UNESCO’s Programmes in Science and Education for Sustainable Development in the Caribbean Science Education Initiatives Across the Caribbean: The UNESCO Experience November 19-20, 2018 Ms. Petal Punalall Jetoo Interim Programme Specialist, Natural Sciences UNESCO Cluster Office for the Caribbean
PRESENTATION OUTLINE • CHALLENGES IN SCIENCE AND EDUCATION IN THE CARIBBEAN • UNESCO’S PROGRAMMES IN SCIENCE AND SUSTAINABLE DEVELOPMENT • RESULTS • LINKING POLICY AND PRACTICE • EXISTING COOPERATION IN THE CARIBBEAN • REGIONAL IMPLEMENTATION MECHANISM
UNESCO‟S MAIN LINES OF ACTION FOR SCIENCE TECHNOLOGY AND INNOVATION • MLA 1 – HARNESS STI AND KNOWLEDGE FOR SUSTAINABLE DEVELOPMENT • MEMBER STATES HAVE STRENGTHENED THEIR CAPACITY TO DEVELOP AND MONITOR INCLUSIVE STI POLICY AND KNOWLEDGE SYSTEMS • MEMBER STATES HAVE INCREASED THEIR INSTITUTIONAL AND HUMAN CAPACITY TO PRODUCE, DISSEMINATE AND APPLY STI • SIDS MEMBER STATES, LOCAL COMMUNITIES, AND INDIGENOUS PEOPLES HAVE INCREASED THEIR CAPACITY TO MOBILIZE LOCAL KNOWLEDGE SYSTEMS AND BUILD SYNERGIES WITH SCIENCE, TO ADDRESS CHALLENGES FOR SUSTAINABLE DEVELOPMENT.
WHAT IS THE PURPOSE OF SCIENCE? • „THE PURPOSE OF SCIENCE IN THE CONTEXT OF SUSTAINABILITY IS TO UNDERSTAND AND CLARIFY THE DYNAMICS OF WHAT IS REQUIRED TO PREVENT „THE HUMAN SYSTEM‟ – INDIVIDUAL AND COLLECTIVE, PHYSICAL, SOCIAL, ECONOMIC, CULTURAL AND PSYCHOLOGICAL – FROM DESTROYING THE ENVIRONMENT ON WHICH IT DEPENDS (MAITENY AND PARKER, 2002 P. 15).
PARTNERSHIPS FOR ACHIEVING SUSTAINABILITY THROUGH SCIENCE AND EDUCATION UN SUSTAINABLE DEVELOPMENT GOAL 4: ENSURE INCLUSIVE AND QUALITY EDUCATION FOR ALL AND PROMOTE LIFELONG LEARNING How do we learn science? What is What is How do we Learning? Science? Learn? Reorienting science education means fitting it with the context of STEM and other disciplines – transformation to ESD
CHALLENGES IN SCIENCE AND EDUCATION „ WITH THE EXCEPTION OF INTEGRATED SCIENCE, JUST ABOUT SEVEN (7) PERCENT ( 3000-5000 OUT OF 70,000 ) OF STUDENTS IN THE CARIBBEAN STUDY THE SINGLE SCIENCES (BIOLOGY, CHEMISTRY AND PHYSICS) AT THE CARIBBEAN SECONDARY EDUCATION CERTIFICATE (CSEC) LEVEL’ ( TEWARIE, 2015 P. 35).
