Report of a Second Consultancy Visit

concerning

Science and Technology Education and Educational Technology

for Basic Education in the Republic of Sudan

as part of a mission under the auspices of

UNESCO Support Services for Policy and Programme Development

for Phase II of the

Sudan Basic Education Sub-Sector Analysis

Patrick A. Whittle

Khartoum, November, 2001

Report of a Second Consultancy Visit to the Republic of the Sudan

ED/BAS/PE/2001/CONF.1/H/1

by Patrick A. Whittle on participation in a mission during October/November, 2001, following

a previous one in August/September, 2000, under the auspices of the UNESCO Support Services for Policy and Programme Development, for a

Sudan Basic Education Sub-Sector Analysis

The purpose of this visit were for the consultant specialist in science and technology

education within the international study team to assist the national project teams in carrying out a basic education sub-sector analysis, in particular to :

1. .....assess the data collected and the analysis conducted by the local project teams in the area of science and technology since the previous mission; 2. .....identify the main and more critical issues in the area of science and technology education and to formulate appropriate strategies to address them; 3. .....devise a prototype basic science education kit using local and inexpensive materials to promote interactive and effective science learning; 4. .....develop a draft science teacher education manual which emphasises the use of local media and available instructional materials; 5. .....identify, prioritise and cost feasible projects and activities for the implementation of the proposed strategies in this area. Additionally, to submit to UNESCO for approval a substantive and qualitative technical report on work achieved according to the specific assignments and to submit for approval a draft project proposal for a component on science and technology education. Contents of this report : Executive Summary 1. Basic Education for Sudan in the Global Context 2. Science and Technology Education in Sudan 3. Data on Science and Technology in the Sudan Basic Education Survey 4. Critical issues for Science and Technology Education in Sudan 5. Strategies for Improving the Quality of Science Teaching and Learning 6. Educational Resources for Teacher Training in Sudan 7. Science Education Components of a Sudan Basic Education Project 8. Constraints and Prioritie for Science Education in Sudan Annex I : Members of the project teams and Project Steering Committee Annex II : Diary and activities of this visit Annex III : Translation of Revised Basic Science Education Survey Instrument Annex IV : Basic Science Education Survey Data - Parts I and II Annex V : Sudan Science Curriculum Goals, Years 4-5-6, & Years 7-8. Annex VI : Criteria for Selection of Science Instructional Materials Annex VII : Draft outline for Science Teacher Education Manual Annex VIII : Proposed Workplan for Future Science Education Projects Annex IX : References Annex X : Acronyms used in this report

Executive Summary

During this mission the consultant specialist in science and technology education assisted a national project team for a Sudan Basic Education Sub-sector Analysis to collect and analysis data on the status and quality of science teaching & learning in primary schools. The following critical issues are identified for science and technology in basic education: • poor working conditions and rewards for teachers of basic science education • teachers not well prepared for introduction of the new curriculum and textbooks • regional differences exist in the science curriculum aims, content and interpretation • inadequate support facilities and resources for effective primary science teaching • teachers rarely vary the nature of science learning activities to motivate girls and boys • lack of opportunities for science teachers to benefit from professional development • limited cadre of personnel with expertise in science education curriculum and training.

The following strategies have been formulated to address the above issues: • available expertise should be consolidated into a science education working group • the science working group should act as advisory committee for science projects • science education capacity building through a scholarship / exchange programme • science education materials should be developed and tried out in the teachers centres • workshops should be organised, to disseminate materials, by cascade process • four linked proposals for science education projects arise from this study, as follows : 1. SCIENCE CHARTS AND READERS FOR ALL (S.C.A.R.F. PROJECT) An initial feasibility project has been initiated for one trial booklet and related chart. A phased publication programme should be introduced for up to 10 titles over 5 years. Estimates: feasibility study (x5000 books, 1000charts) and evaluation : SD5,000,000 Production (10 x12500 books, charts) + dissemination workshops: SD60,000,000 2. SCIENCE KIT AND RESOURCES FOR TEACHERS (S.K.A.R.T. PROJECT) A prototype basic science education kit using local materials should be developed and tested, to promote effective science learning, before commercial production/distribution. Estimated initial cost, feasibility study (x100 trial kits) + evaluation SD1,000,000 Estimated development cost (x12500 kits) + dissemination : SD150,000,000 3. SCIENCE TEACHER EDUCATION MANUAL (S T.E.M. PROJECT) A science teacher education manual emphasising interactive methods and use of local media and instructional materials is proposed to be developed, trialled, and disseminated Estimated cost for development workshops and trial (x50 books) SD1,000,000 Estimated cost - production (x2500) + dissemination SD10,000,000 4. SCIENCE EDUCATION ENHANCEMENT PROGRAMME (S.E.E. PROJECT) Short term science/technology education study bursaries to be provided for exchange or regional/ international attachments, to aid capacity-building of selected personnel. Estimated cost for visits by counterpart consultants (10 person-months) SD30,000,000

Estimated cost of study bursaries/attachments (100 person-months) SD200.000,000 PAW Nov/01

1. Basic Education for Sudan in the Global Context 1.1 Whereas the Jomtien report defined basic education as those services which aim to provide basic tools for learning, the recent World Forum on Education for All has placed much greater emphasis on life skills. While Basic Education tools include literacy, numeracy, oral expression, and cognitive processes, life skills additionally include the essential knowledge, skills, values and attitudes needed for survival. These help develop potential to live and work in dignity and make decisions that improve quality of life. In the context of this report, these are taken to include some scientific knowledge about the environment , applied science in daily life, and appropriate applications of science and technology in agriculture, health, nutrition and transport. The World Forum on EFA also takes basic education to include not only formal primary and junior secondary cycles where these are becoming part of universal education, but also equivalent out-of-school programmes, including non-formal, adult literacy and extension work. 1.2 The Dakar Framework for Action, adopted by over 1000 delegates from 164 countries, committed themselves to work during this decade towards six EFA goals, with a special emphasis on the needs of the most vulnerable and disadvantaged in their societies. While all of these have implications for adoption of appropriate teaching methods in Sudan, including use of educational technology and IT, the first four have a particular relevance for science education: ⇒ improving all aspects of the quality of education and ensuring excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills ⇒ ensuring all have access to free, compulsory primary education of good quality ⇒ ensuring that learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes ⇒ eliminating gender disparities in primary and secondary education.... ⇒ expanding and improving early childhood care and education..... ⇒ achieving a 50% improvement in levels of adult literacy... 1.3 Since the Government of Sudan adopted a “3+3+2” formal basic education system, with a 3-year secondary tier up to Sudan School Certificate, many aspire to enter higher education, but the basic eight years of education is the norm, with final examinations, conducted by each state, for the award of a Basic Education Certificate. Most of this education is in the Arabic medium, except for those few private international schools, and the significant number of schools in the southern states, which use English as the medium of instruction from quite an early stage. The curriculum has been revised, and new textbooks published up to secondary year two level. In urban centres, there is a growing number and demand for private schools and colleges. Physical facilities, resources, enrolment and staffing of all schools varies widely but access to learning resources is severely limited. There are non-formal education programmes (reported elsewhere) which are administered by

a range of non-governmental organisations, while several INGO’s are also involved in a variety of inputs to education at different levels. 1.4 Courses in former teacher training colleges were superseded by newly developed 4-year BEd programmes, for which the universities were not initially suitably staffed or equipped. Basic teacher education campuses are part-time for the many non-qualified teachers in this sub-sector. Sudan Open Learning Centre (SOLO) has made a major contribution and in a decade will have helped over 25000 NQTs through distance vocational training programmes, which are supported by local tutors and certificated in the states. The 73 teachers’ centres are all about to be equipped with a network of over 2000 computers, intended for use as a further means of up-grading teachers. However inadequate conditions, low or irregular pay, cause many teachers to resort to tutorial work or the growing private sector, where rewards are significantly higher. Conditions in temporary schools erected for children displaced by disasters or military activity are generally poor and many are dependant for survival upon the contributions of I/NGOs. 1.5 Basic education is given a high priority in government policy statements but may require renewed efforts to ensure appropriate financial inputs to the formal sub-sector are maintained. These funds will be necessary to achieve the hoped-for-outcomes for the significant young proportion of the population, on whom the future development of the nation will largely depend. In parallel there should be efforts to expand and extend the provision of non-formal education. Some public statements made on Education Day, 30th October, 2001, were encouraging, when the President of the Republic of Sudan, Lt.Gen Omer El Beshir, was reported to have said how much the work of school teachers is appreciated and stressed the necessity of improving the school atmosphere. He promised the provision of desks and emphasised the need for a general rehabilitation of schools and teacher training, in accordance with the modern scientific and technological revolution. On the same occasion the new Federal Minister of Education, Ali Tamin Fartak, emphasised the efforts his ministry has been exerting for the education of the displaced children and the nomands of the Sudan, while the Khartoum State Governor, Dr Abdel Halim El Mutaafi, announced that his state has established an institute for teacher training. 1.6 While the quality of basic education cannot be uniformly raised overnight, the establishment of some model schools as centres of excellence and injection of good practices through in-service programmes seems to be a way forward. Given suitable quality controls, a cascade process of workshops for trainers, facilitators, teachers, heads, examiners and administrators, can accelerate education improvement. Such a programme should be supported by efficient use of modern communications technology, augmented by locally produced teaching aids and resources. Financial and manpower provision for their development will be a sound investment, particularly in fostering effective scientific and technological literacy (STL) for all the population. Project 2000+, a collaborative international partnership sponsored by UNESCO, seeks to fully promote a functional scientific and technological literacy throughout the world by the year 2015. STL implies the development of scientific attitudes, approaches and skills to cope with a rapidly changing environment, and which are useful in everyday life for simple problem-solving as well as high level decision-making. The Sudan curriculum lends itself to

