Basic Science.pdf 4w4u3o

SCIENCE AND TECHNOLOGY EDUCATION IN PRIMARY & SECONDARY SCHOOLS AND COLLEGES OF EDUCATION IN NIGERIA

Prepared by

Project Coordination & Implementation Committee

Coordinator

Boubacar Cámara

FEDERAL MINISTRY OF EDUCATION

UNESCO ABUJA OFFICE

THE PROJECT 931/NIR/1000 ON SCIENCE AND TECHNOLOGY EDUCATION FOR PRIMARY & SECONDARY SCHOOLSAND COLLEGES OF EDUCATION, ORIGINATED FROM THE NIGERIAN PRESIDENTIAL INITIATIVE AIMING AT ACHIEVING NATIONAL ECONOMIC AND HUMAN DEVELOPMENT OF THE COUNTRY USING MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION. ESPECIALLY, IN THIS FIRST PHASE, THE PROJECT IS ADDRESSING ISSUES OF SUPPLYING MICRO-SCIENCE KITS TO SELECTED PRIMARY & SECONDARY SCHOOLS, TRAINING OF TEACHERS IN INNOVATIVE WAYS OF TEACHING SCIENCE, FURTHER STRENGTHENING OF FEDERAL AND STATE INSPECTORATES IN EFFECTIVE MONITORING AND EVALUATION OF SCIENCE LEARNING AND PROMOTING SCIENTIFIC CULTURE IN THE COUNTRY, PARTICULARLYAMONG THEYOUNG GENERATIONANDTHEIR PARENTS. IN ORDER TO HELP ACHIEVE THE OBJECTIVES AND RESOURCE MOBILISATION FOR A SECOND PHASE, NIGERIA REQUESTED THE COLLABORATION OF UNESCO FOR THE EXECUTION AND IMPLEMENTATION OF THE SELF-BENEFITING TRUST FUND, WHICH WAS FORMALIZED IN THE AGREEMENT BETWEEN THE GOVERNMENTOFTHE FEDERAL REPUBLIC OF NIGERIA AND UNESCO. THE PROJECT WAS OFFICIALLY LAUNCHED ON 2gTHOF SEPTEMBER 2005 BY HIS EXCELLENCY PRESIDENT OLUSEGUN OBASANJO,

IT CONTRIBUTES TO THE REALISATION OF THE VISION 2020 WHICH TARGETS NIGERIA RANKING AMONG THE 20 LARGEST ECONOMIES IN THE WORLD BY THE YEAR 2020.

The Government of Nigeria took two complementary initiatives: - Promoting Science and Technology Education for Primary & Secondary Schools and Colleges of Education in Nigeria, and the Reform of the Nigerian Science, Technology and Innovations System. The related operational activities expressed the due importance given to the issue of science by the country. Indeed, the initiatives relate to the global vision of transforming the Society, defined in the National Economic Empowerment and Development Strategy (NEEDS). The basic foundation of the strategy stems from the social change processes taking place at the level of each ofthe 36 States and the Federal Capital Territory. As a matter of fact, Science has to play a leading role in transforming the present Nigerian Society into an emerging Knowledge Society. In this regard, there is need to build learning communities all over the country, and in particular among the younger generations. Hence, improving the teaching of Mathematics, Science and Technology stands as a major tool in promoting quality human resources indispensable for sustainable development. Considering the development challenges in Africa and other parts of the world, the scientific approach to problem solving should be promoted in all domains and at all levels. In so doing, Science as the constant quest of human beinas for understanding their environment. themselves and the universe. discovering and desimine means of transforming resources for quality life im~rovementand sustainable livelihoods, will be a key factor to Peace, Progress and Humankind Advancement.

For

many decades, UNESCO has been ing national policies for the development of Science in Member States, especially in Africa. The numerous activities derived from Regional Conferences on Science and Technology, the World Conference on Science, and other international events for enhanced cooperation in Science and Technology Education should be further developed in a rapidly changing world, with tremendous challenges facing deprived communities particularly in rural and suburban areas. The African Union Summit on Science and Technology opened new avenues of cooperation. Indeed Access to Knowledge and Quality Learning is a fundamental right that needs to be reinforced on a permanent basis.

The ultimate goal of promoting quality science learning is to transform learners at all levels into

EDUCATED NATION BUILDERS, PROACTIVE AND CREATIVE, CULTURALLY ROOTED, AND COMMITTED TO UNIVERSALLY SHARED VALUES

TABLE OF CONTENTS Vision

4

Quality Learning, an Urgency

7

Providing Relevant Teaching/Learning Materials

8

Developing New Competencies for Teachers

9

Increasing Female Participation

10

Adding Value to the Teaching/Learning Process

11

Distribution of Kits

12

Achievements

13

A Learner Centred Approach

14

Enhanced Capacities for Colleges of Education and Universities

15

of Secondary Science Kits

16

Strategizing for on ground activities

17

Use

Effective Science Learning Use

:

A Paradigm Shift

of High Level Trainers of Trainers

18

21

Monitoring and Evaluation

25

Scaling Up

26

Strategies

28

A Ten

34

Year Programming

National Competition on Science and Technology Education Applications

38

QURLITY LEARNING

Various

Research

findings indicated that for effective teaching/learning to take place, the learning environment ofthe pupils must be taken into consideration. The environment contributes in no small way to sharpen tlie ñjture of our children. A child in an overcrowded and nonstimulating environment is set to be distracted and thus cannot contribute meaningfully to tlie lesson ofthe day In order to stimulate the interest of the pupils in school activities, the Government, individuals and corporate bodies should collaborate to create a conducive atmosphere for the pupils. The school environment requires: . classrooms in adequate number, well lit and ventilated; . School furniture in the right quantity and quality; Safe water.