CHALLENGES IN SCIENCE EDUCATION • SCIENCE TEACHING IS PREDOMINANTLY TRANSMISSIVE • SCIENCE KNOWLEDGE IS DOGMATIC AND CORRECT • THE CONTENT OF SCHOOL SCIENCE HAS AN ABSTRACTNESS THAT MAKES IT IRRELEVANT • LEARNING SCIENCE IS RELATIVELY DIFFICULT FOR BOTH SUCCESSFUL AND UNSUCCESSFUL STUDENTS (UNESCO, 2010)
GUYANA – CSEC ENTRIES IN THE SINGLE SCIENCES COMPARED TO MATH 120.00 100.00 80.00 Biology % Math Chem % Math 60.00 Phy % Math Agri Sc.%Math 40.00 Math 20.00 0.00 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Ministry of Education‟s Strategic Plan (2008 -2013) Section 3.6(pg 29) S&T - lack of students opting for S&T leads to a lack of teachers in the field which in term contributes to poor quality science education at the secondary and tertiary levels
UNESCO‟S SUPPORT FOR SCIENCE, TECHNOLOGY AND INNOVATION (STI) WITHIN CARICOM • UNESCO SUPPORTED CAPACITY BUILDING EFFORTS IN THE REGION ON STI POLICIES AND INDICATORS • 2009 - DEVELOPMENT OF A NATIONAL SCIENCE AND TECHNOLOGY POLICY AND MASTER PLAN - GUYANA • 2014-2015 – COUNTRY GAP ANALYSIS ON SCIENCE AND TECHNOLOGY NEEDS – GUYANA • 2015 – SUPPORT PARTNER FOR THE 2 ND HIGH LEVEL CARICOM SCIENCE AND TECHNOLOGY MEETING, GRAND ANSE, GRENADA (WITH RECOMMENDED ACTIONS) • 2017 – REGIONAL WORKSHOP ON STI POLICIES AND INDICATORS - TRINIDAD • 2018 - CARIBBEAN CAPACITY BUILDING WORKSHOP INTERNATIONAL NETWORK FOR GOVERNMENT SCIENCE ADVICE (INGSA) JAMAICA
UNESCO‟S SUPPORT FOR SCIENCE EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT • 2010 – INQUIRY BASED SCIENCE EDUCATION PROJECT FOR SELECTED PRIMARY SCHOOLS, GUYANA • 2011 – NATIONAL ORIENTATION TRAINING WORKSHOP FOR UNESCO’S GLOBA L MICROSCIENCE EXPERIMENTS PROGRAMME, GUYANA • 2011-2013 – GLOBAL MICROSCIENCE EXPERIMENTS PILOT PROJECT, GUYANA • 2014-2015 – SUB-REGIONAL MICROSCIENCE EXPERIMENTS PROJECT – GUYANA, BELIZE, ST. LUCIA • 2014-2015 – DEVELOPMENT OF AN EDUCATION FOR SUSTAINABLE DEVELOPMENT POLICY, GUYANA • 2014-2015 – CAPACITY BUILDING IN CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT (CCESD) • 2014-2015 – INQUIRY BASED SCIENCE AND MATHEMATICS FOR SELECTED PRIMARY SCHOOLS • 2015-2017 – EXPANSION OF UNESCO’S GLOBAL MICROSCIENCE EXPERIMENTS PROGRAMME FOR CARIBBEAN TERRITORIES (GUYANA’S MODEL)
GUYANA‟S CONTEXT - SCIENCE EDUCATION CSEC Entries in the Single Sciences - Number of entries of Students for Math Guyana compared with the Separate Sciences – Guyana Biology Chemistry Physics 120.00 100.00 80.00 1853 1825 1795 1763 Biology % Math 1661 1514 1520 Chem % Math 1466 1449 1395 1374 60.00 1339 Phy % Math 1251 1232 1165 1160 1153 1130 Agri Sc.%Math 1056 982 949 928 Math 40.00 689 563 20.00 0.00 2009 2010 2011 2012 2013 2014 2015 2016 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
REVIEW – CSEC SCIENCE ENTRIES FOR GUYANA AN ANALYSIS OF THE 2008-2013 MOE STRATEGIC PLAN 2008 2013 Target Increase Biology 889 1835 2667 946 (2.12%) Physics 510 1130 1530 620 (2.21%) Chemistry 667 1449 2001 720 (2.17%) Analysis at the end of the 2008-2013 Strategic Plan period
AND SO DID THE PASSES! % Passes Grades 1-3 (2012-2014) Workshops 2008 – CAS IBSE Training 2009 – 12 workshops (360 teachers) 75.13 2013 – 40 workshops (1500 teachers included school based workshops) 68.69 66.11 64.8 63.33 60.52 2014 - 35 workshops ?? including school based workshops 54.34 52.39 2015- 14 workshops ( 496 teachers trained, no school based workshops) 46.41 2016 - 22 workshops centrally + 45 school based workshops = 67 workshops (618 teachers trained including ) 2012 2013 2014 Biology Chemistry Physics