interactive STL approaches to the environment and community, but the teachers will need assistance, encouragement and support in its implementation. 2. Science and Technology Education in Sudan 2.1 Kindergartens are now becoming commonplace in urban Sudan. Science is not usually an identifiable component of pre-primary curricula, although early and varied learning experiences can contribute significantly to a later appreciation of school science. The new basic education curriculum for Sudanese primary schools includes 5 periods per week of practical art and craft work in each of Grades 1, 2 and 3. In Year 3, there are also 2 periods per week about the local environment. These are appropriate entry levels for early school experiences in science. 2.2 The integrated core science course that follows has a strong sociological thread and is called “Man and the Universe”. It is allocated four periods per week, in each of Years 4, 5, and 6. During these years there is an additional course on Practical Arts in Operation which includes some science based work on housing, clothing and sdafety. In Grade 4 the “Man in Society” course begins with imaginative work on the origins of human society, in a religious context. However some of the detailed accounts of the structure, organs and systems of the human body seem rather too demanding for nine-year old children to assimilate meaningfully. Grade 5 material on “Earth, Life and Environment” includes discrete sections of work on geography, history and religion, as well as science, where the solar system, some geology, weather and properties of water are covered. The Grade 6 “Resources of the Earth ” includes: structure of matter; measurement; elements and compounds; physical and chemical change; animal cells; aquatic and terrestrial species; life cycle of frog; some unicellular and other organisms; plant structure & propagation; air, wind and pollution; liquids and flotation; boats, ships and fishing; hydropower; oil; domestic & wild animals; crops and pests. 2.3 During Years 7 and 8, there are four periods per week each year for the course “Science in Our Lives” . There is another separate course for 3 periods per week each year which are devoted to the additional subject “Food and Health”. In addition, during Year 8, there are 3 periods per week for another separate subject called “The Modern World”. The two-year core science course follows some quite demanding traditional topics in Grade 7 including : measurement, energy, pressure, simple machines and motors, engines, magnetism, chemistry, and the renewal of life. In Grade 8 the core topics are : sound, light, electricity in our lives, carbon, the manufacture of sugar, and vector diseases. Links between science and other curriculum areas are possible, (including Arabic, Religion, Mathematics), but not greatly emphasised, with the possible exception of Koranic studies.

2.4 Two quite useful, but apparently little-used, teachers guides exist. These are for the courses for Years 4, 5 and 6 “Man and the Universe” and Years 7- 8 “Science in our Lives”. These teachers guides contain summaries of the curriculum, its major concepts and aims, topic by topic, with some generalised cognitive objectives (Annex ....). There are also examples of lesson plans and schemes of work for some topics, and guidance concerning formative and summative assessment of the students and evaluation of the teaching. These guides, however, do not provide much practical advice for the teacher who would like to make his or her science lessons more activity orientated and experiential for pupils. There are some general comments about approaches to applications of the subject, but few illustrations beyond what are in the textbook, nor are there references to any further sources of information. 2.5 Students proceeding from Basic Education to secondary school can take these subjects: biology (2), chemistry (2), physics (2), engineering science (4?), and mathematics (6 pds/week). There are also a few secondary technical schools and some trade centres. Sudan University of Science & Technology (Fac.of Ed.) produces a limited number of end-on trained technology teachers (BScTEd), wheras other universities produce 4-year concurrently trained BScEd graduates for secondary mathematics and science teaching. However, there is an overseas “brain-drain” of some Sudanese science and technology graduates. 2.6 Mention should be made of a separate curriculum in operation in some schools in the southern states, where a Lower Primary (P1-P5) and Upper Primary (P6-P8) system is used. This has more conservative subject divisions into primary science, agriculture and home science, with no obvious attempt at integration. Grade 6 - 8 science topics are : health, water, animals, plants, weather, air, light, environment, sound, earth & space, heat, electricity & magnetism, making work easier, properties of matter. The agriculture and home science subjects contain some applied science and technology topics. Every topic has specific objectives, under the generalised subject objectives, directed towards the broad overall EFA-style curriculum goals. There are some positive attributes for all the basic science curricula which are in use in Sudan, and it should be possible to draw on their strengths in developing both curriculum resource materials and teacher education materials to enhance the quality of teaching and learning of science topics in any appropriate context. 2.7 INSET materials could be designed to deliberately compare alternative styles of lessons used for some topics in different states, in order to allow teachers the opportunity of borrowing different approaches from one another. It is not beyond the bounds of imagination that some productive outcomes could develop through comparative studies of texts, curriculum resource materials and assessment instruments for related science topics in different parts of the country. 3. Selected Data on Science and Technology from the Basic Education Survey

3.1 A three-page instrument was developed with 97 items to collect information from teachers on perspectives of the status of Gr. 1-8 science teaching and learning (Annex I). The instrument used a Likhert 5-point scale for simplicity and ease of response and was administered in Arabic at 117 schools in 8 states, namely : North Darfur, North Kordofan, Khartoum, El Geziera, El Gedarif, Nahar El Neel, Bahar El Gazal (Wau), Bahar Elgabal (Juba). Although not distributed in any English medium schools, responses can be fairly taken to represent a wide cross-section of teacher views about teaching of basic science. 3.2 High positive scores (A) revealed close agreement among teachers about the need to improve their conditions, facilities and opportunities for professional development : 94% of teachers’ think their conditions and rewards should be reviewed ; 81% think that teachers’ centres should be updated with more modern facilities ; 78% think that basic education can be improved by using simple audio-visual aids ; 78% think that every primary school should have some simple tools ; 77% think that primary schools should have a library/apparatus store cupboard ; 75% of teachers feel they need more opportunity to interact and share ideas with others ; 73% suggest that basic education radio programmes should be broadcast regularly. 3.3 High scores also reveal encouraging agreement with some educational principles : 89% said that good teaching should improve students’ observation, attitudes and values ; 88% think that in primary, years 4 to 6, children need to be stimulated more to learn ; 72% believe that girls and boys equally enjoy using materials to make models ; 71% think students do NOT prefer to listen and write notes more than doing activities ; 68% believe girls are more interested than boys in the social aspects of learning science ; 62% expect basic education to encourage positive attitudes to health and nutrition. 3.4 High negative scores (C to E) drew attention to the following deficiencies : 87% think that apparatus, materials, visual aids are NOT well stored and readily available ; 85% of teachers say their schools have NO playground, games nor sports equipment ; 82% think that basic education requires MORE than a textbook and a blackboard ; 82% feel that their Grade 7-8 classroom LACK stimulating audio-visual aids ; 78% state that NO science clubs, competitions nor activities take place after lessons ; 75% believe that primary schools COULD benefit from educational technology ; 74% school compounds are WITHOUT latrines, water, trees, shrubs or flowers ; 69% feel they have INSUFFICIENT materials, time or space to do demonstrations. 3.5 Because the responses were skewed towards the higher end of the scale, when this information was analysed, the questions were clustered with ones on similar issues. This allowed the data to be interpreted in a more concise manner using modified response codes:

A = very much, AB = much, B = quite a lot, BC = some, C = a little, CD = very little (i) The science curriculum and life skills : Questions included Response Futur Prepares for employment and life skills 1, 6, 7, 11, 12, 16-18 B Envir Re community welfare, environment 2, 3, 19, 20-22, 53, 85 AB Think Helps think, questioning, problem-solving 5, 11, 23, 24, 37 B Pract Develops practical (psychomotor) skills 4, 10, 17, 27, 40 BC Value Helps positive attitude to science in society 7, 18, 21, 25, 54, 92 A Although the curriculum clearly has many desirable attributes, it does not appear to encourage the use of practical activities which are important for the development of students’ manual skills. (ii) The pupils’ attitudes to science Questions included Girls Girls attitudes differ from those of boys 13-15, 43, 46, 47 A Enjoy Students enjoy science club/competitions 29, 30, 31 BC Active Students are involved in various activities 28, 32-34, 81, 83 C Group Students work together in small groups 47, 80, 81, 83 BC Hardsc Students find some topics difficult 9, 16, 23 BC Exam Examinations influence nature of learning 42, 93 A These responses suggest that teachers are aware of some influences on quality of learning, but do not have suitable strategies for involving students more actively in science lessons. (iii) Methods used for teaching science Questions included Proact Teachers encourage a range of activities 82, 83, 84 C Meth Teachers need in-service opportunities 59-61, 89, 90 A Useav Schools can be more visually stimulating 26, 39, 50,52, 54, 78 B Truble Group work/visits seen as too demanding 48, 53, 85 B Train Interactive training would be welcomed 86-88, 91, 94, 95 A It is clear from these responses that teachers have a felt need for professional in-service courses or workshops where they can exchange ideas and try out new science activities. (iv) Availability of resources for science Questions included Resor Books and materials readily available 57, 58, 66, 69, 84 BC Condit Adequate space, furniture, environment 49, 65, 67-69, 70-73 C Books Attractive extra resource books required 55, 56, 79 AB Equip Schools need modern facility/technology 61-63, 64 AB Fund Extra funds exist for learning materials 74, 75 CD There is an obvious need to provide schools with better facilities and resources for learning. 4. Critical Issues for Science and Technology Education in Sudan 4.1 It is clear from the analysis of basic science curriculum materials and data collected from science teachers in the field, that the following critical issues need to be considered :

(i) New science curricula are highly relevant to life and society in Sudan but teachers find it difficult to interpret them to develop students’ scientific thinking and practical life skills, while some teachers find the moral and religious interpretation of science topics difficult. There are also some significant regional differences between science curricula for the north and south. (ii) Styles of science teaching are predominately teacher-centred, and overly influenced by the nature of examinations. Greater variety of interactive methods should be introduced in science lessons, to make them more attractive and enjoyable, for girls as well as the boys. Science teachers need to acquire confidence in conducting more open-ended lessons and to be given opportunity to gain a vision for their important role in the community at large. (iii) Teachers require in-service guidance to consolidate introduction of the new science curriculum and textbooks (which are not always available) and should be provided with the appropriate teachers’ guide at workshops designed to help them make their science lessons more interesting and relevant through a wider range of learning experiences for their pupils. Untrained teachers also require accelerated elementary professional training and support. (iv) Local materials for science teaching need not be expensive, but may not be accessible to many rural primary schools, which have negligible equipment, tools or facilities to give lessons a practical element. Auxiliary reference books, supplementary background reading materials, visual aids and storage cupboards for equipment, are all in short supply, which has negative influence on efficiency of science teaching and learning. (v) Science education expertise for curriculum development and dissemination is limited in terms of available manpower in the ministries of education and educational institutions and networking between individuals within and outside the country is not apparent. Therefore there is a consequent shortfall in available personnel for tasks associated with monitoring the quality of science teaching and teacher education. Furthermore the enthusiastic cadre of professionals in science and education, who in many countries energise bodies which popularise and promote the subject, hardy seems to exist in Sudan. Among the younger members of the profession, there seems to have been little exposure to the progress which has, and is, being made in other nations’ education for science, technology and the environment. (v) Working conditions and rewards for teachers of basic science are generally considered rather unattractive and limiting,. While these are beyond the scope of this report, it may be inferred that these require attention by the relevant authorities. In addition, the issue of the role of parents and the community in the management of school environments may also need to be explored, as they could well include some provision of resources for science teaching. 5. Strategies for Improving the Quality of Science Teaching and Learning 5.1 Effective learning in science can be enhanced by a friendly school environment, in an orderly, well-ventilated classroom, with comfortable seating arrangements, movable flat tables or desks, large visible blackboard with a good surface, and a pinboard to display visual aids. Given these pre-requisites, teachers also need plenty of ideas and examples of

simple materials and activities to make lessons interesting, to stimulate and motivate different pupils. They also require somewhere to safely store science resource materials. 5.2 The following criteria are recommended for selection of media and instructional materials to support basic science learning in Sudan. Not all criteria necessarily apply to every instructional aid, but some should apply to all such teaching materials to be used in the classroom. Some examples of non-print materials are provided for biological and physical aspects of the subject : Criterion Biology example Application Nonliving example Application 1. Available Clay cell model Drinking straw Weighing 2. Cheap Fish bones Structure Bottle-tops, washer Masses 3 Enjoyable Coloured beads gene model Balloon jet plane 4. Familiar Beans plant growth Rubber band Force measurer 5. Interest Insects Varieties Toy helicopter energy changes 6. Plentiful Ants Stimulus Paper clip Make magnets 7 Relevant Plastic bottle Model eye Charcoal chemical energy 8. Reliable Peanut Energy Rotary food mixer machine, gears 9. Scientific Bathroom scale body mass Plastic syringe Pressure effects 10. Unusual Chicken claw Locomotion Musical instrument Frequencies

5.3 Similar criteria apply to printed enrichment materials, like resource books or charts. These should be large, pictorial, with good quality colour photographs, and minimal written matter, all captions being in multiple languages (Arabic, English). Below are suggested titles for a series of 32 page scientific background books ( each with matching charts). Criterion Title : Brief outline 1. Available Flowers and trees of Sudan Spectacular flowers, important trees 2. Cheap Well known birds of Sudan Birds found in different habitats 3. Enjoyable Some wild animals of Sudan Game animals and small mammals 4. Familiar Sudan transport, old and new Traditional, historic and modern 5. Interesting Music and dance in Sudan Instruments from various traditions 6. Plentiful Food and drink in Sudan Crops, fruits and some recipes 7. Relevant Keeping healthy in Sudan Pictorial and identifying vectors.. 8. Reliable Dangerous snakes of Sudan And harmless ones, with markings.. 9. Scientific Colourful insects of Sudan Butterflies, moths (some larvae?) 10. Unexpected Different traditions of Sudan Pots, mats, house styles, etc

5.4 The following tasks were initiated to conduct a feasibility study for a pilot project on auxiliary reading material to support basic science teaching and learning :. ⇒ 1. Selected one proposed title : “Well known Birds of Sudan” (2, above) ⇒ 2. Identified an “expert” on this topic : Mr Bosco Joseph Wani.

⇒ 3. Researched from other sources, suitable illustrative materials for topic ⇒ 4. Selected illustrations on the topic and sequenced them appropriately ⇒ 5. Made a mock-up of the booklet, with suitable captions (assisted by SOLO)

The following tasks, with financial implications, still remain to be completed : ⇒ 6. Print trial version of the booklet, say 100 copies

⇒ 7. Invite some experienced teachers to try out the booklet with pupils ⇒ 8. Evaluate the effectiveness of pilot booklet and make necessary modifications ⇒ 9. Draw up a detailed financial agreement for publication ⇒ 10. Publish 1000 copies, distribute them and evaluate their effectiveness ⇒ 11. Prepare an agreement if appropriate to print a further 15000 copies. 5.6 The following tasks should be undertaken in order to develop a proposal for a pilot project to print coloured charts supporting the teaching of basic science and technology: ⇒ 1. Select/confirm the above proposed title and “expert” on this topic

⇒ 2. Refer to the above and other suitable illustrative materials for the topic ⇒ 3. Select illustrations on the topic and design a suitable chart layout ⇒ 4. Make a mock-up of the chart with any necessary captions ⇒ 5. Invite some experienced teachers to try out the chart with pupils ⇒ 6. Evaluate the effectiveness of the pilot chart and make necessary modifications ⇒ 7. Draw up a detailed agreement for the printing of 100 of these charts ⇒ 8. Distribute the charts to selected teachers and teacher centres for evaluation ⇒ 9. Prepare an agreement, if appropriate, to print 15000 further copies ⇒ 10. Draw up an agreement for an on-going programme of chart publication. 5.7 A science teachers handbook or science teacher education manual will be required to help teachers use unfamiliar resources for the new curriculum topics. This manual should be prepared in consultation with experienced teachers, to include for each major activity : (i) detailed behavioural objectives ; (ii) any necessary background information; (iii) diagrams and instructions for the teacher; (iv) suggested introduction and approach (v) any simple equipment or materials required for the lesson. An outline for a proposed basic science teacher education manual appears in Annex IV. It is recommended that the manual be used on basic teacher training courses both within faculties of education and at in-service teachers’ centres. It could be used very effectively in conjunction with other teacher education materials being prepared for pre-service and distance in-service courses which are reported elsewhere, and in conjunction with the resource materials to be developed in the three proposed science education projects. 5.8 The strategies discussed in this section (also in section 6 below) have been formulated into science education components of a possible Sudan Basic Education Project, to address issues of science education resource production and science teacher upgrading (Section 7). 6. Educational Technology and Resources for Teacher Education in Sudan 6.1 This section briefly addresses wider issues of educational resources in teacher education. It is necessary here to distinguish between “education technology” and “educational resources”. By educational technology we mean using the benefits of modern technological advance of the twentieth century for educational purposes. Within this category are: camera, slide projector, overhead projector, film projector, video recorder, video camera, cassette-recorder, radio, television, computer, printer, photocopier, etc. A strong case may be argued in favour of education faculties using well-prepared transparencies on overhead projectors as examples of good practice in communication, provided students are not misled into unrealistic expectations for school technology.

