the school decided to provide additional support so as to enable us include all the science students of his school in the workshop. This raised the number from four to thirty. The table below summarizes details of invited schools and the number of participating students and teachers from each.
| # | NAME OF SCHOOL | NO. OF PARTICIPATING STUDENTS | NO. OF PARTICIPATING TEACHERS |
| 1 | Kotu Senior Secondary | 30 | 2 |
| 2 | Nustrat Senior Secondary | 2 | 0 |
| 3 | SOS Herman Meiner Senior Secondary | 2 | 1 |
| 4 | West African International School | 0 | 0 |
| TOTAL | 34 | 3 | |
Types of Innovative Prototypes Developed
- Harnessing of Solar Energy (Construction of a Solar Dryer and a solar tire cooker)
The
All this factors combined to inspire the Directorate to devise mechanisms that could enable the harvest of talented minds and their subsequent applications in response to every day realities and challenges confronting or threatening our development plans. One thing is certain and that is to say – if we are to achieve our goals as a nation, rather than engage wishful thinking, we must devise mechanisms to promote application and creativity in science and technology. We must train our citizenry to become productive and responsible during and after completion of their careers as scientists. In fact science has been viewed by many students as difficult merely because they spent valuable time learning to master formulas, theories and complicated calculations that are not realistic or relevant to the needs of society with little or no real life application of what is learned.
To debug this century – old stigma and in order to bring about a revolution in science education, the DSTE seeks to inject into the system novel methodologies and practices that has already begin to demonstrate signs of improvement.
Based on these concepts, the DSTE facilitated the construction of a solar dryer and a tire cooker allowing students to apply concepts and scientific principles learnt in class to solve real problems. The dryer was constructed and tested to dry fruits and vegetables that are inevitably left to spoil during times of abundance in the harvest season.
There are huge potentials in these areas as we expect that the participants could use the knowledge and skills gained to be used after school in the form of economic enterprises to make a living if securing jobs or having opportunities for higher education becomes a daunting challenge. The pictures shown below were taken during the construction of the solar dryer at the workshop.
Production of Plant extracts (Neem Extracts and its applications)
This was a follow up of the success registered during the Science Camp held at Essau Senior Secondary School were the essential ingredients in the neem were extracted and used as herbal remedies in the production of daily cosmetic products such as body cream and soap.
The budget for this workshop was small but in a bid to add flavour to the substance, we decided to cut down cost on certain materials and use that fund to give the participants a taste of producing and using plant extracts from common medicinal plants in our local environment.
Hundreds of years ago when scientists were searching the inaccessible tropical forest of the Amazon and Africa in search of plants with exceptional herbal and medicinal benefits, they left the neem tree growing in front of homes and colleges. Time and familiarity prompted scientist to study the plant and many believe that the neem could be classified as a wonder plant.
Today, it has been found to be able to cure several ailments and diseases of humanity. Some even believe that it can be used to cure HIV/AIDS, Diabetes, Malaria and hypertension among an array of killer disease. It is also widely used in the cosmetic industry as toothpaste, and in soaps and skin care products. Most of the research on neem was concentrated in Agriculture. The seeds are used to produce neem oil which is a very effective preservative in the food processing industry. The stuff that is left as a bi – product of the oil production is used as an insecticide, nematicide and fertilizer in crop cultivation.
It is part of the educational curriculum that students learn and appreciate the contributions of science in a developmental process. In this context, whereas the curriculum places emphasis on concept building and skills development, this camp laid emphasis on the real world application of some of these concepts and skills – a gateway to micro scale economic enterprises for post secondary school graduates.
The extract was produced and a mosquito repellent cream effective for ≥ 3hours was developed. However, we were not able to produce soap due to the lack of adequate funds.
The neem tree is efficient against mosquitoes and the plasmodium parasite. It is also effective against skin diseases such as eczema, rashes, ringworm etc. The cream is effective in treating all of these skin diseases. The picture below is an exhibit of the neem cream/mosquito repellent cream.
2. ANNUAL NATIONAL SCIENCE AND TECHNOLOGY WEEK CELEBRATION
The annual national science week was set up by the Department of State for Basic and Secondary Education and coordinated by the Directorate of Science and Technology Education in order to popularise mathematics, science and technology studies. The guiding principle of this annual event is the Education Policy Document (2004-2015) and the Education Sector Strategic Plan (2006-2015) which has an all encompassing goal of increasing access to quality education to all learners in schools across the country. Both documents have extensive strategies for creating awareness on the importance of mathematics, science and technological studies and inherently increase learners’ interest and enrolment in these areas.
With the support of the National Science Week Committees and generosity of organizations such as Medical Research Council and National Commission of UNESCO - (NATCOM) this event has been successfully celebrated over the past few years. The 2009 edition of this celebration was solely sponsored by UNESCO through its national commission in the Gambia. We really appreciate the unwavering of support and commitment of UNESCO (NATCOM) for working with the National Science Week Committee to raise the profile of science of technology education in the country.
The commitment of staff of Medical Research Council cannot also be over emphasized. Their contributions during various interactive session of the week ensured participants worked away better informed on ground breaking research on health taking place right here in the Cambia.
The theme for this year’s celebration is “Innovation and Creativity in Science and Technology Education”.
This theme is especially relevant today due to the problems brought about by the inadequate number of teaching and learning resources as well as content-based learning and/or teacher-centered methodology used in our schools. Conventional teaching and learning materials are very expensive and alternative solutions that are more cost effective must be utilised.
Overcoming these challenges includes encouraging teachers to be innovative and creative in teaching and learning of Mathematics and Science as well as take the initiative to improvise with locally available materials where conventional materials are not available.
The theme also challenge teachers to shift from the traditional methodology to modern methodology in teaching Mathematics and Science which is Activity based ,Student Centered, Experiment Based and use of Small Scale Recipe Type Experiments. Linking school curricula with learner’s experience and demands of the job markets of the country were other concepts explored throughout the week.
The interactive sessions held during the week included topics on Agriculture, health and Education. This was achieved by inviting experts in the above-mentioned areas to engage learners, teachers and the invited guest on the importance of their field of work for the socio-economic development of the Gambia. Participants were given the chance to participate by posing questions to the team of experts or by offering strategies to address the various issues arising from the discussions.
In the next page, the activities of the 2009 edition of the National Science Week Celebration and a summary of what transpired are outlined.
Pre -Science Week
In view of the fact that the science week celebration is a platform to raise awareness of the importance of mathematics, science and technology education, the National Committee and the staff of DSTE carried out sensitization programs on GRTS Radio and Television. The purpose of this sensitisation was to inform learners, teachers and the general public about the rational for this event and disseminate information of the week’s activities and what the activities entail. It also provides the national committee the opportunity to thank the presenters and former sponsors and everyone who contributed to make this year’s and previous celebrations a resounding success.