WHAT IS UNESCO‟S GLOBAL MICROSCIENCE EXPERIMENTS PROJECT? PROMOTION OF „HANDS - ON‟ EXPERIMENTATION FOR STUDENTS USING SMALL-SCALE PRACTICAL SCIENCE KITS
HISTORY • LAUNCHED IN 1996 BY UNESCO, INTERNATIONAL UNION FOR PURE AND APPLIED CHEMISTRY (IUPAC), OTHER PARTNERS • METHODOLOGY DEVELOPED BY RESEARCH AND DEVELOPMENT IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (RADMASTE) CENTRE, WITWATERSRAND UNIVERSITY, SOUTH AFRICA • MICROSCIENCE KITS PRODUCED BY SOMERSET EDUCATIONAL LTD., SOUTH AFRICA
UNESCO‟S SUB -REGIONAL MICROSCIENCE PROJECT FOR THE CARIBBEAN – 2015 LEAD EXECUTING AGENCY: MINISTRY FOR EDUCATION – NATIONAL CENTRE FOR EDUCATIONAL RESOURCE DEVELOPMENT (NCERD), GUYANA UNDER THE GUIDANCE OF THE UNESCO KINGSTON CLUSTER OFFICE - SUPPORTED BY PARTNERS: GUYANA NATIONAL COMMISSION FOR UNESCO, BELIZE NATIONAL COMMISSION FOR UNESCO AND ST. LUCIA AND THE MINISTRIES OF EDUCATION
PHASE 2 - UNESCO‟S MICROSCIENCE PROJECT PILOT COUNTRIES 2016 -2017 Belize Jamaica St. Kitts and Nevis St. Lucia Trinidad and Tobago
INTEGRATION OF PARALLEL INITIATIVES + + An integration of the LabPro Max Kit for the CXC electronics Physics manufactured by the University of the West Indies Mona Campus‟ Faculty of Engineering and mobile science laboratory provided by Digicel Science Foundation with the microscience kits will be piloted in five secondary schools.
REDUCING THE CARBON FOOTPRINT OF EDUCATION – EDUCATION AS SUSTAINABILITY Much more cost effective Much safer for everyone Less waste to dispose of Conserve valuable resources Less time for solution preparation Less time for doing experiment Less energy consumed for heating Traditional versus Microscale Less water usage UNESCO‟s Global Microscience Experiments Programme
LINKING POLICY WITH PRACTICE Education for Sustainable Development (ESD) Pilot Policy Goals Programmes 1. integrating sustainable STI Policy, development into education; and ESD Policy 2. Integrating education into sustainable development through a shared commitment to education that empowers people for Pedagogical change. Innovation
PEDAGOGICAL INNOVATIONS – REORIENTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (1)Focus Learning ing Cycle le Application/ Exploration Evaluation Reflection LINKING MICROSCIENCE AND INQUIRY BASED SCIENCE EDUCATION (IBSE) AND CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT
LEARNING FOR SUSTAINABLE DEVELOPMENT – THE UN ESD LEARNING PILLARS • LEARNING TO KNOW • LEARNING TO DO • LEARNING TO BE • LEARNING TO TRANSFORM ONESELF AND ONE‟S SOCIETY
UNDERSTANDING WATER „ WATER EDUCATION FOR SUSTAINABLE DEVELOPMENT ‟ Link – Climate Change What is water made of? Education for Sustainable Understanding the water The electrolysis of water using the Development and Disaster cycle chemistry microscience kit Risk Reduction
ANNUAL SCIENCE CAMPS – GUYANA 2015 AND 2016 SCIENCE CAMP FOCUSED ON UNDERSTANDING THE SCIENCE OF WATER
WATER AND EDUCATION TRAINING FOR THE CARIBBEAN Regional Water and Education Programme for the Caribbean, Kingston, Jamaica in April 2015
UNESCO’S SANDWATCH PROGRAMME Water Quality Monitoring Nature as our first Laboratory
GUYANA SANDWATCH WORKSHOP OCTOBER 17-19, 2016 Facilitators – Paul Diamond, Dr. David Grey, Participants Andy Paul, Denise Simmons https://www.youtube.com/watch?v=VpBkmNCjbc4
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