When any of these is not in place, learning becomes a bigger challenge to both pupils and teachers. They learn better in a clean, tidy and stimulating environment.

In

order to improve Science, Technology and Mathematics Education, it is vital to make available appropriate teaching/ learning materials that can help the teacher and enable concrete learning process for the students. In this regard, the project has distributed to the pilot schools primary science kits produced by NASENI (National Agency for

Science and Engineering Infrastructure) and Primary Mathematics kits produced by National Mathematical Centre (NMC).

The kits are friendly

items

addressing core issues of the

National

Basic

Science

&

Technology Curriculum. They can be used in and outside the

classroom.

740

primary

mathematics kits and 740 primary science kits were distributed in the six geopolitical zones of the country. Learners can measure,

calculate,

test, demonstrate,

evaluate with the new instruments. The use ofthe kits helps understand more concepts, processes and the

meaningfulness of Science, Technology and Mathematics. Every kit is accompanied by a set of manuals and reference documents

which facilitate its utilization. In the primary mathematics kits, games are also included to make it friendlier and more attractive. The use of the kits is enhanced by the resourcefulness ofthe teacher.

PROUIDING

RELEURNT

Materials

DEVELOPING More

than 2000 teachers have been trained in the of the kits and also in Effective Learning Techniques (ELT). They are more equipped in managing Science, Technology and Mathematics in the classroom. The new competencies both in STM contents and Teaching /Leaming process, will help shift the teacher profile from teacher- lecturer to teacher - facilitator. Already, the trained teachers are witnessing that their role in the classroom is that of a coordinator. The pupils are doing the major part ofthe work, while they are supervising and use

guiding. Hence, the role ofthe teacher will not be to tell/lecture the students, but to: . carefully plan his or her lesson to include his or her activities and that ofthe pupils; . provide leaming resources with the participation of learners and communities; . improvise where resources are not available or sufficient; . facilitate effective leaming activities taking into the five pillar approach, the AG. CMP Method: Active; Gender sensitive; Consistent; Meaningful and Productive.

In particular, the teacher should: . communicate in a clear and simple language what he or she wants the pupils do in order to achieve the objectives ofthe lesson as stated; . visibly demonstrate to the entire class, and if class is large, to small groups of not more than ten students the competences to acquire; .go round supervising and monitoring progress. He or she should ask well thought out and provocative questions at intervals in order to retain and sustain the pupils' interest and

excitement. . Allow pupils participate more. The teacher should not do all the thinking, talking and asking questions; . relate on a continuous basis to communities constituting key stakeholders and large stores of resources. The teacher should

prepare a resource guide which includes the types of resources available. Continuous assessment is used by teachers to facilitate

effective leaming

INCREASING IF©iMS]Il© lPsiiriS©fi[psiíifl(n)m

i1 The

project is also addressing the issue of Gender Equality through increased female participation in Teacher Training. The strategy impacts on girls motivation for science, technology and mathematics subjects. As a matter of fact Women Empowerment is a key factor of societal change. Many states expressed their commitments to Gender Equality and in particular in the selection of teachers to be trained.

"f Both male and female science teachers participated actively in the capacity building activities. They already demonstrated their resourcefulness in classroom without appropriate teaching/learning tools. One important outcome of the workshops is greater self confidence of teachers associated with the feeling of being valued

HDDING UHLUE TO

Tm© TTcBSi^IMm^ / mmm^sm IPircn)©© During

the training sessions, teachers used various methods of sensitization on some core Science and Societal

problems, in particular environmental degradation and the effects on communities

and the world. The trainees made use of simulation and drama to increase awareness and highlight the major threats to sustainable livelihoods. Thus, the teaching/learning process is gaining added value.

M^MtaM®m m The

distribution of Primary Science and Primary Mathematics kits took place at the closing ceremony of each workshop. The State Commissioners and their Representatives officially acknowledged the supply of kits and made arrangements for the transportation to schools. The procedure was adopted to avoid delays in the use ofthe kits by teachers and pupils soon after the training. The teachers expressed their appreciation on the approach and the new competencies and teaching/learning tools acquired. The kits suppliers NASENI and NMC made available all kits to be distributed in each zone. The supply of kits to schools was a turning point in the process of improving the quality of Basic science teaching in the participating schools.

HCHIEUEMENTS far as the implementation of the project is concerned, the following achievements have already been recorded.

A'

s

Primary mathematics and science kits are now available in schools, with an average of ten selected schools per State. Indeed, the use of kits is a major innovation in the status of science, technology and mathematics education in Nigeria. Secondary Schools distributed among the six geopolitical zones and 102 Unity Schools equipped microscience kits.

embedded team spirit of collaboration among the stakeholders is a major determinant of what has been accomplished so far. The major outcomes constitute a basis for developing STE in Nigeria especially for basic education. States have taken initiatives in multiplying the effects of capacity building processes generated by the project by following up with fiirther implementation at local levels.

333

Capacity of 1480 teachers from selected primary schools has been built in the use of Kits and in Eilective Leaming Techniques. Participating Teachers are now more motivated, determined and confident teachers because they have been empowered meaningfully in science materials, content and pedagogy.

Capacity of 1740 secondary school teachers has been built on the use of micro-science Kits and in Effective Leaming Techniques.

More than 230 Federal and State Inspectors have been trained in monitoring and evaluation of Basic and Secondary Science. Equally, an instrument has been developed for monitoring and evaluating science teaching in schools. This is an innovation in Federal Inspectorate Services in the country with the changing profile from Inspector-Instructor to Inspector-Enabler.

