Promoting Space Science Education in Africa: Practical
Initiatives
M. G. Iziomon
Meteorological Institute, University of Freiburg
Werderring 10, D-79085 Freiburg, Germany
and
Department of Physics, University of Ilorin, P.M.B. 1515
Ilorin, Nigeria
iziomon@uni-freiburg.de
Abstract.
This paper describes the space science outreach at pre-collegiate
level in central Nigeria as well as further practical initiatives that are
considered crucial for the development of space science education in
Africa.
Sommaire. Cet article présente les moyens de vulgarisation des
sciences spatiales au niveau du pre-collège en Nigéria Central,
ainsi que les initiatives pratiques complémentaires qui sont
considérées cruciales pour le développement de l'enseignement
des sciences spatiales en Afrique.
1. Introduction
Space science is a multi-disciplinary subject, thestudy of which is crucial
to the survival and well-being of humans, as it helps us to regulate our
activities, preserve our environment and develop the right perspectives
about our solar system and the Universe. In view of the significance of
space science and its contribution to present day global development, as well
as the need for international collaboration and networking, efforts have
been intensified particularly within the last few years by such agencies as
the United Nations Office for Outer Space Affairs (UN-OOSA), the International
Astronomical Union (IAU), the Union Radio-Scientifique Internationale (URSI)
among others, at promoting and consolidating basic and research activities
in space science worldwide. There is no disputing the fact that the
current high level of awareness about space science in most industrialised
countries is closely connected with educational programmes carried out at
various levels and in diverse forms (including the extensive use of internet,
electronic and print mass media).
In spite of the fact that the practice of astronomy and participation in
space science activities in Africa dates back to ancient times (with the
skilful observation of the motions and positions of the sun, moons, planets
and stars), urgent practical efforts still need to be made at addressing
thecurrent problems confronting and inhibiting the rapid and sustained
development of this crucial field of endeavour. Current astronomical
instrumentation in Africa includes, among others, the 2-m diameter
telescopes in Kottamia, Egypt and Sutherland, South Africa, the installation
of a small CCD camera in Tunisia, a planned large telescope of 9-m
effective diameter in South Africa and the 26-m Hartebeesthoek radio
telescope in South Africa. While these instruments and the organisations of
regional space science activities (such as the annual summer school of SAAO
and OMP/OHP as well as the IAU school) areall commendable, great efforts
still need to be made at improving the perception of space science at
pre-collegiate level. The somewhat low awareness of space science among
pre-collegiate students and the attendant relatively low enrolment in space
science-related courses at tertiary level in Africa is a cause for concern.
One practical way in attempting to solve this problem is by embarking on a
well-planned and appropriate educational programme designed to create
awareness, correct misconceptions, stimulate interest and foster
understanding in space science among high school students. The necessity,
potential and long-term positive effect of programmes of this sort cannot be
over-emphasised. In view of the foregoing, this article examines the basic
space science (BSS) outreach carried out at pre-collegiate level in central
Nigeria, while also suggesting follow-up activities and other initiatives
that would help promote space science in Africa.
Figure 1:
Schematic diagram of the BSS outreach preliminaries, locations
and format.
Figure 2:
The mosaic of Schiaparelli hemisphere of Mars (courtesy of
TPS).
Table 1:
Participation of Students and Teachers at the BSS Outreach
Pre-collegiate School (Ilorin, Nigeria) |
Students in attendance |
Teachers in
attendance |
| Army Day Secondary School |
56 |
1 |
| Bishop Smith Memorial College |
28 |
1 |
| Cherubim and Seraphim College |
98 |
7 |
| Government Day Secondary School, Fate |
40 |
5 |
| Government Day Secondary School, Tanke |
110 |
2 |
| Government High School |
54 |
2 |
| Ilorin Grammar School |
35 |
3 |
| Ilorin Teachers'College |
38 |
1 |
| Queen Elizabeth College |
129 |
1 |
| Mount Carmel College |
93 |
1 |
| St. Anthony's Secondary School |
106 |
1 |
| United Community Secondary School |
102 |
4 |
2. BSS outreach in Nigeria
The basic space science outreach at pre-collegiate level in Central Nigeria
commenced in 1995 and was targetted mainly at high school students, who are
considered the core and bedrock of future scientific development. To reach
these students, introductory letters highlighting the significance and benefits
of this outreach were first dispatched to principals (heads) of secondary
schools. The tentative date and time of the proposed outreach as well as the
required audience were stated in the letter. Based on this information and
further consultations, the school principal or his representative, in
conjunction with the head of the science department of the school, then informed
the students and organised them for the outreach. The outreach itself takes
the form of lectures and poster presentations. Questions are entertained and
answered at the end of the discourse.