Similarly, provision of closed circuit television is advocated for acceleration of pedagogical skills, in peer- or micro-teaching, while information exchange through networked computers is an opportunity not to be missed. However, such facilities require appropriate technical back-up, maintenance and care, if they are not to suffer rapid deterioration in a demanding climate. 6.2 In a country with large geographical distances as Sudan, it is clearly efficient to use modern communications techniques for in-service teacher education by distance education methods. For this purpose, the provision of teacher education materials for radio and television broadcasts, on audio and video cassettes, or by computer network, should be further explored. Good quality reception and play-back facilities could be installed in state in-service teacher education centre, if appropriate technical back-up, maintenance and care can be guaranteed. The ambitious proposed network of computers in 73 teacher centres, however, may supercede the need for older systems and become an extremely productive aid to basic teacher education. A balance should be struck between the efficient use of educational technology for conveying information to students on courses of teacher education in universities, or for communication through distance education methods, and their familiarisation with low-tech teaching aids in preparation for their future careers, often working in schools without reliable electricity supplies. 6.3 The term educational resources includes many simpler, and in some case more traditional, visual aids for school teaching and learning. Among these we should certainly include : blackboard and chalk , whiteboard and dry-marker, flipchart and marker-pen pinboard and charts flannel board or magnetic board models or toys . Educational resources also include any interactive apparatus, equipment or materials used by students, textbooks, auxilliary reading material, reference books and worksheets. It is important that teachers gain experience of a wide variety of such resources while training. Finally, handbooks and reference material specifically for teachers are also included under the broad category of educational resources, and there appears to be a need to extend access to a range of such learning aids, available for both trainee and practising teachers, throughout Sudan. In Annex VII, criteria are proposed for the selection of educational resources for use in three types of basic teacher education in Sudan, INSET, open-learning and institutional settings. 7. Science Education Components of a Sudan Basic Education Project 7.1 Science education expertise In order to strengthen available project-oriented professional capabilities in science education, it is recommended that a Basic Science Education Working Group (BSEWG) be set up from among the existing available expertise and consolidated by addition of some younger specialists, ideally representing different regions of the country. The BSEWG should act as an executive committee for projects on basic science education, and in an advisory capacity concerning the science components of any other basic education projects. The members of this working group would be the initial target group for science education capacity building through a proposed Science Education Enhancement Project (SEEP).

This scholarship and exchange programme will provide bursaries for short term science education regional or international study attachments or exchanges, providing capacity-building opportunity for selected personnel. This project also provides for some few visits to Sudan by international counterpart consultants. Together the two teams of science educators will provide expertise for three further projects, on print resource materials, science kits and a science teacher education manual (see below). Estimated cost of study bursaries and attachments (100person-months) is SD200,000,000 the estimate for visits by counterpart consultants (10 person-months) is SD30,000,000. The total fund sought for this project component : SD230,000,000 (approx US$1,000,000). 7.3 Science education print resources It is recommended to establish a Science Charts and Readers For All Project (SCARF) . This is already at a stage where the initial feasibility project could be commissioned to trial a resource book on “Well known Birds of Sudan” with related “Birds of Sudan” wall chart. The Sudan Distance Learning Operation (SOLO) expressed interest in these publications. An estimate of the cost of the feasibility study, to print 5000 bird books and 1000 bird charts, disseminate and evaluate them, is about SD5,000,000 (US$20,000) , over one year. The following possible further subjects for resource books and charts have been suggested : Flowers and trees of Sudan, Some wild animals of Sudan, Sudan transport, old and new, Music and dance in Sudan, Food and drink in Sudan, Keeping healthy in Sudan Dangerous snakes of Sudan, Colourful insects of Sudan, Different traditions of Sudan. Clearly these resource books and charts will find valuable application in many different curriculum areas beyond science - art, drama, languages, mathematics and social studies. The estimate for a five-year phased publication programme for 10 titles is SD150,000,000. Total funds sought for SCARF would be: SD155,000,000 (approx US$620,000). 7.4 Science education kits The Science Kit And Resources for Teaching (SKART) project is intended to provide each school with a box of materials suitable for simple science demonstrations or experiments. The prototype basic science education kit using local and inexpensive materials has still to be developed and evaluated regarding promotion of more interactive and effective science learning. Possible contents of the kit, all contained in a storage box, would be : coloured beads, balloons, plastic bottles, containers, scales, paper clip, drinking straws, bottle-tops, washers, ball, pins, rubber bands, magnet, mirror, comb, toy car or plane, plastic syringe, magnifying glass, candle, torch bulb, plastic ruler, protractor, set square. In addition some specially manufactured items may be possible, depending on local industrial capacity, to meet specific curricular requirements. The following tasks will have to be undertaken by the development team in order to prepare contents for the

pilot SKART kit, to support the teaching and learning of basic science : ⇒ 1. Identify two lesson topics in each of classes 4, 5, 6, and also in class 7 and 8,

which lend themselves to simple pupil-centred activities, and

⇒ 2. Research, from the literature, suitable suggested materials for these activities ⇒ 3. Draw up a list of all the materials required for those 10 lessons, and ⇒ 4. Investigate the local availability and price of these materials ⇒ 5. Invite some experienced teachers to try out these activities in a workshop ⇒ 6. Evaluate the effectiveness of pilot materials and make necessary modifications ⇒ 7. Draw up detailed, costed lists of existing available items for the kits ⇒ 8. Research the local production capabilities of other items within the budget. ⇒ 9. Repeat stages 4, 5 and 6, as required. ⇒ 10. Finalise dissemination and distribution processes. A feasibility study to completed before commercial assembly, manufacture or distribution. Estimated cost of a feasibility study with 100 kits on trial: SD1,000,000 (US$4000) Estimated development/dissemination cost (12500 kits) is SD200,000,000 (US$800,000) 7.5 Science teacher education manual A Science Teacher Education Manual (STEM), emphasising interactive methods and the use of local media and available instructional materials is proposed (Annex VII). It will have to be developed by the working group, and trialled in institutional and distance education situations before being published, and then introduced through a series of training-of-trainer workshops. Note : This project can be started, but cannot be completed until after the SCARF and SKART projects are well under way, to take account of using the newly produced teaching materials. Estimated costs for development and trial of 50 books is SD1,000,000 (US$4000) and the estimated total cost for production and dissemination of 12500 copies is SD10,000,000. (The total required fund is approximately SD11,000,000 or US$44,000). 8. Constraints and Priorities for Science Education in Sudan 8.1 Several essential and arduous tasks were necessary, to be carried out by colleagues at the Ministry of General Education between my visits to Sudan, for a survey to complete this study. I am particularly grateful for the way the questionnaire was adapted and translated into Arabic. It was efficiently administered in 117 schools, in 9 states, in varying types of environment. However, no English version was distributed to any schools in the southern areas as suggested. The data collected was effectively entered into an SPSS programme at the Ministry of General Education, but awaited analysis. It was, however, retrieved and displayed convincingly enough for analysis in a sufficiently detailed way to meet the requirements and purposes of this report. It should be pointed out that much information remains embedded in that data, which could be extracted for possible future application by the proposed working group (BSEWG).

