Alun Davies

Where are we based?

Why should KEMRI CGMR-Coast engage with schools?

Large research institute - scientists from Kenya and worldwide – opportunity to address beneficence in research and contribute to school science

Communication strategy drafted in 2005Schools engagement identified but not yet implemented

Previous studies have worked with schools – but for study recruitment purposes - no structured schools programme

Community members suggest that schools and communities would welcome a school engagement programme

“What is KEMRI doing to advise our schoolchildren on what subjects to choose to become scientists?” (Roka chief, annual debriefing workshop, 25th October 2007)

Project ObjectiveDevelop and pilot, through a PAR process,

elements of a schools engagement programme aimed at improving mutual understanding between researchers and the local community.

Develop and pilot one or more interventions Assess the impact of the piloted intervention(s) Describe the process, facilitating factors and

challenges Build partnerships with relevant stakeholders at

local, district and national levels

Project Overview

Possible School InterventionsFor sustainability and buy-in, interventions to be

decided upon in participatory planning meeting with teachers but could include:Integrating with / strengthening existing structures

eg science congressEstablishing a resource centreCentre tours, competitions, school based student

journal clubs / ethics committee role plays, debating/drama competitions, talks from scientists

Semester break attachment

Pilot evaluationMixed methods to measure any impact on

students’ knowledge and attitudes about health research and scienceQuantitative – pre and post intervention surveyQualitative – pre and post intervention FGDs

with teachers and students, interviews with stakeholders, scientists

Participatory evaluation – teachers and students to give input to the evaluation process

Survey design continuedSchool 1

70 pre

School 3

70 pre

School 2

70 pre

School 1

70 pos

t

School 3

70 pos

t

School 2

70 pos

t

Survey

Survey

Selection of three pilot schoolsConsensus with DEO using

the following criteria:Attempt to be

representative of schools in the district wrt:

gender mixperformance in national

examsschool sizedistance from the unitDay and boarding schoolsProvincial and District

Selected SchoolsShariani SS Kilifi Township

SSBahari Girls SS

School type District – Mixed Provincial - Boys Provincial – Girls

Students 210 540 406Day/Boarding Day Boarding Boarding Streams 2 4 3Science Teachers

3 14 (sci and maths)

5

Laboratories 2 2 1

Performance in 2006 KCSE (total of 34 schools)

Shariani SSPosition / Grade index

Kilifi Township SSPosition / Grade index

Bahari Girls SSPosition / Grade index

Overall 17th / 4.6000 7th / 5.8049 6th / 5.8462

Biology 23rd / 3.4736 7th / 6.0333 8th / 6.0273

Physics 19th / 3.8182 11th / 4.7073 4th / 6.2414

Chemistry

18th / 3.1333 6th / 5.2564 7th / 4.6231

The potential of school engagement“During the district tetanus campaign, clinicians from

the district hospital came to immunize women of reproductive age. Rumors emerged that the vaccines contained chemicals that make our women infertile. Many women refused to be immunized. We educated our students of the importance of the tetanus vaccine. When the clinicians returned to our school all targeted students received the immunization willingly.” Head teacher Shariani secondary

“What will the project require of the students? What impact will it have on the students’ academic performance?” Bahari Girls head mistress.

Barriers to understanding science/researchIn school factors – (Fuller & Heyneman 1989)Length of instructional programmePupil feeding programmesSchool library activityYears of teacher trainingTextbooks and instructional materials

Bahari Girls Laboratory

Shariani Laboratories

Barriers to understanding science/researchStudent factors – (Jegede, Aikenhead, Ogunniyi, Le

Grange)Science students world view is different to western

science world viewAssisting students to cross cultural borders throughCollateral learning – integration of indigenous scienceSTS – Science-Technology-Society Education

“Any western science curriculum in a non-western classroom environment which does not take particular consideration of the traditional worldview of the learner risks destroying the framework through which concepts are likely to be interpreted.” (Jegede, INT. J. SCI. EDUC., 1997, VOL. 19, NO. 1, 1-20)

AcknowledgementsKEMRI-CRMR-Coast - Community liaison

groupDorcas Kamuya, Sassy Molyneux, Vicki

MarshSam Kinyanjui, Greg Fegan, Norbert PeshuThe Wellcome Trust

Thank you

Survey designSchool 1

70 pre

70 pos

t

School 3

70 pre

70 pos

t

School 2

70 pre

70 pos

t

•Since small pilot intended to set up links and test acceptability of involvement – justified in not using control groups

•Initial simultaneous sample of pre and post test groups to give each individual an equal statistical opportunity ob being selected for either pre or post survey group