Abstract. The status of education, training and research in basic space science in Ethiopia is reviewed. Pooling and sharing of knowledge and resources at national, sub-regional, regional and international levels is considered as a means to form an enabling environment for basic space science development in Ethiopia. Finally, a concise set of recommendations is presented for possible future directions. This should enable the development of a detailed basic space science planning schedule at various levels in the country's overall list of activities.

Sommaire. Une revue de l'enseignement, de la formation et de la recherche en sciences fondamentales de l'espace en Ethiopie est présentée. La mise en commun et le partage des connaissances et des ressources aux niveaux national, sous-régional, régional et international sont examinés; ils forment un environnement favorable au développement des sciences fondamentales de l'espace en Ethiopie. Finalement un ensemble concis de recommendations est présenté comme base de futures directions possibles. Ceci pourrait favoriser le lancement d'un programme planifié des sciences fondamentales de l'espace à différents niveaux dans la liste globale des activités du pays.

Since the birth of the space age on 4 October 1957 with the launching of the first manmade satellite, Sputnik I, land and space-based tools have become widely available for the study of space science. The whole effort in this respect may be characterised as being part of a grand quest to understand our cosmic origins and destiny, and how these are linked by the cycles of evolution. Is the Universe expanding, contracting or remaining the same? What about its shape and density? What are the effects of these parameters on the overall destiny of the Cosmos and life? Do water and life as we know them on earth exist on Mars or in any other part of the Universe? There is no end to the fundamental questions that a dedicated study of space science covers.

The above questions invite another questions: Has Ethiopia contributed in any way towards answering these questions? What are the future prospects in this regard, if any. Direct information on these and related issues is presented in this paper.

According to a recent report by Noel Okoth of the All African News Agency, the literacy level in Ethiopia has increased from less than 35% in 1990 to about 60% in 2000. This is no mean task for a country frequently hit by several evils of progress. Characteristically in Ethiopia, and indeed in many other countries in sub-Saharan Africa, the crucial challenge facing education in general and basic space science in particular, is linked to limitations of resources. The choice has usually been whether teaching the alphabet or doing scientific research should take precedence over building roads and infrastructure, or providing basic health services to children and expectant mothers threatened by high morbidity and mortality. Even under those harsh choices, Ethiopia, according to Noel Okoth again, is spending 4% of its Gross National Product (GNP) on education. The share of basic space science in this allocation of resources, however, is something that requires re-visit and rescheduling.

The new educational system for Grades 1-12 is sub-divided into four levels: Elementary (grades 1-4), Junior High School (grades 6-8), High School (grades 9-10) and Pre-College (grades 11-12). Enrolment ratios vary from 42% for Grades 1-8 to 8.9 % for Grades 9-12. A close look at courses taught in these grades shows that a "space" topic is introduced to the Ethiopian student for the first and last time in Grade 6, and in two subjects at the same time, science and social studies. One can therefore feel the need for continuity, avoidance of repetition, and for the introduction of space science topics at earlier levels. Topics related to the history and structure of the universe, identification of constellations and locating them, the history of flight and the solar system may be considered for inclusion in the curriculum for grades 1-12, along with discussions on the cycles and effects of the moon on terrestrial life and activities. While some of these topics may be lumped into comprehension classes in language courses to resolve the issue of time constraint, establishing astronomical clubs in schools is another possibility.

Tertiary level education also needs attention. The various universities and colleges in Ethiopia have no fully-fledged space science programs. There are some courses distributed in a number of studies. The Addis Ababa University, the largest university in Ethiopia, for instance, teaches physics, meteorology, geology, mathematics, biology and chemistry courses as part of its overall activity. However, specific courses like celestial mechanics, astronomy, astrophysics and astrophysiology are lacking.

The BSc program in physics involves a minimum of 60 credits in one of the following eight areas:

• General physics,
• Mechanics,
• Thermodynamics and statistical physics,
• Quantum physics,
• Electrodynamics and electronics,
• Nuclear physics,
• Topics in physics (e.g. senior project).

Insofar as the physics courses are concerned, the following topics have much in common with a basic space science education program:

• Gravitation and planetary motion,
• Relativistic momentum and energy,
• Thermal radiation,
• Classical mechanics,
• Quantum statistics,
• Optics,
• Nuclear physics.