Since the channels of communication between UNESCO, the UNDP office in Khartoum, and the Sudan MoGE were flawed, an incomplete distribution of the earlier report hindered any local follow-up. Neither did the UNESCO resource books, requested for the local Sudanese institutional counterparts and team members materialise at all. Constraints of this nature must be borne in mind, and overcome, if the proposed science education projects are to be successfully executed. Strengthening the Sudan National Commission for UNESCO may be advisable. On a practical front, reliable dedicated support services are essential for any proposed future project implementation office. 8.3 I enjoyed interacting again with local colleagues on the above and related matters during this phase of the project. I would like to thank the many Sudanese academics, administrators and teachers who provided information and help on my two visits, so contributing to this report. My thanks are due also to various workers in NGOs, INGOs or other bodies involved either directly or indirectly in basic education in Sudan. It is impossible to mention all individuals, but colleagues at the Federal Ministry of General Education and the National Centre for Curriculum Development and Educational Research, in the state ministries of education and schools visited, as well as the National Commission for UNESCO and UNDP deserve a special mention that, despite their busy schedules and the somewhat daunting absence of specialists in the subject, they were, however, able to spare a few minutes to discuss the problems of science education. 8.4 Two short visits, totalling five weeks, is rather a short period for such an assignment, and I fear I may have failed to consult some very key local experts who were not identified to me. There may well therefore still be some errors or omissions in this report, for which I must accept personal responsibility, although I trust that it is sufficiently accurate to form the basis for productive discussion of and on-going progress with the teaching of basic science in Sudan. Patrick A Whittle Khartoum , November, 2001 Appendices Annex I : Members of the project teams Specialism Name Dates Counterpart Project Officer Mr Ibrahim A

Sidibe Mr Bayani S. Aguirre

Assistant Officers Mr John Akol Ms Hadiyat Ealyan

Ms Suddha El Tan Education Statistics and Economics

Prof Anand B I Srivastava

19 Aug-17 Sept, 00 Mr Abdul Gadir al Haji Mr Ibrahim Dasis Ms Salwa Ahmed Ali

Curriculum Development

Mr Katongo Chali

18 Aug- 9 Sept, 00 ?

Dr Abdul Gani Ibrahim Mohammed Dr Silman A Silman

Education Planning and Management

Dr Mathias Rwehera

16 Aug-6 Sept, 00 18 Oct-6 Nov, 01

Mr Ibrahim Desis Mr Abdul Gadir al Haji Ms Ibtisam M Hassan

Adult Education and Language Policy

Dr Rashid Aderinoye

15 Aug-3 Sept, 00 20 Oct-3 Nov, 01

Mr Abdu Aziz Abdu Lateef Usman Mr Job Dharuai

Science Education and Educatnl. Technology

Prof Patrick A. Whittle

26 Aug-17 Sept, 0020 Oct- 3 Nov, 01

Dr Silman A Silman Dr Abdul Gani Ibrahim Mohammed

Teacher Education Dr Sugrue Ciaran 12 - 30 Sept, 00

20 Oct-3 Nov, 01 Dr Abdel Salaam

Other members of the Local Project Steering Committtee include ...... Chairperson Dr Hassan Yussuf Prof S B Sobriro

Annex II : Diary and activities of the visit a) Diary of the visit Fri 19th October : 4.00am - 11.00am Travel : Portsmouth-London-Paris 11 - 5.00 pm UNESCO Briefing, Mr I Sidibe/DBE, and colleagues. Transfer to Hotel Baldi Sat 20th October : 7.30am - 11.00 pm Travel : Paris- Frankfurt-Cairo-Khartoum : Met by Mr Saieed, UN Protocol officer - transfer to Acropole Hotel, 2.00 am Sun 21st October: 10 - 12.30 UNDP, Mr John Akol ; 12 .30 MoGE, Mr Dafa Alla Ahmed Hassan re data 2 pm. Met Dr Silman A Silman , Dr Abdul Gani Ibrahim Mohammed (NCCER, Ed Dueim) 3 -5 pm Await UNDP transport 7 - 9 pm Team meet + R. Adeloye, M. Rwehera, C. Sugrue Mon 22nd October 8 - 10 am Await transport 10 am UNDP, John Akol, Suddha (document research) 1- 2.30 Min of Ed, Dafa Alla re data 2.30-3.30 met Mr Ibrahim Desis pm work on report Tues 23rd October 8.45 am SOLO, Met Abd.Ahm.ElAminn, Hasim Abuzi, Mohammed Madi, Abd.Komi to discuss feasibility and costs of possible project to print resource materials 11 am Min of Ed, met Mr Desis, Idris Adam Mahmood, + Min of Ed, Blue Nile State

1 - 3.30 pm UNDP Install SPSS programme to work on data pm Work on data Wed 24thOctober 8.30 am MoGE Met Dr Gadir to obtain translation of science teacher guides 9.30 am Meeting with Dr Silman re Science resource kits 10.30 am Met Ms Salwa A Ali & Ms Ibtiman M Hassam re data collection experiences 11.00 am Work with Dafa Alla on data processing, continued at UNDP 1pm -3.30 pm 7.30-9.30 pm Attended reception at Univ. of Khartoum Guesthouse (many academics). Thur 25th October 8.30-10 am British Council meeting with new Director, Paul Doubleday. Working on analysis of Science Teachers Guides Fri 26thOctober Visit to Omdurman, Khalifs Palance and market Lunch with P Walker & J Uddal pm Working on survey data Sat 27th October 10 am - noon MoGE 1 - 5 pm working in UNDP office 8 - 9 pm Team meeting at Acropole Hotel on programme arrangements Sun 28th October 9 am - 1pm MoGE 2 - 4 pm working in UNDP office 6 pm Visit anglican cathedral Mon 29th October am UNDP 11.30-1.30 MoGE Team Meeting with A Gadir & colleagues 2 - 4 pm UNDP Met Angela Gaff, EC Human Rights specialist Tues 30th October 9 am UNDP 10 am MoGE AGadir, I Dasis 11 am DAHassan 12 Thabir Press - Mr Talat 7 pm team supper with Director of the British Council, Paul Doubleday Weds 31st October 9 am UNDP 11 am Met Sara Pantuliano 12.30 - 2 pm MoGE Meeting with local team 4 pm Meeting with B.J. Wani re SCARF Supper with R.Watson, SUDRA Thur 1st November 9 am Meam Meeting with Federal Minister of Education, Ali Tamin Fartak 11 am Team meet, UNDP debriefing 4 pm Meet Duncan Harvey, SCF(UK) Fri 2nd November Working on presentation of research components of report Sat 3rd November am Final meetings at MoGE and visits 11.30 pm departure for airport Sun 4th November 2.00am - 3.00 pm Travel Khartoum-Cairo-Frankfurt-Paris Transfer to Hotel Baldi Mon 5th November 9.00 - 5.00 pm. debriefing UNESCO with Mr I Sidibe and colleagues including visits to STE and UNESCO Education Resource Libary Tues 6th November 10.00 -4.00 pm Travel Paris - London - Portsmouth 8th -15th November Finalisation of remaining project annexes and science materials proposals Annex III : Translation of Revised Basic Science Education Survey Instrument

The first page of questions are about science components of the new Basic Education curriculum - how it prepares school leavers for their future life or further studies.... Answer the questions by ticking the letter which best answers each question, where A = very much B = quite a lot C = a little D = not much E = not at all Yes - - - - - No 1. Basic education prepares students for all kinds of employment,career A B C D E 2. Basic education encourages positive attitudes to health and nutrition A B C D E 3. Basic education stimulates students to discuss environmental issues A B C D E 4 Basic education provides opportunities to develop practical skills A B C D E 5 Basic education promotes logical thinking and a questioning mind A B C D E 6 Basic education prepares well for further studies science/technology A B C D E 7 Basic science education could help more to promote culture of peace A B C D E

8 In Primary Years 1-3, children meet some simple science ideas A B C D E 9 In Primary Years 4-6, children find some science topics very difficult A B C D E 10 In Primary Years 4-6, children learn some useful scientific skills A B C D E 11 In Years 7-8, school-leavers learn to think and behave scientifically A B C D E 12 Primary 8 school-leavers have some technological skills need in life A B C D E 13 Girls are more interested than boys in social applications of science A B C D E 14 Girls are more interested than boys in doing science experiments A B C D E 15 Girls are more interested than boys in diagrams and descriptions A B C D E 16 Students have mathematical skills they need in science/technology A B C D E 17 Students have the practical skills they need for science/technology A B C D E 18 Students have a positive attitude to careers in science or technology A B C D E 19 The new textbooks encourage students to explore their environment A B C D E 20 The new curriculum emphasises relationships between living things A B C D E 21 Students come to appreciate factors influencing their environment A B C D E 22 The new textbooks emphasise variety and use of materials in world A B C D E 23 Students understand phenomena in terms of particles and energy A B C D E 24 Students develop initiative and creativity through science lessons A B C D E 25 Science lesson encourage responsible citizenship A B C D E 26 Teachers use attractive science and technology charts and displays A B C D E 27 Students have opportunity to handle simple equipment themselves A B C D E 28 Students can discuss experiments or situations together in groups A B C D E 29 Students enjoy science quizzes and competitions within the school A B C D E 30 Students enjoy inter-school science quizzes and competitions A B C D E 31 Science clubs and societies take place after school lessons A B C D E