An advocacy tool has been designed in form of a documentary that shows the state of STME in Nigeria and distributed to all State Commissioners. It helped inform a collective decision by all on the need to renew commitment to STME in Nigeria. 140 teacher trainers of Colleges of Education have been trained to reinforce their capacity in teacher preparation in primary science and mathematics. Partnerships have been built with all stakeholders. The

The project has also contributed to institutional capacity building in various departments ofthe Federal Ministry of Education and professional bodies such as the Mathematical Association of Nigeria (MAN) and Science Teachers Association of Nigeria (STAN). It has also made impact on the development of agencies like National Mathematics Centre (NMC) and National Agency for Science and Engineering Infrastructure (NASENI). The effective collaboration with private sector through the participation of Skill G Nigeria in particular is worth mentioning.

A documentary on the project has been made reflecting on the ample achievements that followed the capacity building of primary school teachers nationwide.

A Manual on Effective Leaming Techniques for Teachers and Reference Document on Monitoring and Evaluation of Science Leaming for Inspectors have been prepared.

H

LERRNER CENTRED /A

The

approach being promoted implies a shift in the profile of the teacher: from teacher-lecturer to teacher facilitator. The issue of leaming becomes

centi-al. Therefore, the learner is at the heart of the pedagogical process. Participation is key to leaming achievement. The more you participate, the more you understand; and the more you understand, the more you leam. Leaming by doing, leaming by participating, leaming by sharing are various aspects ofthe new teaching / leaming process. Both male and female leamers are exercising, expressing interest, in a friendly environment.

Learning is a joyful process of knowledge and competencies acquisition. The freedom in tlie classroom impacts on the creativity ofthe pupils and students. A new cooperative spirit is emerging with the learner centred approach. The leamers become the major actors in the classroom. They touch, observe, manipulate, measure, evaluate, interact, take initiatives, produce and explore tlie ne.xt steps and way forward. From ive pupils, their profile is changing; they are becoming Achieving Leamers. This changing in profile is directly related to the change in the Teacher's profile Both Teachers and students have pleasure in the teaching/leaming process. The leaming is attractive. It has become a lively human activity. When Students are sharing views on what they are experiencing inside or outside the classroom, they are leaming more. This interaction is enhancing their capacity of observation, analysis, description and interpretation. Asking the right questions, drawing relevant conclusions, correcting each one's misunderstanding, strengthening team sprit are some key assets of the new leaming environment generated with the project. Every session based on effective leaming is adding to self confidence which is one of the most important characters of nation

builders. Leamers are finding answers to the core issues of understanding related to scientific subject matters. They are acquiring new skills and competencies which will enable them develop as future scientists, engineers and technicians. The leaming process focuses the problem solving approach. It helps prepare the future Nation Builders who have the responsibility to find solution to the challenges facing the society and the world in general.

ENHRNCED CRPRCITIES

For Colleges Of Education And Universities

Pre-Service

training appears as an area of priority focus. Quality teacher training in Science, Technology and Mathematics lays the foundation for relevant teaching/leaming process in the classroom and outside the classroom. Colleges of Education have the prime responsibility of training the teachers especially at basic education level. The project organized capacity building workshop for 140 lecturers selected from the various Colleges of Education in the country. Training of trainers will allow more opportunities of training in STM in every college. Already colleges are building additional capacities by using the selected lecturers for replication.

USE OF SECONDHRY

Science Kits nmm mihistby ni idbcaiiiiii

TÏÏÏÏÎ

^alinnal, Scieniiiic anil^lural r -lüatin

^

The

CENTI^I

secondary science kits have been supplied by a private corporation Skill G Nigeria, within the framework of public private partnership. Training workshops were conducted by the kit supplier in tlie six geo-political zones. The Science Teachers Associations of Nigeria organized the workshops in cooperation with Colleges of Education. Core issues of the Secondary Science Curriculum were dealt with during the training sessions. The participants appreciated various experiments on Pressure, Conductivity, polymerization, osmosis, production of light, etc. The related items are relevant to science teaching at secondary level. Moreover, the concrete production

of tooth paste during experimentation increased the interest ofthe teachers. However, it has been noted that some of the experiments could be performed in using local materials. For instance, participants explained how they produce light energy with two unripe finiits, a wire and a bulb. The teachers expressed their resourcefulness which contributed to the enrichment ofthe workshops. The local production ofthe secondary science kits is envisaged for the scaling up. NASENI, the Federal Science Equipment Centre at Ijanikin and the Private Sector will play a major role in this production scheme.

STRRTEGIZING FOR

(Q)m (Si?(DMii(fl i^íSíMíois The

partnership with Teachers' Professional Associations, in Particular the Science Teachers Association of Nigeria (STAN) and the Mathematical Association of Nigeria (MAN) is an essential strategy in implementing training activities for teachers in the six geopolitical zones. Both associations and their branches organized workshops on the use micro-

science and mathematics kits. They contributed in assessing the relevance of the training conducted by kit suppliers. The President of MAN (right) and Executive Director of STAN (left) are strategizing with the Chairman of the Implementation Committee during the first advocacy meeting in Abuja, January 2006.

EFFECTIVE SCIENCE LERRNING

Since

December 2005, a wide range of activities took place, in particular the training of teachers both at Primary and Secondary levels, and lecturers/ Teacher trainers in Universities and Polytechnics on Effective Leaming Techniques. We may say that 2006 is the

sensitive. Consistent, Meaningful and Productive) is an essential outcome ofthe implementation. The extended use ofthe method will impact on the leaming achievements in Science, Technology and Mathematics Education. Furthermore, tlie AGCMP method is not resti-icted to Science alone; it can be used for any subject. Subsequently, those in charge of quality assurance, the Enablers have to be iblly conversant with the method and

combine it with their professional

year of the paradigm shift from Active to Effective Learning, which implies a shift in the profile ofthe teacher from teacher-lecturer to teacher-facilitator, as well as a shift in the profile of the leamers from active students to achieving leamers, and of course a shift in the profile ofthe inspector, from inspector-instmctorto inspector-enabler. The five-pillar approach to effective leaming, formalized in the AGCMP method (Active, Gender

competencies. Promoting quality basic education is a global challenge all over the world. The reasons for such a focus pertain to the ultimate human right to quality life improvement. As a matter of fact, the fundamental right to life and specifically to quality life implies the right lo quality basic education. Appropriate means that can ensure positive transfonnation of Basic Education are being targeted. Science and Technology as means of improving the quality of life are major substantive components of quality basic education. From the discovery of fire to the launching of space vessels, the world has been experiencing formidable changes impacting on every day life. After the Industrial revolution. Nowadays the erevolurion coupled with laser and genetic revolutions stands as a driving force that every region, every continent has to factor in. The operationalisation of science has always been a source of inspiration to Scientists and decision-makers. From the law of Archimedes to the