The opening ceremony - Tuesday 24th February 2009
The Science Week Celebration was hosted by Nusrat Senior Secondary School. Monday and Friday was left aside for schools to carry out their own in-house celebrations. The formal opening ceremony took place on Tuesday 24th of February 2009 and was attended by the Deputy Permanent Secretary (Technical) Dr. Pap Sey, The Director of Planning, BESPOR team leader Mr. Erling Peterson, The UNESCO (NATCOM)-Programme Officer, A team of Researchers from MRC and MRC Communication Director also graced the occasion.
On Tuesday morning, the celebration started with a March pass lead by The Gambia Police Band from Nusrat Senior Secondary School to Bundung Police Station via Total Petrol Station along the Brikama, Serrekunda High Way to Nusrat Bundung junction and back to Nusrat Senior Secondary School’s ground.
Upon arrival at Nusrat, the Principal, Mr.Karamo Bojang gave the welcome remarks. Mr. Bojang emphasized the significance of mathematics and science education for economic development and wealth creation. He expressed the need for people to acknowledge that mathematics, science and technology studies offer students problem solving and organisational skills that are essential in today’s world. As a result of this important fact, they at Nustrat do not compromise standards and quality in all subjects, especially in mathematics, science and technology education. Recently they instituted a policy of not promoting any student who has not passed his or her mathematics exams. He concluded by urging students to take their studies seriously because it will benefit them and their nation in the future.
Adama Jimba Jobe, Director, Science and Technology Education Directorate of the Ministry of Basic and Secondary Education.
Mr. Adama Jimba Jobe, Director Science and Technology Education noted science as the backbone of any nation and with the young generation opting for science he is confident that they will be able to take the country to higher heights. Mr. Jobe thanked UNESCO, NATCOM for sponsoring the Science Week and Nusrat Management for hosting and various schools for participating. He urged the students to make best use of the team of experts brought in for the interactive session during the course of the week. He concluded by wishing students a very successful Science Week celebration.
NATCOM Programme Officer, Yahya Al-Matarr Jobe on his part, reiterated the importance of Mathematics, Science and Technology education in schools and the need to integrate innovation and creativity in their curriculum which was the theme of this year’s celebrations. Introducing project-based learning in schools in one undertaking UNESCO (NATCOM) will continue to support. For this reason, NATCOM will not hesitate to collaborate with Department of State for Basic and Secondary Education to bring this experience to schools through National Science Week Celebrations, Prototype Development Workshops and many more project-based activities.
This was followed by a brief interlude in a form of a drama entitled “INNOVATION through INVENTIONS” by Nusrat Senior Secondary school Peer Health Educators. The Students take us through the scientific inventions, which we largely take for granted, that are making our lives easier. Electricity, Light bulb, digital cameras and a PC as examples of inventions the students displayed and they were able to convincingly explain their impact in every aspect of our lives.
Next on the agenda was the key-note address delivered by Dr. Pap Sey on behalf of the Permanent Secretary DoSBSE. The Deputy Permanent Secretary – Technical laid emphasis on the Department’s commitment to provide quality education especially in mathematics, science and technology studies.
He underscored the importance of Mathematics, Science and Technology studies as essential elements in the curriculum of any learner who intends to pursue a career in many works of life. He also stated that these fields of studies play an important role in the Economic, Management, and Social Sciences. He emphasized that mathematics for example is an important tool for creating, exploring and expressing theoretical and applied aspects of the sciences.
Mathematics, science and technology studies are used as tools for solving problems related to modern society and for accelerating development in societies and economies. Thus, for The Gambia to be competitive in the global economy, it will need to develop a workforce with appropriate and relevant skills.
However, the knowledge based learning which is an assessment-driven methodology does very little in fostering intelligent and independent thinking in our young ones. He stated that there is a need to put emphasis on the application of concepts as well, in order to nurture a future generation well-equipped to participate socially and economically in nation building. He concluded by thanking individuals, institutions and schools, whose efforts made it possible for past and present National Science Week celebrations to be possible. This was followed by the presentation of Certificates of Recognition.
Next on the program was a film show on the effects of Malaria, Tuberculosis and HIV (AIDS) on its victims and how they can be prevented.
The Symposium
The 3rd day of the National Science Week Celebrations was dedicated to a series of interactive sessions between teachers, students and experts from the Medical Research Council and the Research Director of the National Agricultural Research Institute – NARI.
The first presenter was, Mr Jarju, the Research Director of NARI who began by giving participants a broad definition of agricultural science. He explained that Agricultural Science is the study of the relationship between soils, plants and animals to produce and process food, fibre, fuel and any other agricultural commodities that have an economic, aesthetic and cultural value.
He emphasized the importance of the study of agriculture as the knowledge, skills and values acquired in this subject to enable learners’ an appreciation and understanding of the application of appropriate technologies, the application of appropriate technologies in commodity production (animal and plant) and processing in a manner that will ensure sustainable agriculture.
He explained that some of the researchers they have concluded in partnerships with international organizations included the best way to manage agro-toxins in groundnut as well as engineering of the rice called NERICA which can withstand the most hostile soil condition and can be harvested twice a year. His presentation was followed by question and answer from students and teachers.
The next presentation was by Dr. Cham, the Director of Communications at Medical Research Council. He gave a broad overview of what MRC does and its collaboration with many health centers and training of staff of Royal Victoria Teaching Hospital and Students of University of The Gambia. Dr. Jaiteh also explained how the clinical section of MRC is managed.
This was followed by a presentation from a PhD student who has recently carried out a research on how genetic disposition of a group of people across Africa that affects the efficacy of the anti-malarial drug when administered to them in equal doses. These studies generally showed that people react differently to the same medicine. For some it might work, while for others no improvement in their conditions was observed. This calls for customisation of medication to suit the genetic makeup of the person rather creating “one-size-fits-all” policy in medicine manufacturing. This was also followed by questions and answers session.
The Science Quiz Competition
The 26th of February was dedicated to the learners. This was in a form of interactive session on the issues affecting students’ performance in science and this was followed by a Science Quiz competition between Nustrat, Gambia High, St Joseph’s, St Peter’s, Kotu, and S.O.S Hermann Gmeiner Senior Secondary Schools .
The day began with an interactive session between students, teachers and the chief examiner of Mathematics from WAEC. This was a platform for students to express the challenges they face at school especially in mathematics, science and technology studies. The expert from WAEC, who is also a vice principal at Marina International School, gave a detail expose´ of the reasons why mathematics results have been consistently poor over the past few years. He highlighted that even though, the reasons performance are poor can be attributed to the way mathematics science and technology are taught in schools, students’ attitude towards these is another hindering factor. He explained that students who opt for these areas in national examinations are unsuccessful mainly because of their approach when solving problems. Students’ never take the time to read and understand questions. He proved this by giving participants sample questions from past WASSCE examinations to solve. Through this process, students were able to realise that not reading and understanding questions before attempting to solve is why they get things wrong. After the presentation, learners and teachers gave their opinions on the issues that affect them and strategies to solve it.