You may add any further comments here : The next page is about the availability of materials to support teaching and learning of subjects in Basic Education curriculum, to make these more relevant to the real world Answer the questions by ticking the letter which best answers each question, where A = very much B = quite a lot C = a little D = not much E = not at all Yes - - - - - No32 Students prefer to listen or write notes, rather than do activities A B C D E 33 Students usually prefer some activity , rather than just listening A B C D E 34 Basic education only requires a textbook and a blackboard A B C D E 35 There is no time in basic education for students to enjoy themselves A B C D E 36 In basic education we should tell students all they need to know A B C D E 37 The most important thing in learning is what learners already know A B C D E 38 It is unrealistic to put educational technology into primary schools A B C D E 39 Basic education can be improved by using simple audio-visual aids A B C D E 40 In Primary Years 1-3, children should handle some more materials A B C D E

41 In Primary Years 4-6, children need to be stimulated more to learn A B C D E 42 In Years 7-8, students should just concentrate on the examinations A B C D E 43 Girls are more interested than boys in social aspects of learning A B C D E 44 Boys are more interested than girls in doing practical activities A B C D E 45 Girls are more interested than boys in stories and drama A B C D E 46 Boys and girls both enjoy using materials to make models A B C D E 47 Students work better on their own rather than together in groups A B C D E 48 Group work is more demanding for the teacher A B C D E 49 Teachers have materials, time and space for their demonstrations A B C D E 50 Some local kits could be developed to support learning/teaching A B C D E 51 Apparatus, materials, visual aids are well stored, readily available A B C D E 52 Some visual aids could be developed and published locally A B C D E 53 Taking classes out into the environment is too much trouble A B C D E 54 Good teaching should improve students observation, attitudes,values A B C D E 55 Some illustrated resource books can be developed/ printed locally A B C D E 56 Every primary school should have library/apparatus store cupboard A B C D E 57 Every primary school should have some simple tools A B C D E 58 Every primary school should have a battery radio-cassette A B C D E 59 Basic education radio programmes should be broadcast regularly A B C D E 60 Teachers need opportunities to interact and share ideas with others A B C D E 61 Teachers centres should be updated with modern facilities A B C D E 62 Schools should be able to borrow or hire special equipment A B C D E 63 Schools without electricity need solar panels and rechargeable cells A B C D E 64 Headteachers should have a mobile telephone A B C D E

You may add any further comments here : The last page is about the teaching / learning environment for Basic Education which may influence the way future school leavers prepare for their lives, or for further studies. Answer the questions by ticking the letter which best answers each question, where A = very much B = quite a lot C = a little D = not much E = not at all Yes - - - - - No 65 Basic education takes place in spacious, well-furnished, classrooms A B C D E 66 Students in basic education have enough textbooks and materials A B C D E 67 Teachers in basic education each have their own desk and locker A B C D E 68 Children learn how to keep their desks and room tidy and clean A B C D E 69 Valuable resources and books are stored safely but available to all A B C D E 70 School compounds have latrines, water, trees, shrubs and flowers A B C D E 71 The environment is enriched by artifacts, murals, posters, equipment A B C D E 72 The headteacher and staff have their own room/s and desks A B C D E 73 Schools have playground, games and sports equipment A B C D E 74 Funds are available for replacements and repairs A B C D E

75 Parent-teachers association raise money for extra requirements A B C D E 76 Grade 1-3 classes are held in bright, stimulating, surroundings A B C D E 77 Grade 1-3 lessons are lively, interactive, and exploratory A B C D E 78 Grade 4-6 classrooms have interesting charts and displays A B C D E 79 Grade 4-6 children broaden their knowledge from colourful books A B C D E 80 Grade 1-6 children experience art, drama, music, creative writing A B C D E 81 Grade 7-8 students have many interactive experiences with materials A B C D E 82 Grade 7-8 classrooms use a range of stimulating audio-visual aids A B C D E 83 Grade 7-8 students engage in group discussion, role-play exercises A B C D E 84 Grade 7-8 lessons involve handling resource books and materials A B C D E 85 Teachers are too busy to take classes to visit local places of interest A B C D E 86 Trainee teachers need to experience a variety of learning activities A B C D E 87 Trainee teachers need to be able to try out various teaching methods A B C D E 88 Microteaching is a good way of developing teaching skills A B C D E 89 There are several alternative methods of teaching lessons effectively A B C D E 90 Teacher education courses should match the new curriculum A B C D E 91 Clear objectives for the students make lessons more efficient A B C D E 92 Good teaching should improve students attitudes and values A B C D E 93 Examinations have a strong influence on the quality of education A B C D E 94 Inspectors, supervisors and exam setters require in-service courses A B C D E 95 School principals and managers require training workshops A B C D E 96 Ideas for basic education lessons should be broadcast regularly A B C D E 97 Teachers conditions and rewards should be reviewed A B C D E Do you have any other comments ?

Thankyou Annex IV Basic Science Education Survey Data Part I : Key Frequency Histograms

Annex IV Basic Science Education Survey Data - Part II : Frequency tables

Annex V : Part I : Sudan Science Curriculum Goals for Years 4-5-6 Man, Universe and Environment Grade 4 Building Human Society on Earth By the end of this Grade 4 syllabus, the pupils are expected to … A KNOW that … 1. our father Adam is father of all humanity, the first person created by God 2. our purpose is to inhabit the Earth 3. people are prepared physically and mentally to do this 4. population growth compels people to migrate and inhabit new areas 5. God sent prophets to guide the people 6. people gather in families, villages, town and countries to to live in different forms of 7. people create different institutions to satisfy their various needs | societies on the Earth B LEARN HOW TO … 1. observe phenomena, collect data, organise and interpret it within the level of their experience 2. participate in debate based on facts and generalisations C. ACQUIRE … 1. belief in God, an appreciation of his greatness, and gratitude for his grace 2. a willingness to accept that people are equal, despite differences of colour, tongue or race, and can live together peacefully 3. a desire to co-operate with others and willingness to help them 4. a desire to work and persevere in satisfactorily finishing a task Man, Universe and Environment Grade 5 Earth, Environment and Life By the end of this Grade 5 syllabus, the pupils are expected to … A KNOW that … 1. the stars are heavenly bodies in space, of which the Sun is one 2. the Solar System is composed of the Sun and planets circulating around it 3. the Earth is one planet, whose movement leads to day, night and seasons 4. the Earth has layers – atmosphere, rocky layer, water layer and life layer 5. the air has temperature, pressure and movement (winds) 6. the Earth is a rocky sphere, with a crust and two other parts 7. the surface of the Earth is made up of continents and oceans 8. the water layer forms the largest area of the earth’s surface 9. the water layer is the source of water vapour found in the air 10. water vapour is the source of rain 11. the living layer is the part where different kinds of life exist 12. population of any country has number, distribution, density, composition 13. the environment is the place where one or more living creatures exist 14. a mutual relationship exists between human beings and other living creatures 15. there is a mutual relationship between human beings and other living things 16. the existence of life on the Earth depends on a natural cycle of gases 17. dry regions of the Earth can be divided into a number of living environments 18. some of these environments are found in Sudan 19. the first and most important civilisation in Sudan was a desert environment 20. interaction of Man with the Sudan environment has led to different life styles 21. apart from food and shelter, Man needs security from army and police 22. making a living thoughtlessly leads to deterioration of the environment B LEARN HOW TO … 1. carry out simple scientific experiments 2. observe phenomena, collect and organise data, and interpret it within the level of their read and analyse

pictures, figures and maps \ knowledge and experience 3. C. ACQUIRE AN APPRECIATION … 1. that God designed and organised the universe in such a way that deserves our enthusiasm and deepens our

belief in God 2. of the diversity of phenomena in the universe and its benefit of humankind 3. of rational behaviour in our roles as human beings on Earth

4. of gratitude for God’s unlimited gifts to humanity Man, Universe and Environment Grade 6 Resources of the Earth By the end of this Grade 6 syllabus, the pupils are expected to … A KNOW … 1. the characteristics of inanimate materials and its changes 2. the unit responsible for building bodies, the parts, shape and function of the cell 3. a classification of plants and animals 4. the permanent resources of solar energy, winds and water 5. the problem and source of atmospheric pollution 6. the natural and chemical characteristics of water 7. some sources of water on the Earth and factors affecting them 8. the utilisation of the sea and oceans 9. the utilisation of rivers for irrigation and generating hydro-electric power 10. how to describe the problems of water pollution 11. about the seas’ resources, especially fish 12. some important species of wild animals in their habitat and their conservation 13. …..domestic animals, especially sheep, goats, cattle and camels 14. the importance of natural plants in the conservation of their habitats 15. some examples of plants, their uses or problems, as resources in the Sudan 16. the major cultivated crops as examples of agricultural resources 17. a classification of crops as cereals, oil and root crops, beans, fruit, sugar, fibre 18. the agricultural industry as an example of investment in resources 19. the characteristics of types of soil, factors affecting it and its protection 20. the characteristics of different types of minerals 21. the use of some important minerals found in Sudan 22. about the location, production and distribution of petroleum in Sudan 23. why man is the most important resource on the Earth 24. why the world is concerned about the past and present resources of Sudan B LEARN HOW TO … 1. observe, record, describe, classify and explain phenomena 2. carry out simple experiments, and use tables to organise data C. ACQUIRE AN APPRECIATION OF … 1. the sense of gratitude due to God for his unlimited donation to man 2. the importance and value of the Earth’s resources and their utilisation 3. Man’s role in preserving and developing resources for future generations Annex V Part II : Sudan Science Curricuum Goals for Years 7-8. Man, Universe and Environment Grade 7 Science in Our Lives By the end of this Grade 7 syllabus, the pupils are expected to … A UNDERSTAND, EXPLAIN AND USE THE CONCEPTS OF … 1. measurement, some measuring instruments, its systems and units 2. different forms of energy, and their inter-conversion, and the Sun as the main source of energy in the Solar