Relativity Relation of Einstein, or from the medical principles and laws consolidated by Ibn Siinaa to the various UN conventions and regulations on Health and Biodiversity, the issue of effective impact of Science and Technology on the existence of human beings, the biomass and ecosystem is still of paramount importance. What modalities can permit that quality learning achievements are performed? Are the traditional ways of teaching science and technology leading to effective leaming? De facto, the issue of effective teaming has become a real concern. Reviewing the lessons of several decades of basic education in Africa, it is noted Üiat tlie science and

technology contents of Basic Education are weak in average. The fiandamental leaming achievements expected for youths completing Basic Education are limited. The African Union Addis Ababa Declaration on Science, Technology and Scientific Research , January 2007, emphasized the urgent need to promote studies in science, technology and engineering and invite Member States to pay special attention to the teaching of science and technology. From the Nigerian experience, a two pronged strategy is considered: Reviewing the curriculum to integrate the science and technology contents required; and transforming the teaching leaming process to get the appropriate impact on leamers.

Lessons learnt In

many primary schools in Africa, due to the low level of qualification of many teachers and the lack of teaching/Leaming materials in the field of science and technology, the pupils have often no idea of the basic science principles and knowledge at tiieir level. The type of teaching process based on lecturing and memorizing by students is not helping the understanding of basic science and technology. The students tend to leam by heart science lessons and be able to reproduce what is read or written by the teacher. It is a kind of black box method, where you describe the box, but you are not able to understand what is inside. Today

more than ever, the child should be educated in a way to understand what is inside the black box. This refers to all levels of Education. As a result, a major lesson from past and ongoing experiences is: Leaming to understand. Understanding the basic science principles and phenomenon at each cognitive development state is a priority in the qualitative transformation of Basic Education and Education in general. Teachers and educators have to put emphasis on the understanding and comprehension in all subjects, especially in Science and Technology.

USE OF HIGH LEVEL (Some of the outstanding trainers of trainers who conducted workshops with the new paradigm) For

instance in teaching water and its importance to life improvement, the basic schools leamers should be made aware ofthe frequent infections and diseases related to unsafe water. They must know and practice the importance of boiling water in getting safer water, or any other simple method that is not endangering their health. Understanding how cracial clean hands are is imperative. The pupils will assess the difference between washing hands only with water and using water and soap together. In so doing, leamers appreciate the difference between apparent clean hands and proper clean hands. Acquiring the culture of Soap and Safe Water is vital for child survival, particularly in Africa. Another major lesson in Basic Science teaching is the need for integrating cultural assets in order to enhance effectiveness. The teacher has to facilitate the integration of life experiences and positive values in dealing with science issues. It is important that leamers acquire basic moral, civic and cultural values leading to community development, Peace building and qualitative societal transformation. Henceforth, referring to the anatomy of our hands and leaming about numeracy, small children should be able to leam that our world is comprised of five continents, just like the five fingers of a hand. Each continent has its importance like each finger. They are all united for the same ultimate goal: preserving and improving life. If fingers are united, the hand is stronger. If the five continents are united in all aspects of life with their peculiarities, Humankind will make progress, and be healthier and stronger.

needed to get effective impact on individuals, communities and societies. In applying the fundamental relation, the Development of Science and Technology will be generated and sustained through the combination of effective science and technology leaming, and relevant cultural assets and tools both traditional and contemporary. Teachers, Educators, Curriculum Developers, Policy-Makers, and Development Agents should intemalize the basic relation.

Pillars of Effective Learning

Furthermore in recalling some proverbs to highlight basic values, the following is worth mentioning: It is only with both hands that one can tie a loincloth. This relates to gender equality, the equal importance of both men and women in building a family, developing a community and promoting a new society in the interest of all. With regards to the holistic approach, an essential finding is the fundamental relation linking Education, Culture and Development.

[D] = [E]*[C] Development is generated through the judicious combination of Education and Culture. Since Development is about Quality Life Improvement and Education is Life Leaming, Culture as Life Expression is

For improving Basic Science leaming, there is need to take into five key characteristics of any effective leaming: Active The leaming process should be active to allow leamers' participation. In participating actively, they leam more. Various techniques promoting active learning are available. They should be mastered by teachers. Whatever topic is dealt with in science and technology education, there is need to prepare the activities that can foster participation and raise interest among learners. It contributes to make leaming attractive; Gender sensitive Indeed, a classroom can be active with the dynamic participation of only a proportion of the students. Especially, when girls are left aside, or victims of stereotypes, the leaming is not effective to them. Moreover, if the activities selected are not addressing their interests, they are not achieving through active participation. As a matter of fact, female participation in Science Technology in African countries is low. To modify tiiis imbalance, it is cmcial that the leaming taking place be gender sensitive. This will reduce drop outs at higher level for female involvement in Science and Technology; Consistent For effectiveness, the leaming has also to be consistent, not only with the Science and Technology Curriculum, but also with the various other aspects of science leamt in the classroom. Since the curriculum is designed in relation to the national development goals, and objectives of the Educational Policy, the teacher should be aware of the

contents ofthe curriculum, and be able to derive his or her daily work in relation to the curriculum. Hence, all children in the country will be led towards the same national goals through defined leaming acquisitions in Science and Technology Education. The teacher has to ask him or herself: how close am I to the national basic science curriculum and the objectives ofthe Education Policy. Am I consistent with what I have already taught in the classroom? Are the students awai-e of these interrelations?