Some of the problems highlighted by the students as why Mathematics, Science and Technology Education as follow:
- Abstract nature of science and technology – Lessons are very theoretical and hard to follow
- Teachers concentrate on the fast learners only leaving slow ones behind
Teachers on their part stated the following challenges:
- Lack of interest of students’ in Mathematics, Science and Technology Education
- Overloaded syllabus of Mathematics and Science
- Insufficient numbers of teachers of in these areas in their schools
- Mass promotion of students without the basic competencies in Mathematics, Science and Technology Education at all levels of education
Some of the strategies to get over the barriers for teachers and learners are as follows:
- Teachers suggested that the Senior Secondary School Syllabus should go for 4 years instead of 3 years
- Candidates must encourage to study concepts very well and understand them to ensure retention
- Teachers must adopted the flexible calendar and offer remediation when the need arises
- Examinations techniques must be taught to all learners preparing for national examinations. Schools
- Practical lessons must integrated into the lessons
- Students should also study and practice exercises to consolidate concepts learned at school.
The next event on the agenda was the Science Quiz Competition. Like the Opening Ceremony, this was well attended by other schools from regions ones and two. The schools participating in the quiz competition are Nustrat, Gambia High, St Joseph’s, St Peter’s, Kotu, and S.O.S Hermann Gmeiner. Others like Daddy Jobe Comprehensive, Methodist Academy, Arch-deacon George etc came to watch.
The questions were based on the Biology, Chemistry, Physics and Mathematics syllabi of the senior secondary school curriculum. The participants walked away with very attractive prizes.
3. JUNIOR SCIENTISTS AWARD SCHEME
The Junior Scientists Award Scheme was proposed to develop and enhance the creative abilities of students to participate in the form of a competition to be able to engage in some form of application of the knowledge and skills they have learnt in normal classroom situation to everyday challenges and realities.
Additionally, most secondary school science graduates normally find it a daunting challenge to secure jobs at the end of their secondary education. As a result, the introduction of the Junior Scientists Award Scheme will provide the means to reinforce students’ critical thinking, creative and innovative abilities to make radical and incremental innovations on existing products and services and in some favourable circumstances develop new products and services through active involvement and participation in small scale science projects. One of the main objectives of this project is to introduce, foster and maintain such initiatives within the system to raise the potential for future self employment. It is also our strong believe that initiatives such as the Junior Scientists Award Scheme will bring about a radical change in the way students’ respond to challenges in everyday life.
Development of Challenges for the Competitors
Since one of the main objectives of the Junior Scientists Award Scheme is to reinforce students’ critical thinking and creative abilities to venture into some application of science and technology to everyday challenges and realities, a team of experts in science and technology convene for three days to develop challenges for the junior scientists competitors. The challenges were developed based on an evaluation of pressing economic and scientific needs of the country which exist within the lowest technological hierarchy such as technologies to preserve agricultural produce for women farmers, harnessing and utilisation of renewable energy sources, promotion of indigenous technologies, waste management and recycling techniques etc.
Ten major themes were identified and challenges were developed accordingly. These challenges were distributed to all schools for development. However, most schools already on the database of the National Association of Science and Technology Clubs generated and developed during the course of this project has most of the schools with interesting and meaningful projects that were fit the criteria for consideration.
To the surprise of the Directorate none of the schools responded to the developed challenges that were distributed to all schools for the competition. This was due to the fact that most science teachers and science coordinators lack the skills and innovative capabilities to venture into such initiatives. As a result, the last resolve of the Directorate was to prepare a list of the top ten schools with meaningful projects on the database to be considered for entry into the competition. These schools were provided with grants, technical support and time to enable them develop their projects to their full potential. The top ten schools are listed below.
| # | Project | School |
| 1 | Bee Keeping | Kunting BCS |
| 2 | Biogas | St. Peters Tech. Jun.Sen.Sec |
| 3 | Construction diesel fired oven | Scanaid SSS |
| 4 | Small Projects on science | Berending UBS/SSS |
| 5 | Neem Cream & soap Making | Barra/Essau UBS |
| 6 | Biodisel & Simple Rocket | Kerr Cherno BC/SSS |
| 7 | Solar Dryer | Kaur SSS |
| 8 | Potentiometer | Kaur SSS |
| 9 | Soap & Cream Making | Aja Fatou Bojang UB/SSS |
| 10 | Solar tyre cooker | Nusrat SSS |
It was suggested to these schools submitting their projects to put the following points into consideration.
1. Submission of Documentation to go along with their projects detailing :
a. The rational of the Project
b. How it is developed
c. Roles of the learners and teachers formulating the project
d. Pictures of Prototypes developed
e. Reference materials
2. The prototypes developed must be original and where the inspiration is from another source, it should be referenced.
3. The criteria for evaluation of projects are, in no particular order and are as follows:
· Originality
· Presentation
· Relevance
· Innovation
· Economic Benefits of the Projects
Evaluation of Projects
The Junior Scientist Award Scheme is one of a series of projects funded by UNESCO (NATCOM). The rational for this activity is to encourage learners to think beyond theories introduced to them in classrooms to practical application of these theories and hopefully raising a generation of learners that can come up with innovative ideas and inventions that can benefit the
In 2003, DSTE tried establishing the Junior Scientist Award Scheme. However due to lack of funding this venture was postponed. Fortunately, with the availability of Funding from UNESCO (NATCOM), DSTE decided to integrate this scheme to give the learners the opportunity to come up with innovative projects and inventions. This scheme is a very useful tool for encouraging analytical thinking.
This year, the Junior Scientist Award Scheme is set up by identifying the 10 schools from the NASTEC Database that have interesting projects. These schools are then contacted and asked to submit an existing project for evaluation.
The criteria for evaluation of projects are, in no particular order, are as follows:
- Originality
- Presentation
- Relevance
- Innovation
- Economic Benefits of the Projects
The participating schools can score an overall mark of 25 which comprise of five marks for each criterion. The range of scores for each criterion is 1-5, where one is the least satisfactory and five is excellent.
Having examined the submitted projects of the 10 schools, marks where awarded to projects based on the above criteria. The Award Committee suggested that the top three schools with the most promising projects should be given the prizes. The results are as follows:
| # | Project | School | Position |
| 1 | Solar tyre cooker | Nusrat SSS | 1st |
| 2 | Biogas | St. Peters Tech. Jun. Sen. Sec | 2nd |
| 3 | Mosquito Repellent Cream | Barra/Essau UBS | 3rd |
4. DEVELOPMENT OF SUPPLEMENTARY SCIENCE EDUCATION MATERIALS FOR UPPER BASIC AND BASIC CYCLE SCHOOLS.
The development of supplementary teaching and learning materials for upper basic and basic cycle schools through the development of a laboratory manual on improvisation of laboratory equipment and reagents for schools and the development of a training manual on activities and small projects for school base science and technology clubs was proposed.
In schools, mathematics and science are termed difficult and impossible disciplines to pursue by many students. The fear or failure in these disciplines has resulted to the lack of interest and confidence in the learning of Mathematics and Science in our schools. There are several factors that are said to have been the cause for students’ negative attitude towards mathematics and science. One of the factors is the teaching methodology employed by most science teachers were lessons are teacher centred instead of student centred. Lessons are usually theoretical and involves only the traditional chalk and talk method that is mostly lacking in activities and experiments. Most teachers lack improvisational techniques and skills that could have been a useful tool for them to improvise apparatus and reagents needed to teach basic concepts in the absence of conventional materials.