In most of the secondary schools covered, one of the science laboratories
was used as the venue for the outreach. School assembly halls and classrooms
were utilised on a few other occasions depending on the turnout. Fig. 1
presents the schematic diagram of the outreach preliminaries, locations and
format. Essentially, the curriculum for this outreach was drawn from a set
of eight posters developed by the National Aeronautics and Space
Administration (NASA) and entitled ``Perspectives from Space''. Further
educational materials were received from The Planetary Society (TPS) and the
EuropeanSpaceAgency(ESA). Fig. 2 presents one of the educational
materials received from TPS showing the mosaic of the Schiaparelli
hemisphere of Mars made up of 100 Viking Orbiter images. The main concepts
discussed in this outreach include: the Earth and its subsystems; atmospheric
and environmental issues (including the greenhouse effect and global warming,
acid rain, the ozone layer and its depletion); stars, galaxies and the Universe;
the composition, structure, atmosphere, internal processes and dimension of
the sun and the planets (including their satellites, asteroids and comets)
which make up our solar system; robotic and human exploration; spacecraft
(fly-bys, orbiters and landers) and space missions. The areas where space
science has found applications (including meteorology, navigation,
telecommunications, remote sensing and the monitoring of natural resources)
were also highlighted.
Students were also informed of the subjects they need to offer and pass at
credit level at the Secondary School Certificate Examinations in order to be
able to study space science at university. Apart from specifying the various
Nigerian universities offering space-science related courses, the issue of
global and local job prospects for space scientists was also addressed. Table 1
presents the turn-out of both students and teachers during the outreach.
Overall, a total of about 900 students and 30 teachers participated in the BSS
outreach in central Nigeria. Needless to say, this outreach was well received
by pre-collegiate students, teachers and the heads of high schools.
The BSS outreach, which is so far a pilot project, has been limited to the
middle belt of Nigeria. A second visit to the high schools already covered
would serve as a means of consolidating the initial impact and sustaining the
interest of pre-collegiate students in space science. In addition, the
organisation of space science quiz competitions and the award of prizes in
schools where the outreach has already been held, would undoutedly also prove
a worthwhile follow-up activity. A wider coverage within Nigeria, as well as
the organisation of similar outreaches in other African countries, is
considered of the utmost necessity and hence is also suggested. Furthermore,
special seminars, workshops or colleges could be organised to train those high
school science teachers who show strong interests in space science but lack
sufficient basic knowledge pertinent to deal with these concepts at
pre-collegiate level. Assistance in this direction could be obtained from the
NASA Central Operation of Resources for Educators (CORE).
If implemented, the following practical initiatives would go a long
way to improve the status of space science in Africa.
-
The role of the internet in spreading scientific information and
extending the frontiers of space science knowledge cannot be over-emphasised.
Since a growing number of African countries are now connected to the internet,
high school students should be introduced to some of the space science
possibilities available on the internet and be encouraged to participate in
some of the on-line activities.
-
Another way by which space science in Africa could be promoted,
particularly at the pre-collegiate level, is through the establishment of
collaboration and partnerships (through, for example, pen-pals or email)
between African students and their counterparts within and outside the
continent. This would certainly facilitate the free flow and exchange of
scientific ideas in addition to strengthening the bond between aspiring space
scientists globally.
-
Visits to planetaria, astronomical observatories, meteorological
sites andremote sensing centres among others would go a long way towards
further educating and stimulating all categories of people interested in
space science.
-
Space science clubs could also be organised by young and dynamic
space scientists in universities and high schools. This would provide a
forum for the exchange of current ideas in all spheres of space science.
Activities in these clubs could range from seminar presentations to film
shows, from group discussions to observations of the night sky. Local and
foreign space science experts could be invited to address members of the
clubs on specific or general topics as well as answering their questions.
-
Finally, and very importantly,the mass media (radio, television
and the print media) is a most effective tool that should be exploited for
the education of the public. Comprehensive and interesting articles
highlighting both the benefits and current breakthroughs in space science
should be published at regular intervals in the print media. Special columns
could be created for such articles. Intriguing discussions and talks on space
science should also be included in the electronic media. In particular, the
mass media provide a viable means for the space science community in Africa
to enlighten, correct misconceptions and influence government officials and
politicians who are usually in a position to administer funds for educational
programmes.
WGSSA
2000-02-24