Meaningful Understanding the meaningfulness of science and technology subjects in relation to everyday Ufe and to the major challenges facing the society is a cmcial dimension of any effective leaming. If science and technology help

improve the quality of life, learners should understand how it is possible. Every topic of the curriculum addresses, at least, a specific developmental issue at local, national or global levels. For instance, in leaming about pressure, the leamers should be guided to link it with the necessity to make safe water available in every village and every household of the country with sufficient pressure and regular flow. The same applies to Power generation, in connection to the availability of light in every household on a pennanent basis. As concems environmental issues, for instance, deforestation is a threat to the whole community; it undermines the ecosystem and causes drought in the medium and long nm. Leaming about air is an opportunity to highlight the effects of pollution on individual and public

health, and the climate globally. The more topics are meaningfiil to leamers, the more effective is the learning and more motivated are the leamers. Productive Leaming by doing is an asset to be generalized. As the proverb says: Practice makes perfect. Productivity will help leamers value in concrete the leaming process. If they are able to produce useful items and products with reference to the Basic Science and Technology Curriculum, they are achieving. If they can make, bread, marmalade,

yogurt, soap, calendars, some common domestic items, etc., leaming is valuable to the community The five pillar approach to effective learning lays the foundation for promoting Educated Nation Builders, Proactive and Creative, Culturally rooted and Committed to Universally shared values. It highlights the concept of effective and greater impact which requires proactivity and creativity to boost the synergy of action in all fields of Science and Technology and societal transformation.

Monitoring

ñnd

Monitoring

and Evaluation stand as key factors enabling the achievement of the expected outcomes. The basic strategy used is based on the responsibilities of the Universal Basic Education Commission and the Federal Inspectorate Service, both institutions in charge of monitoring and evaluation respectively of Basic Education and Secondary Education. The built-in Monitoring and Evaluation process is strengthened by the availability of new instraments relating to the new approach to Science and Technology leaming, through Effective Leaming Techniques. During the scaling up, tliese two institutions will play a central role in the continuing process of monitoring and evaluation. In addition, the head teachers of the participation schools will be trained in monitoring and evaluation of science leaming. The Federal Inspectorate and the SUBEBs (State Universal Education Board) are mobilised to conduct this important capacity building activity at grass-root level. The outcome ofthe training is to provide first hand appropriate to the teacher, right from school level. All inspectors, monitoring officers and head teachers are education enablers. They facilhate the teaching leaming process, through friendly advice to teacher, orientation, demonstration and training. Building on the existing processes of monitoring and evaluation contributes to owmership and sustainability. The Monitoring and Evaluation Committee of the project regrouping various stakeholders will undertake on a regular basis, on ground activities in collaboration of decentralised entities at State, senatorial District and Local Government level. Every Local Government sets up a monitoring and Evaluation Committee, as well as each Senatorial district and each State. At the geo-political Zone, a zonal monitoring committee is set up to ensure proper follow up for a group of states. The existing zonal monitoring mechanism will be

strengthened and used. As concems the instruments, the pilot phase provides the folio wings: - An instrament for Monitoring and Evaluation of Basic science Teaching and Leaming; - An instmment for Monitoring and Evaluation of secondary Science Teaching and Leaming; - A reference document on Monitoring and evaluation, which will be a useful tool for inspectors, UBEC monitoring officers, head teachers and of course teachers themselves. - The Global Indicator of Effectiveness (GIE) will be used to assess the leaming process and rank the classroom according to the level of effectiveness. The scaling up is taking into due consideration ofthe major findings ofthe GRASS (Operation Reach out All Secondary Schools). Furthermore, the organisation of contests among participating schools contributes to the motivation of both teachers and leamers, and sustain the momentum. The best practices already recorded at Primary Education and Secondary Education levels serves as catalytic examples to

follow.

(MAI The

scope of scaling up for the next three years (2007 - 2070) is to capture 50% of schools in every Local Government of every State of the Federation including FCT. It is building on the integration of

significant initiatives like the SMASE-Nigeria project (Strengthening Mathematics and Science Education), ed by JICA, The Mathematics Improvement Project (MIP) initiated by National Mathematical Centre; The GLOBE Programme (Global Learning and Observations to Benefit the Environment) ed by US Government agencies, STEPB initiative (Science and Technology Education at Post-Basic Level) ed by The World Bank, the Technical and Vocational Education project ed by the African Development Bank, as well as various on going activities of the Ten- Year Education Programme aiming at promoting quality basic and post basic education focusing science and technology. In so doing, the project will enhance competencies of teachers in Effective Learning Techniques (ELT), in ASEI: Activities, Experiments, Students, Improvising; & PDSI: Plan Do, See, Improve of the SMASE-Nigeria Project, in GLOBE and MIP (Mathematics Improvement Project), provide mathematics and micro science kits to 50% of Basic and Post Basic schools, and train teachers in the use of kits, build capacity of Inspectors, Principals and HeadTeachers in Monitoring and Evaluation of science and technology learning. 30,000 primary schools, 4000 junior secondary schools and 4,000 secondary schools, 2,322 non formal education centres and 258 science, technology & mathematics educational resource centres will benefit from

the partnership of Public, Private, Civil Society, and Bi-

Multilateral Institutions. Based on these achievements, the objective ofthe scaling up is to reach 100% equitable access to Quality Basic and Post-Basic Science Learning in the country by 2015

Beneficiaries The implementation of the project will impact on the following beneficiaries: i. primary schools pupils through quality learning achievement in science and technology; ii. JSS pupils through quality learning achievement in science and technology education; iii. Secondary schools students through quality learning achievements in science and technology; iv. Literacy leamers through quality learning achievement in science and technology education; v. Basic and Post basic teachers; vi. Literacy facilitators; vii. Inspectors; viii. Lecturers in colleges ofeducation; ix. Lecturers and professors in universities; x. Science and technology education s and officers; xi. Communities, Local Governments and States.