In this vein the Directorate proposes the development of supplementary science education materials for upper basic and basic cycle schools. The material development is divided into two parts as provided below:
- Development of a laboratory manual on improvisation of laboratory equipments and reagents for upper basic and basic cycle schools.
- Development of small projects and activities for school science and technology clubs (a lab-room protocol)
The development of a laboratory manual on improvisation took the form of series of workshops and consultations with key experts in the field of science and technology education including renowned science teachers, educators and science education policymakers that have employed best practices in science education in upper basic and basic cycle schools. The process was divided into the following stages: Consultative, development, validation and training of science teachers workshops. All the activities that ensued to the development of these materials are provided in detail as will be seen later in this report.
CONSULTATIVE WORKSHOP
A three days consultative workshop was held from the 13th to the 15th of May 2009 bringing together key experts in science education to brainstorm together the way forward to the development of a realistic laboratory manual on the improvisation of laboratory equipment and reagents for upper basic and basic cycle school (Grades 7 – 9). The participants went through the Science syllabus (Grades 7 – 9) and identified the areas that require activities/experiments that have the potential to build basic concepts and skills of students. Science is usually taught using the traditional chalk and talk method with little practical work and experiments. Additionally, teachers that teach these disciplines do not adequately posses the basic innovative capabilities to salvage situations of this nature. As a result, they teach most of the lessons with little or no hands – on practical work that can impact on students’ comprehension of the lessons being learnt. In order to reverse this trend and bring about a radical change, a renewal in the way science lessons are delivered in classrooms, the Directorate proposes the development of a laboratory manual on improvisation of laboratory apparatus/materials and reagents as a remedy in situations where conventional materials are either not available or inadequate. This manual would be distributed to all schools upon completion.
During the course of the consultative workshop, the science syllabus was reviewed and some topics identified as requiring meaningful and considerable amount of practical work were distributed among the fifteen participants for them to see how best they can teach those topics in the absence of conventional materials by improvising the materials easily accessible in the local environment. This was given in the form of assignments to be submitted in written form during the development workshop. A window period of one week was given to the experts to develop a relevant and appropriate material for science activities in the levels specified above. These works will be submitted and considered by the entire group for analysis, censor and adoption. This brought us to the second phase of the project – the development workshop.
DEVELOPMENT WORKSHOP
The development workshop was held from the 26th to the 30th May 2009. It was a five day workshop held at Kotu Senior Secondary School. The workshop was based mainly on presentation of tasks assigned to participants initially. The workshop was coordinated by Mucktarr M.Y. Darboe, Babou Joof, Kaddy Bah, Adama J. Jobe and Yahya Al-Matarr Jobe. Participants were drawn from the Gambia College, Curriculum Research Evaluation, Development and In-Service Training (CREDIT), University of the Gambia, The Science Teachers Association of the Gambia (STAGAM) and Science and Technology Education Directorate.
Mr. Babou Joof welcomed the participants on behalf of the Director of Science and Technology Education Directorate and suggested participants to make constructive contributions and suggestions after the presentation of tasks by each participants.
Mr. Mucktarr M.Y Darboe gave an overview and objectives the project seeks to achieve. He also provided information on the logistics and disclosed to the participants the provisions; breakfast, lunch and refund of transport allowances.
Presentation of Task
Day One
The first presenter was Kelungtang Drammeh on Theme 5: The body systems, Grade 9, Unit 1: Modelling the various body systems. At the end of the presentation it was suggested that he should revisit the mode of modelling he used which was mainly drawing and the group advised him to draw and make cut outs of the systems which the teacher can use during explanation and fixing of body parts together by students as a form of an activity.
Fatou Bittaye did her presentation on Theme 3: Chemical and Physical Changes, Grade 9, and Unit 2: Separation of mixtures. She improvised a separating funnel for the separation of two immiscible liquids (Oil and water).She was able to separate a mixture of insoluble solute (sand) and solvent(water).At the end of her presentation it was suggested by members that the separation of a mixture of soluble solute (salt or sugar) and solvent(water) should be included.
Kaddy Bah presented on Theme 3, Grade 7, Unit 1: Elements, mixtures and compounds and Unit 2: Separation of mixtures were she improvised a set of distillation apparatus and explain the concept of Chromatography using an A4 paper, tissue paper and ink. At the end of her presentation it was suggested that reagents such as alcohol should have special appendix on the manual to explain the various methods and processes involved in the production of ethanol. It was also suggested that water can be substituted with alcohol and filter/A4 paper with a piece of cloth. A diagram of a beaker with water and nails inside should be included to explain the concept of oxide formation (rust).
Day Two
Mr. Nakulang Ceesay presented on Theme 1: Nature of Science, Grade 7, Unit 2: What is Science? He was able to improvise a hand lens and microscope .Under Unit 3 of the same theme he improvised materials explaining the concept of up thrust force, air resistance, magnetic forces and friction.
Mr. Ceesay had a lengthy presentation and presented also on Theme3, Grade 8, Unit 2: Cells were he modelled a plant and animal cell and improvised transparent slide using transparent nylon sheet and broken transparent glass and a microscope using materials readily available in the immediate environment. At the end of his presentation he was commended for a job well done and was asked to rectify some few spelling errors on his written materials.
Baboucarr A.S Sowe presented on the Theme 6 Grade 8, Unit 2: Food prevention and contamination. He improvised a desert fridge made from clay, sand, water and cloth. He mentioned that the desert fridge could be used to preserve tomato fruits for a period of twenty days.
The group suggested the inclusion of instructions/guide on how the desert fridge works on the final material.
Ansu Jatta presented on Theme 9: Technology, Grade 7 Unit 2: Technological Processes. He explained how to make soap using sodium hydroxide. Due to the cost and corrosive nature of the chemical, the group suggested that he should use dried banana leaves or groundnut shells which should be burnt to ash (potassium hydroxide) and dissolved in water to the form an alkali suitable for this activity.
Day Three
Kura Njie presented on Theme 4: Air and Water, Grade 8, Unit 2: Water and Pressure. She demonstrated water pressure and air pressure using a can and balloon (in the absence of balloons teachers can use plastic bags). She made mentioned of a bicycle pump but was observed by the group to use a syringe instead. Kura also dealt with Theme 5: Ecology, Grade 8, Unit 1: Environmental Management and Protection were she discussed how to raise nurseries (tree planting).
Babou Joof presented on Theme 2: Matter Grade 9, Unit 1: Atomic structure. He modelled the structure of atoms using wires and blue tags (or modelling clay) and, Unit2: The Periodic Table of Elements, in this topic he came with a game or play to enable the students easily memorize the names and symbols of the first twenty elements of the periodic table. The group also talked about the creation of hard water by mixing quicklime and water and dissolving salt in water under Theme 3: Chemical changes, Grade 9, Unit 3: Hard and soft water. Using the solution formed with soap will not easily lather but with fresh water from a tap, rain or well will easily form lather with soap.