System 3. the effect of heat on materials, its transmission, devices and units 4. heat and its effect on human beings 5. types of burning 6. pressure, factors, units and effects in our lives 7. pressure in liquids, its transmission and applications in our lives 8. simple tools of various kinds, their use and applications in our lives 9. simple machines of different kinds, their relation to tools, and useage 10. principles and operation of rockets and their effect on our lives 11.

12. magnetism, magnetic and non-magnetic materials, making and preserving magnets, magnetic fields, magnetic poles and their use, the magnetic compass and its use

13. the importance of chemistry (positive & negative effects, its methods and tools 14. the particulate natureof matter, atoms and molecules 15. .............. composition, importance, purification, and factors affecting making solutions 16. chemical symbols and chemical equations 17. factors affecting combustion (burning) and its products and effects in our lives 18. the cell as a building block of the body - comparison of cells of different shape, size, function , and

composition, and the different role of their components 19. tissue, organism and ......... 20. reproduction and its effect on maintaining species, increasing numbers and species 21. the microscope and its use in studying micro-organisms 22. plants, species and - their economic importance and usefulness 23. human reproduction compared with other animals, organs, glands and importance 24. 25. 26. the mechanism of transmission of sound in air, liquids and solids, its speed and reflections (echo) and the

capability of the ear to distinguish between different sounds 27. care of the ear as an organ of hearing 28. sound pollution, and overcoming natural and artificial sounds 29. light sources, its transmission as a form of energy, rays, laws of reflection and refraction, real and virtual

images formed by plane or curved mirrors, contrasted with lenses 30. the structure of the human eye, its role as a sense organ, in relation to the brain 31. static electric charges..... 32. current electricity, from chemical reaction in cells, types of cell 33. generation of electricity from a magnetic field, conductors and circuits, fuses 34. communication by electromagnetic waves, by satellite for tv and radio transmission 35. properties of water properties, solutions and concentration 36. carbon and simple organic chemistry 37. petroleum, properties, location of petrochemical industries 38. sugar - types of sugar, manufacture of white sugar, bi-products and uses 39. relation between microorganisms and human beings and causes and transmission of some diseases - malaria, bilharzia, TB - symtpoms, duration, prevention and cure - national and international organisations helping to eradicate them. LEARN HOW TO … 1. plan and conduct scientific experiments (helped by teachers) and acquire practical skills 2. study natural phenomona, make and record accurate observations, make generalisations and inferences to

promote understanding, and then make decisions based on evidence 3. use scientific approaches and methods of thinking to solve problems ACQUIRE … 1. willingness to use scientific approaches in problem-solving and to consolidate faith in God through

scientific evidence 2. appreciation of science and the role of scientists (particularly Arab & Muslim scientists) 3. appreciation of government, non-government, national and international organisations in developing

means of production, eradication of diseases and promoting health of society 4. good morals and behaviour and a willingness to use his or her abilitites correctly 5. positive attitudes to investment of time in worthwhile and practical scientific hobbies 6. personal characteristics which enable him or her to accept changes in circumstances and willingness to

make objective decisions about events in everyday life

Note on Annex V Parts I & II It should be noted that the stated aims and objectives for science in the equivalent classes for Year 4-8 in those schools in the southern states which use English language as the medium of instruction differ in a number of respects from the above aims. Note on Annex V Part III The White Nile State Ministry of Education kindly provided specimen science question papers from the state Basic School Certificate Examination, with an English translation. This is included here as an example to illustrate the format of the leaving test for one state. Annex V Part III : Format of Basic School Certificate Science Examination (Gr.8)

Annex VI : Criteria for Selection of Science Instructional Materials Textbooks should contain the core material, ckearly and attractively presented, and well illustrated, with familiar and interesting examples, and important summaries highlighted. Science readers should be visually stimulating and interesting, in simple language. Visual materials to be used by teachers should be large, clear and well labelled. Science materials for demonstrations should be large enough to be seen clearly. Class materials to be used in groups should be plentiful and easy to use (sometimes the pupils can be asked to bring these to school) and preferably they should meet at least one, or usually more, of the following criteria shown in the table below : Criteria Examples Explanatory notes Available Clay, bricks,

Drinking straws Clay is used by pupils to make models, bricks and straws of uniform size are useful for experiments

Cheap Fish bones, bottle tops, mango stones

Discarded items should be preserved until needed for a science lesson; bottle tops weigh 2.5 g each

Enjoyable Beads, bubbles, coloured charts

Pupils like using bright colours for models or experiments; wall charts should also be bright

Familiar Beans, soap, Rubber bands

Much science can be learnt by relating lessons to pupils' prior experiences with familiar objects

Home-made

Photos, models, Toy kites

Local photographs are very useful resources; some pupils will be able to make their own models

Interesting Insects, winged seeds, toy helicopter

Movement, like flight or swimming, is interesting and a good starter or motivator for a lessons

Plentiful Ants, beans, Paper clips

Experiments can sometimes be done by individual pupils, if there are enough specimens

Relevant Plastic bottle, water pump, charcoal

Everyone should know why everyday objects are useful to us, and how they work most efficiently

Reliable Peanut, washers, Bicycle

Peanuts are good for energy measurement, washer make useful weights, a cycle is a type of machine

Scientific Scales, plastic syringe Thermometer

Measurement of mass, volume and temperature are very important skills for scientific literacy

Simple Drawing pin, knife, mirror

Pressure of a pin, force of a knife, or reflection by a mirror all involve some important science concepts .

Technical Cycle pump, torch, Radio, telephone

Operation of every applications of science should be learnt by all school-leavers

Unusual Chicken claw, music, ultraviolet lamp

Children are fascinated by the unusual, if these can occasionally be brought into a science class….

Ideally every teacher of basic science should have access to such items but for consistency of teaching, and to assist the teacher, it is preferable to have some of these provided in a kit. The SKART project could provide a box of materials containing some of these with a few specially purchased items (for uniformity) or specially designed items for an experiment. The remaining materials would be provided by the teacher - particularly living materials, such as plants or insects, and food items, seeds or newspapers.

Annex VII : Outline for Proposed Science Teacher Education Manual Part I : Relating Pedagogy to the Science Curriculum Teaching techniques Details - and some exemplar science curriculum topics 1. Principles of learning Meaningful concepts Using prior experiences to

classifiy insects 2. Learning

environments Flexibility, stimulation, variety, displays

Pupils contributions to a nature study corner

3. Use of blackboards Skills and techniques Organising, drawing

Brief notes and labels for a diagram of an animal cell

4. Use of textbooks Functional literacy Writing stories based on a chapter about transport

5. Pupils using readers and newspapers

Sharing and organising reading materials

Traditional and modern weapons

6. Use of teaching aids using kits and some local alternatives

Exploring movement using a SKART kit

7. Developing process skills - group work

Promoting observation, questioning, safety

Group activity on magnets using a SKART kit

8. Charts and visual aids Using displays, flipcharts, flannel-boards, templates

Discussion of flight using SCARF chart and reader

9. Make/use work cards Using materials efficiently Designing work cards for study of soil and rocks

10. Questions/ discussion Direct and probing questions

Design probing questions about pupils' homes

11. Micro-teaching

Peer criticism and feedback Teach 10-min. micro-lesson questioning about buildings

12. Using radio-cassettes Selection, purpose, use Criticise some scientific radio programmes

13. Environmental study waste, organisms, gardens and environment

Construct a compost pit (for use later)

14. Tools and recycling Safe use of hand tools Sources of materials

Make a model of a human arm or knee and foot joint

15. Local resource persons Finding resource persons Briefing and control

Interview a doctor, farmer, nurse, shopkeeper etc

16. Care of resources Records, cupboards, dust. Design storage boxes for mirrors or collections

17. Using IT Use of computers and The internet

Explore a web-site for resource material

18. Lesson planning Goals. Aims and behavioural objectives

Plan alternative lessons on root crops

19.