STATE STEERING COMMITTEE

STATE IMPLEMENTATION COMMITTEE

STATE MONITORING & EVALUATION COMMITTEE

PROJECT EVALUATION TEAM UNESCO -FME-DP,

SENATORIAL DISTRICT 1 MONITORING COMMITTEE

LOCAL GOVT. 1 COMMITTEE

LOCAL GOVT. 2 COMMITTEE

SENATORIAL DISTRICT 2, 3 MONITORING COMMITTEE

LOCAL GOVT. 3 COMMITTEE

LOCAL GOVT. N COMMITTEE

The

overall strategy of implementation centres on three major challenges: integration, ownership and

sustainability. The appropriate integration of contributing initiatives, the participation of decentralized institutions and local authorities and their engagement, the existence and operation of sound mechanisms of implementation, maintenance, monitoring and evaluation arc essential domains of focus The overall strategy is based mainly on the scaling up ofthe achievement ofthe pilot phase. Various types of strategies

will be used: Implementation Strategies

At Federal level, the project implementation committee will regroup representative of all key stakeholders. The extended partnership: public, private and civil society will be strengthened.

At state level, the existing stale implementation committee will be extended to allow participation of representatives of cluster local governments: At each local government level, an implementation committee will be setup. The realisation of activities and regular reporting will ensure proper follow up at each level At school level, the school based management committee will be in charge of ing the progress in Science and Technology learning in the school.

The selection of schools is conditioned to: the existence of an operational school based management committee; the commitment of the school based management committee to the scaling up ofthe Science. Technology and Mathematics Education project: the provision of a secured space for storage of kits and project materials; the design of a programme of entrepreneurship promotion among youth based on Science, Technology and Mathematics applications; an Advocacy programme targeting communities

The eligibility of a State is subjected to: the availability of an operational State Implementation Committee. State Steering Committee and State Monitoring and Evaluation Committee: -

the design of a comprehensive work plan for the scaling up ofthe project in the state:

Making provision for budgetary allocation as contribution to the project; the Appointment of Desk Officers to seive as State Coordinator ofthe project, with appropriate means of work provided, including access to internet; the list and addresses of participating schools with the above -defined criteria: an Advocacy programme State wide a Maintenance and reproduction strategy of kits

Capacity building strategics: The capacity building activities will be undertaken in close collaboration with Professional Associations (STAN, MAN and Technology Teachers' Association) and Colleges of'Education. The training on the use of the kits will be organized in cooperation with Kit suppliers who are in charge of conducting the workshops. The involvement of Professional associations generates more interest from the beneficiaries and contributes to institutional strengthening of civil society organisations. In the second phase the project will make use of the resource teachers selected in the pilot phase, to conduct training workshop on the use of the kits. Their teaching experience in using the kits will be relevant to their colleagues trainees. Especially at decentralised levels, the use of resource teachers is a core issue of efficiency As concerns the training on Effective learning Techniques, the workshops will be organised by colleges of Education for teachers from local government regrouped in clusters. An average of three local governments will constitute a cluster.

Strategies Cont. Capacity building activities in monitoring and evaluation for inspectors and head masters will be subcontracted to Quality Assurance Services at federal and state levels. The training of literacy facilitators will be organised by NMEC, in cooperation with science and technology education stakeholders, and in particular NABDA, National Biotechnology Development Agency. The tools designed during die pilot phase will be used in the various workshops: Baseline documentary;Documentary on the improvement of basic science and technology learning; Manual on Effective Learning Techniques in basic science and technology learning; Reference document on monitoring and evaluation basic science learning; Documentary on the improvement of secondary science learning;

Brochure on the project; Translation of core science and technology education concepts in local languages A source book on Secondary Science Effective Learning

Strategies for kit supply All kits will be supplied at the end of the training workshops to the schools under the responsibility of State and local government representatives. Therefore, tfieir will be no delay in the teaching/leaming process using the kits. As experienced in the pilot phase, the commissioners will make available the necessary logistics in the transport of kits to the final destination. The teachers are responsible for keeping the kits and maintaining them, with tlie of the Head Master and the school based management committee. Every State and Local Government implementation committee should design a local strategy for maintenance and local production of kit items that could be produced locally.

STM

Educational

Resource Centres To sustain the overall process of achieving quality learning both in formal and non formal education in the field of Science, Technology and Mathematics Education, Education resource centres will be set up in every cluster of three local Governments in the scaling up from 2007 to 2010. The STM Educational Resource Centre can be hosted by a college ofeducation, a well organised secondary school or primary school, or any educational institution duly selected that can serve as regular base for training and retraining of teachers ad literacy facilitators, in Science Technology and Mathematics Education. The STMERC will be equipped with tlie following tools: Two Primary Mathematics Kits;

Two Primary Micro-Science kits; ii. Two Junior secondary Mathematics Kits v. Two Junior secondary Micro-Science Kits; v. Two secondary Technology kits; vi. Two computers with printers; vii. A projector and screen; viii. A generator; i.

ix. Science and technology encyclopaedias; Braille compliant kits and reference documents at primary, Junior and Secondary levels in Mathematics; xi. DVDs, CD-ROMs, Audio-visual documentation on STME The directors of schools in close collaboration with local government will proceed to the selection of host institutions and staffing of the STMERC: at least two experienced teachers already trained in the pilot phase ofthe project. The centres will organise training session in the site, and also visit schools for demonstrations, sensitization, training and regular . They also advise in the maintenance of kits and equipment provided to schools. x.