Day Four
Modou Lamin Jobarteh deliberated on Theme 2: Matter, Grade 7, Unit 1: States of Matter. He was able to carry out simple experiments to show the changes of states of matter. He also improvised a thermometer. It was suggested to him that he should include the change of state from gas to liquid using a tea kettle “barada” with a small plate placed at the nozzle to help students make observations. Jobarteh was also able to present on Unit 2: Density on the same theme. He improvised a beam balance, spring balance and a measuring cylinder.
Momodou Jallow presented on Theme 5: Ecology, Grade 7, Unit 2: Interrelationship between organisms in an ecosystem. He improvised an aquarium and demonstrated life on land (terrestrial habitats).
Fatou D. Bittaye had her task on Theme 3: Chemical Changes, grade 9 Unit, 1: Indicators. She came with methods of preparing various indicators to test for the presence of acids and bases. She sighted that carbonates can be obtained from egg shells sulphuric acid from car batteries and hydrochloric acid from most hardware stores and goldsmith workshops.
Day Five
Saikuba Tamba dealt with Theme 1: Nature of Science, Grade 7, Unit 1 What is Science? He explained the methodologies involved in improvising common scientific apparatus and their uses. The apparatus included beaker, condenser, tripod stand, funnel, crucible, retort stand, flask, spatula, test- tube, Bunsen burner, evaporating disk, retort stand and stirring rod.
In his last presentation on Theme 3, Grade9, Unit 2: Electrolysis of water .He was able to improvise Hoffman’s Voltammeter.
Fatou Kinneh Sey dealt with Theme 4: Energy, Grade 9, and Unit 1: Movement of heat, light, sound and electrical energy. She demonstrated the types of heat transfer namely conduction, convection and radiation.
Mucktarr M.Y. Darboe shared the unit with Fatou and was able to construct a pin-hole camera, a periscope, kaleidoscope and a light spectrometer. He also demonstrated refraction of light practically using different methods and materials locally available.
Suggestion made were for the cereal box to be changed to carton or construct a box using cardboard, substitute a vanguard with PVC pipe/empty Pringles potato chip can and card board instead of plywood.
Mr. Joof gave the final remark at the end of the presentation in day five. He thanked the participants on behalf of the Director of Science and Technology for a job well done. In the same vein he thanked the management of Kotu Senior Secondary School for their hospitality and registered his appreciation to UNESCO for their unflinching support towards the promotion of Science. Improvisation he said will go a long way in enhancing the teaching and learning of Science in our schools as materials improvised will serve as a substitute to the unavailable conventional materials He promise for the quick compilation of the work presented which will be done by staff of STED and call for another training workshop for science teachers before the validation.
THE TRAINING AND VALIDATION WORKSHOPS
A three days workshop was organized to train teachers on the use of the developed manual on improvisation for effective inclusion into the everyday teaching and learning process of science in schools. Since science is taught by teachers without practical activities and most of the blame is placed on the lack of conventional lab materials, the availability of the manual in each school should be able to lessen the need for these materials while enabling the conduction of practical lessons for students learning science in our schools.
Twenty teachers were invited from regions one, two and three and were trained on the use of the manual through the development of improvised materials to teach in normal science classroom settings with little or no conventional science materials.
The training programme was conducted at Kotu Senior Secondary School bringing together key science teachers from one half of the country to train on the use and adoption of the developed manual. Emphasis was placed on the exclusive use of the activity base, hands on, child centred and experiential methods of teaching and learning of science. The training programme was analogous to a normal science classroom situation where participants are considered as students and resource persons as science teachers. The materials were developed by the participants as in a normal classroom situation with guidance from the resource persons using the manual.
Participants engaged in the production of improvised equipment and reagents for science lessons during the training of teachers’ workshop.
Each experiment or activity of the manual has been developed by the participants for adoption and replication of the techniques in their schools. Each participant was advised to train other science teachers in their schools and where possible extend the skills and the use of the manual to schools in their respective clusters.
It was suggested by the experts during the development and training workshop that the validation of the manual should be done in the form of assessment of the effectiveness of the manual in science lessons in schools by science teachers and monitored regularly by the Directorate. A window period of at least three months was suggested after the distribution of the lab manual to all schools in order to allow science teachers use the manual and provide feedback on the effectiveness of the material in the normal teaching and learning process. There feedback will be used to conduct a SWOT analysis to ascertain the strength and weaknesses of the material and hence provide an effective final lab manual for distribution and adoption by all upper basic and basic cycle schools in the Gambia. Emails of all the teachers involved in the training have been collected in order to help the Directorate provide electronic updates on the lab manual for all from time to time. The lab manual is being finalised at the Directorate.
5. CONSULTATIVE MEETING ON THE CREATION AND LAUNCHING OF THE NATIONAL ASSOCIATION OF SCIENCE AND TECHNOLOGY CLUBS IN SCHOOLS
The Directorate of Science and technology Education in collaboration with UNESCO (NATCOM) launched the National Association of Science and Technology Clubs (NASTEC) on Thursday, 26th of March, 2009. The rationale of this venture is to supplement the Department’s effort to popularize Science and technology Education as well as re-integrate project-based learning, experiments and research in our schools. Present at the launching were the staff of the Directorate of Science and technology Education including the Coordinator of this undertaking as well as science and technology teachers of the selected schools within Regions 1, 2 and 3 who have established very active clubs. The agenda for this august event is as follows:
Agenda
· Prayers
· Introduction and Statement on the purpose of the meeting
· Plenary Session
I. Election of the Executive Committee and definition of roles and responsibilities
II. Suggestion on activities at the NASTEC level
III. Funding Issues
IV. A.O.B
Introduction and Statement on the purpose of the meeting
After the prayers, the chair of the event, Mr. Babou Joof thanked the representative from the selected schools and explained the reason for the meeting as an important avenue for all stakeholders especially science and technology teachers to brainstorm on the issues of affecting the teaching and learning of science and technology and come up with feasible and optimum solutions or strategies for the provision of quality and relevant education in the aforementioned areas.
He called on Mr. Darboe, the Coordinator of the Venture to deliver the opening remarks. Mr. Darboe spoke at length on the importance of setting up The National Association of Science and Technology Clubs (NASTEC) in inducing learners’ interest in Science and Technology Education as well as its considerable function of facilitating the activities, and programs of all the Science and Technology clubs in The Gambia. He underscored the reasons for having teachers of science and technology education as part of the team formulating the executive committee of NASTEC, defining the roles and responsibilities of the executive and the formal launching of the association. He called attention to the importance of these teachers because they operate at classroom level where all the strategies and future innovations are implemented. Mr. Darboe thanked the participants for coming and opened the floor for dialogue.
Plenary Session
Mr. Kamynteh of Nustrat Sen. Sec. Sch. thanked DSTE for the invitation. He and a couple of representatives from the selected schools suggested that it will be pre-emptive to elect an executive without the inclusion of science and technology teachers from regions 4, 5 and 6 and the creation of a working document and constitution of NASTEC.