Progression Allowing for individual differences

Compare levels of written work by different pupils

20 Tests and examinations

Practising assessment techniques and skills

Set and mark simple tests on electrical safety

Annex VII : Outline for Proposed Science Teacher Education Manual Part II : Educational Resources for Science Education in Sudan

A. Criteria for educational resources for in-service science teacher training Criterion Examples Needs / notes 1. Availability Everyday objects Precise guidance 2. Cost-effective Re-cycle materials Many illustrations 3. Enjoyable/interactive Group role-play activities Realistic scenarios 4. Familiar / applicable Use local examples Bring in own examples 5. Stimulating / relevant Up-to-date discussions Discussion guidelines 6. Accessible / practical Trying out teaching aids Time to evaluate them 7. Reliable / repeatable Proved and tested approaches Demonstrations 8. Confidence building Try out with own pupils Own contributions 9. Feedback provision Graded assessments Not too difficult

Secondly, resources for distance teacher education (may overlap with the above) :- B. Criteria for educational resources for distance science teacher training Criterion Examples Needs / notes 1. Communication Radio programmes Radio receivers 2. Feedback provision Tutor-marked assignments Trained tutors 3. Enjoyable/interactive Opportunity to interact Home assignments 4. Familiar / applicable Use local examples Illustrations given 5. Stimulating / relevant Up-to-date discussion topics Topical issues 6. Accessible / practical Try out teaching aids Detailed guidance 7. Reliable / repeatable Researched / tested methods Detailed guidance 8. Confidence-building Easily tried out techniques Reinforcement 9. Cost-effective Precise requirements stated Avoid expense

Thirdly, resources for on-campus initial teacher education :- C. Criteria for educational resources on initial science teacher training Criterion Examples Needs / notes 1. Communicability Overhead projector & screen Spare lamps, ohp pens 2. Feedback processes Video camera & monitor Video cassettes, cables 3. Enjoyable/interactive Group work / projects Discussion guidelines 4. Familiar / applicable Realistic situations Use research findings 5. Stimulating / relevant Decision-making activities Imaginative 6. Accessible / practical Micro-projects Limited objectives 7. Confidence-building Peer-teaching Reinforcement 8. Cost-effective Simulate real classrooms Economise

Clearly, materials developed for the SCARF and SKART projects should be incorporated into all these science teacher education programmes, wherever practicable.

Annex VIII : Proposed Work Plan for Future Science Education Projects The implementation of this proposed work plan is dependent upon : 1. Development of an articulated National Basic Education Plan for Sudan 2. Allocation of necessary funds by the Federal Government of the Republic of Sudan, state ministries of education, donor agencies and INGOs. 3. Deployment of suitably equipped and well-motivated specialist personnel 4. Provision of appropriate short-term training for key personnel through either in country training workshops and/or overseas exposure 5. Provision of on-going consultancies in critical shortage areas Phase Short-term Objectives Activities Implications

I.

Capacity building for key selected science education personnel

Establish working group to identify local, regional or overseas training needs and plan workshop programme

Set up BSEWG and arrange secondments or consultant inputs for SEEP project

II

Development of some local background readers and charts on scientific topics for basic education

Birds of Sudan project to be completed & followed up by a further three such projects in the first instance: initiate other topics.

Writing, editing, publishing and management expertise for SCARF projects to be fully assessed

III

Prototype science kit to be developed and trialled in schools & teacher training

Materials collection and research on designs; identify sources of supply; initiate school trials

SKART project team to be identified and commissioned

IV

Draft and trial initial units for the science teacher education manual

Hold workshop to initiate and identify potential authors of science teacher education units

Framework and structure to be set up for STEM project development

Medium-term Objectives V

Consolidation of above objectives, with any necessary modifications to project compoents

Extension of I, II, III & IV above to fully meet national requirements in all basic education strands

Financial and personnel provision will require review

Longer-term Objectives VI

Formative and summative evaluation of the projects prior to their evolution into the established system.

Interview of teachers and pupils, parents, employers. Report to government with recommendations

Objective observers should be appointed before adoption or modification.

The above work plan is intended as a framework for the science education component of a

broader basic education programme, and may require some adaptation according to other identified priorities.

Annex IX : References 1. Publications in the Sudan Ministry of General Education: Primary Science Textbook Series : Man and the Universe series (in Arabic) Grade 4 Man in Society Grade 5 Earth, Life & Environment Grade 6 Resources of the Earth Grade 7 Science in Our Life Grade 8 Science in Our Life Expressive Arts Teachers Guide, Gr ades1-3 Applied Arts Teachers Guide, Grades 4-6 Science Teachers Guide, Grades 4-6 Science Teachers Guide, Grades7-8 Secondary Series (in Arabic) Year 1 (Grade 9) Biology Year 1 (Grade 9) Chemistry Year 1 (Grade 9) Engineering Science Year 1 (Grade 9) Mathematics Year 1 (Grade 9) Physics (Mechanics) Materials from other local sources Human rights picture stories (in Arabic) Spine Series (in Arabic and English) Pupils Books 1 - 6 & Companion Dictionary 1-6 Science for Grade 6 Basic (in English) Science for Grade 8 Basic (in English) Grade 6 & 8 Science test papers (in English) 1999 Discover Sudan Tourist Guide (in English) W.Nuba Mountain Area Report (UNCERO, Oct.1999) Education for All: A Year 2000 Assessment - Sudan Report (I S El Dasis, Dakar, Apr.2000) Some Common Birds of Sudan (BJ Wani, pre-publication, SOLO)

2. Relevant Publications from Elsewhere UNESCO publications Terms of Reference for Sudan Basic Education Sub-Sector Analysis (March, 2000) World Education Forum Series (Dakar) Education for All 2000 Assessment Executive Summaries (Warren Mellor - Ed) Applying New Technologies and Cost-Effective Delivery Systems in Basic Education (Hilary Perraton & Charlotte Creed) Education for All Teacher-Training Package Volume 1 and Volume 2 (Sheila Haggis - Ed) Education for All/Learning without Frontiers Pack : Technology and Learning (1999) Fundamentals of Educational Planning Series: Searching for Relevance - the development of work orientation in basic education (W Hoppers) Environmental Education Series(21) : Environmental Education Activities for Primary Schools - low-cost equipment suggestions Open and Distance Learning - Prospects and Policy Considerations (M A R Dias) UNESCO Handbook for Science Teachers (Arabic version) UNESCO STE Resource Kit : Science and Technology Education - Philosophy of Project 2000+ (V Goel & PA Whittle, 1999) Relevant publications from other sources The Harare Generator: Innovative Ideas and Techniques for Science Educators in Africa ( PA Whittle, Ed, ICSU, 1993) Beyond Jomtien - Implementing Primary Education for All (A Little et al, Macmillan,94) The VSO Science Teachers’ Handbook (A Byers et al, Heinemann, 1994) Promoting Students’ Scientific and Technological Thinking (SDMaharjan&PA Whittle, Eds, ICASE) Literacy and secondary science - building on primary experience (F McKeon, in SSR June 2000)

Annex X : Acronyms used in this report BC The British Council BEC Basic Education Certificate BSEWG Basic Science Education Working Group (Proposed) EDC Education Documentation Centre (at FMOGE) ELT English Language Teaching FMGE /MoGE Federal Ministry of General Education FMHESR Federal Ministry of Higher Education & Scientific Research INSETI Institute for In-service Education of Teachers (at FMGE) JUCPDS Juba University Centre for Peace & Development Studies KPP Kabir Printing Press KSMOE Khartoum State Ministry of Education KUFOE Khartoum University Faculty of Education NCCER National Centre for Curriculum and Educational Research NCLAE National Centre for Adult & Language Education RC Red Crescent/Red Cross SCC Sudan Church of Christ SCARF Science Charts And Readers For All Project (proposed) SCF Save the Children Fund SEEP Science Education Enhancement Programme (proposed) SELTI Sudan English Language Teaching Institute SKART Science Kit and Resources for Teaching Project (proposed) SNCU Sudan National Commission for UNESCO SOLO Sudan Open Learning Operation SPINE Sudan Programme in English SSSLC Sudan Secondary School Leaving Certificate SSFM Southern Sudan Factional Movements STEM Science Teacher Education Manual Project (proposed) STL Scientific and Technological Literacy SUDRA Sudan Development & Relief Agency SUSAT Sudan University of Science & Technology UNDP United National Development Programme UNICEF United Nations International Childrens Fund WDEFA World Declaration on Education For All WNSMOE White Nile State Ministry of Education WUS World University Service