Strategiesfor advocacy Advocacy and public opinion awareness on the importance

Science and Technology Department and State Departments, Basic and Secondary Education Department

of science and technology education will be scaled up using both national, state, local govemment and community Medias. Meeting of stakeholders, interviews of teachers, leamers, parents and education officers and local. State and National Authorities, special education programmes using Medias, radio and television broadcast, newspapers, sketches and drama will part ofthe strategy.

and

Strategyfor monitoring and evaluation Monitoring and evaluation are undertaken on a continuous basis by UBEC/SUBEBs and by Quality Assurance services (inspectorate both at federal and state level). In addition to this institutional activity, the monitoring and evaluation committee of the project will ensure regular activities to foster greater impact and and consolidate the implementation process. The evaluating of leaming achievements will be based on the instmments already developed by National Instimtions

likeNERDC. In addition, an Impact Evaluation will be undertaken at the end of each phase with Intemational Consultants.

RESOURCE MQBILIZRTION AND FUNDIKG

The strategy

for the resource

mobilization takes into two interrelated issues: ownership and sustainability. Various types of resources are targeted:

i. Institutional resources. Within the framework ofthe scaling up, the key institutions which enabled the achievements of the pilot phase, will play a vital role at decentrahzed level. In particular, NCCE and the colleges of Education; UBEC and the SUBEBs,

Federal

Inspectorate

and State

inspectorates. Education Trast Fund,

States

Departments,

NBTE

and

Polytechnics/Monotechnics, NUC and Universities, NMC and NASENI, Science and Technology Ministerial Department, STAN and local branches, MAN and local branches. All these institutions will build on their comparative advantages and mobilize their resources and potentials towards the achievement of the major national goals in Science Technology and Mathematics Education. i. Human resources. The scaling up will involve more human resources in each of the participating institutions. The trainers of trainers at University level. Polytechnics, Colleges of Education, the resource teachers both at primary and secondary education levels, Inspectors and UBEC monitoring officers constitute the basis for extended capacity building nation wide. A cascade process with multiplying effects will be generalized in every aspect of capacity building and institutional strengthening.

Material resources. Especially as concems logistics, the States and Local Govemments, the Ministries are to mobilize more means for ing the implementation process, monitoring and evaluation in their areas of responsibility. Through the implementation and M&E committees, the needs for and modalities of and backstopping of activities will be determined in operational . In addition, the participating institutions will be contributing in making available their material resources needed to accompany project implementation, monitoring and evaluation. ii.

iii. Budgetary and financial resources At Basic Education level, each SUBEB will make provision for funding the supply of mathematics and micro-science kits, as well as the training of teachers in the use of kits and in Effective Leaming Techniques, ASEI/PDSI, GLOBE and MIR UBEC will monitor the process of budgetary allocation and ensure that resources made available are devoted to improving science and technology education. State Ministries will mobilize additional resources to complement the funding of project activities at basic education level. From the total amount ofthe project in phase of scaling up (2007 - 2010), 387 million dollars equivalent to 48.4 Billion Naira, the share of States contribution to the funding represents 31% which amount to N15billion with an average of 405.4 Million Naira per state over the three years equivalent to 1 0 1 .46 Million Naira a year. At the level of each Local Govemment, the average amounts to 19.4 million Naira for the three years, (an average of 6.46 1

million Naira a year) For Post Basic Education component ofthe project. National Capacity Building, Monitoring and Evaluation, the funding will be shared by Federal Govemment (3 1 %) and Extemal Funding (38%). ETE will play a major role in making available federal resources needed for the scaling up.

For extemal funding, UNESCO in close collaboration with Federal Ministry of Education will liaise with all Development Partners intervening in INSET, in particular, JICA, USAID, DFID, Worid Bank, ADB, UNICEF, and Science and Technology partners like UNDP and UNIDO. The total contribution expected from extemal parmers during the three years, is $147.2 million equivalent to 18.4 billion Naira. This amount will cover equipping 4 000 Secondary schools with kits, 258 Educational resource centres with Teaching leaming materials including Kits and ICTs, equipping Colleges of education. Polytechnics/ Monotechnics and Universities, ing 258

Community leaming centres. Training of Trainers and Institutional Capacity Building. The partnership established in the pilot phase will be further developed. The Federal Ministry of Education, in cooperation with UNESCO will maintain close

collaboration with kit suppliers. Professional associations, the media, state and local govemment institutions, contributing to the achievements of the objectives ofthe project. A Memorandum of understanding will be signed to

formalize the modalities of collaboration and arrangements in the implementation of selected activities, according to specific expertise.

A TEN - YEAR PROGRAMMING The improving of Science, Technology and Mathematics leaning is an essential component ofthe promotion of quality basic education over the 10- Year Education Programme. The long term goal is to achieve one hundred percent enrolment at basic education level and to provide quality free education. Five principles are guiding the programme: - Access; Equity; Quality Assurance; Relevance; Effective Management. Based on the experience of the pilot phase and the long term objectives, three phases arc mapped out for the nine remaining years ofthe period. Phase Phase I

Sub-Period 2007 - 2010

Priority Investments . .

50% of Basic Schools; 50% of Secondary

Schools;

.50% of Polytechnics, Colleges of Education and Universities -Training in the use of kits; Training on ELT, ASEÏ/PDSI, GLOBE Programme; Training in Monitoring and Evaluation; Training of Literacy facilitators for 2322 Community Learning

Estimated Amount (s) 387 million (48.4 billion Naira)

Cost Sharing 31% State Contribution (15 billion Naira); 31% Federal Contribution; (15 billion Naira) 38% Development Partners'

Contribution (18.4 billion Naira)

Centres.