The coordinator, Mr. Mucktarr Darboe explained that due to financial constraints, DSTE had to limit selection of participants to regions 1 to 3. Considering that the launching of NASTEC has been delayed since 2004, it will do us no favour to further perpetuate this delay. He urged that we continue with the agenda of today and elect a tentative committee as well as define their roles. Another date was chosen for the meeting of the Executives of NASTEC to develop the terms of reference for the association.
Election of the Executive Committee and definition of roles and responsibilities
The following are the executive committee of NASTEC:
| DESIGNATION | NAME | SCHOOL |
| President | Mr. Karminty | Nustrat SSS |
| Vice President | Mr Ebrima Camara | Mingdaw UBS |
| Secretary General | Mr. Ebrima B. John | Berending UB/SSS |
| Asst. Secretary Gen. | Mr. Alasan Kamara | Kotu SSS |
| P.R.O | Mr. Jacob Abu Sesay | Arch Deacon George |
| Asst. P.R.O | Mr Bakary Badjie | Mayork SSS |
| Financial Sec. | Mr Thomas Camara | Kunkujang Keitaya |
| Asst. Financial Sec. | Mr. Mamat Jobe | Banjulinding UBS |
| Treasurer | Mr. Momodou B. Jallow | Sukuta UBS |
| Asst. Treasurer | Mr. Abdoulie F. Bojang | Janbanjelly BCS |
| Auditor | Mr Olutade Oladipo | St. Joseph’s SSS |
| Asst. Auditor | Mr. Alagie Sambou | Bakoteh UBS |
Sub Committees
| SUBJECT | NAME | SCHOOL |
| Physics | Mr Karminty | Nustrat SSS |
| Chemistry | Alasan Kamara | Kotu SSS |
| Mathematics | Mr oladipo | St Joseph’s SSS |
| Agric Sci. | Mr. Momodou B Jallow | Sukuta |
| Technology | Malick Joof | St. Peter’s |
| ICT | Mr Alagie Darboe | Bakoteh UBS |
| Biology | Mr. Thoranka | Nusrat SSS |
| Science(Core) | Mr. Ali Jallow | Sinchu Njaba BCS |
6. MONITORING AND SUPERVISION EXERCISE
Introduction
The monitoring and supervision exercise of this project is divided into two phases: the mid-term review and the end of project evaluation and impact studies. The Directorate of Science and Technology Education in its resolve to conduct this exercise, carried out a 10 days trek to determine the impact of the activities funded by UNESCO through NATCOM to enhance the teaching and learning of Mathematics, Science and technology in Gambian Schools during the middle of the project dubbed mid-term review and another 10 days at the end of the project dubbed end of project evaluation and impact studies. The activities carried out during the two monitoring and evaluation exercises included the following:
1. One important rationale of this project is to highlight the economic benefits of science and technology to learners and show them its application in many fields of work. Looking into the economic values of Science and Technology education by demonstrating to students the practical application of some of the concepts they learn in school has been a significant focus. Students learn about Saponification, energy, electrolysis, electro-plating, chemical and physical reactions etc but seldom make the link between these theories or experimentations and the real world. A lot of industries apply the underlying technologies in their businesses to generate income for themselves and their industries. However, teachers who are to help guide the learners to make a connection between science and economic activities hardly ever do it. Some of the activities carried out during the first phase of these activities included; harnessing the power of the sun by creating a solar cooker and dryer, soap making, lotions and manufacturing of mosquito repellents, bio-diesel from waste oil and many more.
2. The second aspect of the activities carried out by DSTE in collaboration with UNESCO (NATCOM) was the formulation of the National Association of Science and Technology Clubs (NASTEC). The main aim of this association is for schools to collaborate with DSTE in terms of science and technology programs, human resources and most importantly set up a network between schools to efficiently develop, support and coordinate the activities of all the registered science clubs in the Gambia.
3. Celebration of the National Science Week was also one of the activities implemented in this project. This event was marked by a National Science Quiz Competition, Seminar with the Medical Research Team of MRC and an Opening and Closing Ceremony.
4. Development of a laboratory manual on improvisation of laboratory equipment and reagents and the development of a manual on small projects and activities for school science and technology clubs was among the activities carried out as part of the DSTE/UNESCO (NATCOM) project. It is a guide providing help to teachers. It covers the production of reagents such as methyl orange using egg plant, potassium hydroxide using banana peel, calcium oxide using shells etc. The manual also indicates what locally available materials can be used where conventional laboratory materials are not available. Some of the equipment improvised includes Hoffmann voltmeter, thermometer, light spectrometer and microscope. The manual also include comprehensive tips on how to use the developed materials to carry out experiments in the GABECE and WASSCE curricula. However delay in printing the manual delayed the distribution of the manual to schools. As a result, its impact was seldom measured during the monitoring and supervision exercises. This was due to the fact that there were budgetary constraints in which there was no vote allocated for printing of the manuals at the completion of their development.
5. The Junior Scientists Award Scheme has been proposed and developed to provoke students thinking skills and creativity in order to help them get into some form of radical and incremental innovations at school level. Challenges were developed and given to schools for development. The results from these schools were evaluated and prizes were awarded to the top three schools.
After successfully implementing the above activities, DSTE organized a ten days trek to gauge the impact of these activities in schools. Some of the aspects of Science and Technology Education we looked at during the course of this trek are as follows:
· Teacher Supply in Mathematics, Science and Technology
· Incentive/Motivational Allowance for Mathematics, Science and Technology teachers.
· Conditions of laboratory and equipment
· Impact of the renewable energy workshop and investigating its economic value of science and technology workshop for learners
· And impact of the newly formed NASTEC in schools
· Science Week Celebrations
· Science vote
Findings:
Below are our findings after the monitoring and supervision exercises:
- Teacher Supply in Mathematics, Science and Technology
Following a random sampling of schools in region one, we discovered that the teacher-pupil ratio in mathematics, science and technology is on average way above 1: 60. This ratio is even poorer in upper regions (1:100). This has serious implications on Teachers’ workload, curriculum delivery and teachers’ ability to be innovative in either planning their lessons or delivering them. The limited supply of teachers, especially qualified ones also affect their willingness to integrate practical and hands on activities in their lessons.
- Incentive / Motivational Allowance for Mathematics, Science and Technology Teachers
Although it was agreed at the Mansakonko CCM that schools should start paying some allowances(30% if possible to their English Language, Mathematics, Science and Technology teachers, none of the schools visited pay allowances or give incentives to Mathematics and Science teachers to motivate them to effectively carry out their duties or encourage them to stay in the teaching profession. The teacher - pupil ratio in these areas does not favour the teachers. They spend most of the day teaching and use their free time to mark assignments. A token sum paid in recognition of their efforts will greatly encourage them.
- Conditions of laboratory and equipment
In the senior secondary schools (Berending, Kotu, SOS Hermann Gmeiner and Nusrat SSS) visited, all the laboratories are fairly equipped with essential equipment needed for the senior secondary school curriculum coverage. However some of the equipment which is not available or insufficient is improvised if they don’t require precision vis-Ã -vis the quantity/volume. This implies that the work the Directorate was doing in encouraging schools to improvise unavailable equipment is well received.