The MSc Program in Physics at Addis Ababa University involves a minimum of 24 credits of course work and a research project leading to a thesis which must be defended successfully. Courses offered are in the following areas:

• Advanced physics laboratory,
• Classical mechanics,
• Mathematical methods of physics,
• Electromagnetic theory,
• Statistical mechanics,
• Quantum mechanics,
• Solid state physics,
• Semi-conductor physics,
• Atomic and molecular physics,
• Nuclear physics,
• Laser physics,

Moreover, other existing programs in chemistry, biology, geology and mathematics at the Addis Ababa University may also be linked to a basic space science education program. It is good practice to make use of existing resources.

The Addis Ababa University also has a Geophysical Observatory in its Science Faculty. The Observatory is involved in the early detection and monitoring of seismic and other geophysical phenomena. On parallel lines, it is equally important and still not too late to build an astronomical observatory for Ethiopia. At a much lesser level, space science and astro-nomical tools, like planetaria, CCD cameras, binoculars, optical/infrared equipment and telescopes, are necessary in the short term at various levels from lower grades to post-graduate stages for educating students and the public, and to stimulate further scientific studies in space science and astronomy.

As shown so far, there is the cultural background and practical need to develop space sciences in Ethiopia. This will require collaboration by many parties at national, subregional and international levels. The Ethiopian Science and Technology Commission, the Ministry of Education, the Addis Ababa University and other organisations may be identified for this purpose. Departments like that of Electrical Engineering, Mechanical Engineering, Physics and the Geophysical Observatory, all part of the Addis Ababa University, should take the initiative to cooperate on several grounds including development and implementation of a project for the indigenous construction of a satellite to be built by the staff and students in these departments in co-operation with external assistance. The University of Stellenbosch in the Republic of South Africa may serve as a model and an example to follow. This project, apart from being useful in resource imaging and data relay, will also be instrumental in the introduction of satellite engineering and operational skills to Ethiopian academia as demonstrated by the University of Stellenbosch in South Africa.

At the sub-regional level, there is the already functional Deputy Co-ordination for East Africa of the Working Group for Space Sciences in Africa (WGSSA). This co-ordination should be strengthened to realise scientific integration among the concerned countries.

Co-operation in space science and astronomy at the African level among various African professionals has been particularly encouraging since the establishment of the WGSSA in September 1996 in Bonn. So far, this organisation has published five issues of African Skies/Cieux Africains (May 1997, April 1998, January & December 1999 and January 2001). This is in addition to promoting the development of space sciences in Africa by initiating and co-ordinating various capacity-building programmes around the Continent. Ethiopia's participation in WGSSA will consistently be secured.

Co-operation at international level to promote development of basic space science and astronomy in Ethiopia is particularly important. Ethiopia could contribute to ongoing intensive studies of the earth and its environment. Ethiopia's inclusion in a space project, either in the short or long term, will create further opportunities to develop basic space science worldwide. In so doing, Ethiopia will not only obtain impetus to develop the field in its region but will also actively contribute towards the global heritage of scientific knowledge, practice and discoveries.

Realising the importance of the cultural heritage, transferred to the current Ethiopian generation through various means that include oral traditions, in the creation of a conducive atmosphere for the development of basic space science and astronomy in Ethiopia; Understanding the low level of development of basic space science and astronomy in that country;

Appreciating the need to use existing resources at the Addis Ababa University and elsewhere locally; taking cognisance of the role played by international co-operative ventures; and recognising the need to establish an Ethiopian society of space science and astronomy.

It is recommended that:

1. The Ministry of Culture and Information, astronomers, anthropologists and other scholars and parties, should collect, compile and do research work on the astronomical heritage of Ethiopia to arrive at definitive reference literature on the topic.
2. The Ministry of Education should consider opportunities of curriculum review to introduce students to basic space science and astronomy in grades 1-12.
3. Ethiopia should take the initiative to participate in sub-regional, regional and international co-operations in the fields of basic space science and astronomy on a wider scale.
4. The Addis Ababa University should likewise revise its curriculum and introduce basic space science and astronomy, both as courses and fully-fledged programs of studies in its undergraduate and postgraduate levels.
5. The Government of Ethiopia, through the Ethiopian Science and Technology Commission and/or any other competent office for this purpose, should take the initiative to develop space science and astronomy by allocating resources to this purpose.
6. Professionals and interested parties should work towards establishment of an Ethiopian Society of Space Science and Astronomy (ESSSA).
7. Schools should encourage young pupils to join astronomy clubs, first in their respective compounds, and ultimately in a form of joint national council.
8. The international space science and astronomy community should assist Ethiopia in various respects towards promotion and sustainability of space science and astronomy in Ethiopia.

   

   WGSSA
   December 2001