- Setting up 258 Science, Technology and Mathematics Educational Resource Centres

to Maintenance; Advocacy Phase 2

2010-2013

.

Remaining 50% of

Basic Schools;

.Remaining 50% of Secondary Schools; .Remaining 50% of Polytechnics, Colleges of Education and Universities -Training in the use of kits; Training on ELT, ASEI / PDSI, GLOBE

387milIion (48.4 billion Naira)

32% State Contribution; 32% Federal Contribution; 36% Development Partners' Contribution

Programme; Training in Monitoring and Evaluation; Training of Literacy facilitators for additional 2322 Community Learning Centres, Setting up of additional 258 Science,

Technology and Mathematics Educational Resource; to Maintenance Advocacy

Phase 3

TOTAL

2013-2015

- Adjustment and completion of Kit supply, Nation wide - Extension of STM Educational Resource Centres (Additional 2590); - Extension of cLearning; - Science and Technology Education at University Level; to Research Development; Extension of Community Learning Centres ed by the project. (Additional 20000) Retraining of Teachers on the Integrated approach in STM Learning; Retraining of Inspectors and Monitoring Officers, Principals and HeadTeachers; Advocacy

216 million

(27 billion Naira)

990 million

3 5 % State Contribution; 35% Federal Contribution; 30% Development Partners' Contribution

(123.8 billion Naira)

GEO-POLITICAL ZONES OF NIGERIA

FEDERAL CAPITAL TERRITORY (FCT)

NORTH-CENTRAL: Benue, Kogi, Kwara, Nasarawa, Niger, Plateau, NORTH-WEST: Jigawa, Kaduna, Kano, Kalsina, Kebbi, Sokoto, Zamfara NORTH-EAST: Adamawa, Bauchi, Bornu, Gombe, Taraba, Yobe SOUTH-EAST: Abia, Anambra, Ebonyi, Imo. Enugu

SOUTH-SOUTH: Akwa-Ibom. Bayelsa. Cross-River. Delta. Edo. Rivers SOUTH-WEST: Ekiti, Lagos. Ogun, Ondo. Osun, Oyo

National Science Mathematics Fair Competition Abuja, 22nd - 25th July 2007

The Permanent Secretary, Federal Ministry of Education Dr. Aboki Zhawa (1st from right) chaired the opening ceremony. He is interacting with primaiy school pupils as they demonstrate a mathematical game.

The Deputy Director Science Education of Federal Ministry of Education, Mrs. Chinyere Uzoka, on behalf of the Chairman of Implementation Committee Mrs Mabel Ozumba, presents 1 st position award for primary category to Kogi State.

1st position award for secondary category to Anambra State.

RESULTS OF NATIONAL COMPETITION/RHDRDS BEST STATE AWARD

BEST STUDENTS' AWARD

PRIMARY 1" Position Kogi State 2nd Position Jigawa State 3rd Position Kwara State

PRIMARY SCIENCE 1st Position F.C.T Aliyu Salisu & Ejiga Hafsat T Position Kano State Bashiru Musa Aliyu & Mohd. Mohd. Ishaq 3"1 Position Ondo State Adetutu Omogun

SECONDARY f Position Anambra State T Position Kwara State 3rt Position Federal Capital Territory (F.C.T)

PRIMARY RANK

TEACHERS'

NAME

PRIMARY MATHEMATICS 1s' Position Edo State Emwanta Edagie T Position Anambra State Raymond Miracle 3rt Position Ondo State Alao Morayo

SECONDARY SCIENCE 1" Position Plateau State Agatha Izang & Olajide Christopher 2nd Position Enugu State Elochukwu Egwuatu & Obinna Oty 3ra Position Kwara State Yakubu Isowo & Shola Darmola

SCIENCE

NAME OF PROJECT

SCHOOLS

STATE ANAMBRA

1"

EZIKE CHINWE

INVERTER & CONVERTER

PRACTICING SCHOOL AWKA

qNO

ADASI MARTINS

ELECTRICAL CIRCUIT (FAN) & SIMPLE LEVER (WHEEL BARROW)

S ASALAKIRI ANDONI RIVERS STATE

RIVERS

3rd

OREEN

BASIC ELECTRICITY (HOUSE ELECTRIFICATION & EARTH MOVEMENT

MODEL SCIENCE PRIMARY SCHOOL. GARKI

FCT

NAME OF PROJECT

SCHOOLS

STATE

CUTTING & MODELLING OF TWO & THREE DIMENSIONAL SHAPES

MODEL SCIENCE PRIMARY SCHOOL, GARKI

F.C.T

OMONGBE

PRIMARY MATHEMATICS RANK

TEACHERS'

NAME

MRS ESTHER AKENUWA

15T

pNO

FOLARANMI

3

WORLD GLOBE ELECTRIC LEARNING BOARD

CHRISTAIN AWOM

APPLICATION

OF PLANE SHAPES

ST. ANDREWS SCHOOL,

ORO ST.MARY'S PRIMARY SCHOOL, P.H

KWARA

RIVERS

SECONDARY SCIENCE RANK 1st O NO

.

TEACHERS'

NAME

FIDELIS ORIE

FRANCIS OKEY

NAME OF PROJECT A MODEL OF HYDRO ELECTRIC STATION

OSMOSIS IN NON LIVING

Membrane

3""

LONGCHI CHRISTOPHER EMMANUEL

CONDUCTIVITY OF ELECTRONS

SCHOOLS

STATE

GOVERNMENT SCIENCE SCHOOL OBI

NASARWA

COMMAND SECONDARY SCHOOL

RIVERS

GOVERNMENT SECONDARY SCHOOL, RIKKOS

PLATEAU

A SCIENCE CORNER IN THE CLASSROOM

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