- Impact of the renewable energy and investigating the economic value of science and technology workshop for learners.
Most of the schools whose learners took part in the workshop on the development of prototypes of renewable energy products were able to fine tune the prototypes developed on the solar cooker and dryers to make them work better. For example SOS Senior Secondary School where able to change the reflective cover of the solar drier to increase the absorption of the sun’s rays. Equally, Nustrat also were to reproduce the solar cooker using a smaller tyre (Wheelbarrow tire instead of car tyre which was very big).
- Impact of the newly formed NASTEC in schools
The formulation of NASTEC has encouraged over 50 schools to set up Science and Technology Clubs. All the schools visited stated that the guidelines on setting up these clubs and the suggestions of possible activities and projects have facilitated the formation of these clubs in schools.
- Science Week Celebrations
When asked about the impact of the science week celebrations in their schools most of the head teachers stated that it is invaluable in raising awareness on the importance of science and technology on economic development of the nation. The schools also organize their own in-house celebration to mark the week. However a good number of schools in region 3 stated that the science week celebrations will be more effective if regions take turns in celebrating at national level. Having government officials, other civil servants and GRTS in their regions, as opposed to restricting the celebration in region one alone, will help bring awareness and appreciation of science and technology education to more learners.
- Allocation of a Science Vote in the school budget
All the schools visited in region one have a science vote. However none of the schools in the upper regions except Barra/Essau Upper Basic School do not have a science vote. The science vote is one of the strategies the Directorate of Science and Technology Education encourage schools to set up in other to address the issues arising from lack of equipment and reagents. Part of our questionnaire covered the availability of equipment and reagents in schools. While it is encouraging that all the schools have most of the conventional materials they need for small scale experiments, very little or no strategy is in place for replacement of finished reagents or damaged equipment. The lack of policy in schools for the purchase or replacement of science equipment is a major challenge.
- The Junior Scientists Award Scheme
It was observed during the monitoring exercise that the challenges facing the success of the Junior Scientists Award Scheme has to do with the lack of innovative capabilities of students and science teachers in translating the scientific theories and principles learnt in normal classroom situations to solve everyday challenges and realities. As a result, the challenges that were developed during the convention of science experts in major scientific institutions of the country could not be given due consideration.
PROSPECTS AND LIMITATIONS/CHALLENGES
1. DEVELOPMENT OF PROTOTYPES OF ALTERNATIVE, RENEWABLE AND SUSTAINABLE ENERGY SOURCES TO TRIGGER RESEARCH INTO THIS AREA AT SECONDARY SCHOOLS.
Projects of this nature are very important and their incorporation into the science education curriculum should be promoted and maintained. The introduction of these methods was highly welcome by students as well as science teachers that attended the workshop. However, the scale of operation was relatively small and the impact of the workshop on a national scale will be very small too. Take for instance, the total number of students in our senior secondary schools is about 20 000. Although the science students represent only about 30% of this figure, the effect of the workshop on only ten students will be very low – a drop in the ocean. The workshop could be done on a larger scale to cover a good number of science students nationwide for a greater impact.
However, due to the lack of adequate funding, the workshop catered for only ten students which is not, statistically speaking, fully representative of the total number of students pursuing disciplines in science. It will be important to note that such trainings in the future would require adequate funding in order to be able make a greater impact and consequently contribute to the realisation of national objectives for science education.
2. ANNUAL NATIONAL SCIENCE AND TECHNOLOGY WEEK CELEBRATIONS
Challenges and Recommendations
The main objective of this annual event is
“To raise public awareness on the significance and the role of mathematics science and technology and innovation in the socio – economic development of the Gambia”
And the expected impacts are through the achievement of the following:
1. A higher level of awareness and appreciation for science and technological literacy fostered among the population.
2. Highlighting contribution and significance of science and technology to the socio – economic development of the Gambia would be better understood and appreciated through public sensitisation programmes using the national science week celebration.
Although as at now, we are not able to provide empirical data on the impact of the national science week celebrations on enrolment and learner’s performance, the number of students and individuals who attend all activities during the course of the week are increasing. Moreover the contributions of the students on why science and important clearly showed that interacting with real life scientist and doing hands-on activities is the way forward to getting rid of student’s negative attitude towards Mathematics, Science and Technology Studies.
This year, we were able to get both the National Radio/TV and Private media to cover the science week as a result, sensitization aspects of the National Science week celebration was achieved.
One major challenge we still have to overcome is mobilizing the necessary funds to ensure that the celebrations are done every year. However we will continue to send proposals to our collaborating partners for support.
Another challenge is extending the celebrations to rural schools. This will only be achieved by sorting out the funding issue.
3. THE JUNIOR SCIENTISTS AWARD SCHEME
It was observed during the monitoring exercise that the challenges facing the success of the Junior Scientists Award Scheme has to do with the lack of innovative capabilities of students and science teachers in translating the scientific theories and principles learnt in normal classroom situations to solve everyday challenges and realities. As a result, the challenges that were developed during the convention of science experts in major scientific institutions of the country could not be given due consideration.
It will be have to be an obligation upon Gambians to build capacities of science teachers and educators and continue to collaborate with international partners to develop the scientific workforce through continuous professional development programmes, in order to improve the innovative capabilities of the future inventors and innovators of the Gambia.
RECOMMENDATIONS
1. DEVELOPMENT OF PROTOTYPES OF ALTERNATIVE, RENEWABLE AND SUSTAINABLE ENERGY SOURCES TO TRIGGER RESEARCH INTO THIS AREA AT SECONDARY SCHOOLS.
It is recommended that adequate funding should be provided to repeat the workshop again on an even larger scale for greater results. Provide the necessary support to replicate the same programme at all other regions of the country. .
Develop and distribute written protocols used in this programme to all schools as a supplementary material for the teaching and learning of science, mathematics and technology.
One of the main objectives of this workshop was to get rid of the fact that science and mathematics are difficult subjects, thus, developing the appreciation and interest of students while helping out to improve their performance and achievement in science. Additionally, this workshop was also geared towards developing the knowledge and skills in students in order to help them find secured self employment thereby contributing to poverty reduction. In light of the above, one of the recommendations of this workshop would be to help create links with industries and other institutions that promote the technologies elaborated in the workshop in order to help the students develop an everlasting appreciation of what has been gained from the workshop and to enable them develop their entrepreneurship to that level.
Provide additional training for the resource persons, policy makers and others in order to promote and expand such initiatives in the science education system of the
2. MID-TERM REVIEW
· Expand the training workshops to learners in the regions that did not participate; Schools that have participated in the workshops aimed at demonstrating to learners the economic values of science and technology education have shown great initiative in carrying out step-down workshops to share the knowledge learnt with the rest of the school and some have even taken it a step further by improving on the prototypes and other materials developed.
· Broaden the Science Week celebrations to other regions to further raise awareness of the importance of mathematics, science and technology education for economic growth.
· Encourage schools to establish a Science vote as well as a science equipment policy that comprehensively cover renewal of used-up reagents, repairing or procurement of damaged equipment.
· Encourage science teachers to look around for locally available materials for use in experiments that are not precision-intensive.
· Print the validated laboratory manual and distribute it to schools. The distribution of the manual should be followed by visiting schools to ascertain its impact on curriculum delivery in Science and Technology.
3. THE JUNIOR SCIENTISTS AWARD SCHEME
Going by the success of the Junior Scientist Award Scheme, DSTE recommends that in subsequent activities, the media will be involved so as to reach every school across the Country. This has implications on the budget. For wider participation, the budget constraints should be addressed to include very attractive Grants to Schools, trips to International Science Camps/Forum and sensitisation through the Media prior to the event.
It will be have to be an obligation upon Gambians to build capacities of science teachers and educators and continue to collaborate with international partners to develop the scientific workforce through continuous professional development programmes, in order to improve the innovative capabilities of the future inventors and innovators of the Gambia.
4. DEVELOPMENT OF SUPPLEMENTARY SCIENCE EDUCATION MATERIALS FOR UPPER BASIC AND BASIC CYCLE SCHOOLS.
- Development of a Centre of Excellence for Science
The experts during the workshops recommend the creation of a centre for excellence in science, a centre that will be producing most of the laboratory equipment and reagents for our school science and technology labs. Capacity development in this area is vital and learning experiences from other countries that have succeeded in this endeavour is equally paramount to enable us curb the lack of science materials in our schools and the need to procure expensive equipment and chemicals for our schools from abroad.
- Production of a similar manual on mathematics
It was recommended that a similar manual should be produced for Mathematics teachers to enable them teach certain basic concepts and facts effectively and efficiently.
- Training of all science teachers in all the regions
It is highly recommended that the training programme on the use and adoption of the developed manual should be extended to all science teachers in all schools across the regions.
Appendix A: Excerpts of some remarkable speeches during the project
Speech made by Adama Jimba Jobe, Director – DSTE on behalf of the Permanent Secretary, DoSBSE at the Opening Ceremony
Good morning Mr. Chairman, Director and Staff – Science & Technology Education Directorate, Principals, teachers, students, ladies and gentlemen. We are gathered here today to observe the opening ceremony of a workshop on the development of prototypes of renewable energy sources to trigger research at senior secondary schools, which is part of activities on the UNESCO funded project to promote innovation and excellence in Science & Technology Education.
The need to provide science, mathematics and technology education, in the context of compulsory basic education to the entire student body is based on the belief that “Today – and even more in the future – science, mathematics and technology (SMT) are part of the general education required of every contributing member of society”. An advanced science and technology education provides the foundation for development and success both on the individual level through the acquisition of knowledge, cognitive skills and performance skills that promote independent study, investigation and creativity – and on the national and societal level – as the basis for the development of societal and political strength applied in such areas as industry, health, security, communications, infrastructural development and environmental concerns.
Planting the seeds of a scientific and technological education as a key component of the socio – cultural education of every girl and boy will bear fruit in the form of citizens who are actively involved in decision – making and contribute to the functioning, growth and development of society.
In the light of the above, the Science & Technology Education Directorate’s resolve to bring about a renewal in science education is a most welcome initiative. Science education has been confronted with series of challenges including the lack of equipment and materials to adequately and efficiently perform meaningful science experiential activities in schools. However, novel approaches of this nature should be promoted to bring about a radical change in students’ experiential way of learning science. It is one of the main objectives of the education policy to develop knowledge and skills of citizens to enable them live responsible lives. The lessons that will be gathered in such initiatives or rather an approach of this nature towards science education will make it, easy for secondary school graduates fit well into the country’s small and medium term economic activities after graduation when securing jobs or opportunities to higher education becomes a daunting challenge.
I hope that it will not only be a workshop for students but a medium for teachers to gather experiences and be able to emulate and replicate the lessons learnt to their day to day interaction with students.
On a final note, I wish to thank UNESCO through the National Commission, NATCOM for funding this programme, the Secretary General and her vigilant staff for their support. The Science and Technology Education Directorate for coming up with such a laudable initiative and
Thank you very much
Remarks by Mr. Yahya Al-Matarr Jobe, Principal Programme Officer, UNESCO—NATCOM, at the Workshop on the development of prototypes of renewable energy sources to trigger scientific research in senior secondary schools.
Chairperson,
Director, Directorate of Science and Technology Education, Principal, Kotu Senior Secondary School, Science teachers, Members of the press, Staff and Students, Distinguished guests, Ladies and Gentlemen.
I wish to express our delight in being offered the opportunity to make some remarks at this workshop on the development of prototypes of renewable energy sources to trigger scientific research in senior secondary schools. This workshop I am aware marks the beginning of a series of programmes and activities to be implemented by the Directorate of Science and Technology Education with funding from UNESCO.
Following an invitation from NATCOM for submissions of a project proposal to the next biennium UNESCO Participation Programme, the Directorate of Science and Technology Education of the Department of State for Basic and Secondary Education prepared a proposal for “Promoting Innovations and Excellence in Science and Technology Education”. The relevance of their project to UNESCO’s ideals resulted in its approval for funding under the 2008-2009 Participation Programme.
For the success of our nation and its people, it is essential that significant investment in the popularisation and public understanding of science and technology development is made. It is this realisation that UNESCO promotes by supporting initiatives to enhance access to and strengthen science education at all levels, and also promote the use of science as a lever for fostering peace, as well as a tool for creating a culture of maintenance.
As science educators and/or people who could inform policy makers, we need to define our children’s’ destiny and change their mindset with respect to science, technology and innovation and endeavour to generate scientific research at all levels of education in The Gambia.
I hope, therefore, that this workshop will avail the students the opportunity to participate fully in developing experiments as much as possible. The practical skills and knowledge learned should be shared with other students who did not have the opportunity to attend this workshop. One particular way to do this is through school science fairs which are useful avenues of allowing many students to assimilate a great deal of practical science understanding in a very short period of time. In this sense, school science fairs have many practical advantages. They allow independent inquiry by students into different scientific concepts during which they learn through the scientific process (e.g., observation, formulation of hypotheses, recording, etc.). Learning in this way helps to build critical thinking skills rather than the mere acquisition of isolated scientific facts and figures, as they are often prone to do in their regular classrooms.
This not only helps to further increase the total amount of learning occurring but also to reinforce their understanding to be able to:
- Independently carry out experimentation in science leading to the acquisition of basic scientific principles.
- Replicate their experiments for their peers with lucid explanations of the principles that the experiment illustrates thereby making the overall learning process more child-friendly.
Ladies and gentlemen,
Practical science and the use of scientific knowledge should always aim at the welfare of humankind and take fully into account our shared responsibility towards our children in order to strengthen or improve their capacity to produce knowledge and conduct research.
These are some issues that this workshop is expected to address and I have no doubt that with the calibre of its resource persons, it will promote innovations and excellence in science and technology education in schools in The Gambia.
Let us, therefore, resolve not to rest until we develop confidence and self—esteem in our students by making our schools scientifically and technologically oriented.
With these remarks distinguished personalities, students, ladies and gentlemen, I thank you all for your attention and wish the organizers and participants a successful workshop.
Thank you,
