The UNESCO Experience November 19-20, 2018 Ms. Petal Punalall Jetoo - - PowerPoint PPT Presentation

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The UNESCO Experience November 19-20, 2018 Ms. Petal Punalall Jetoo - - PowerPoint PPT Presentation

Feb 20, 2024 26 likes •379 views

UNESCOs 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,

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UNESCO’s Programmes in Science and Education for Sustainable Development in the Caribbean

  • Ms. Petal Punalall Jetoo

Interim Programme Specialist, Natural Sciences UNESCO Cluster Office for the Caribbean

Science Education Initiatives Across the Caribbean: The UNESCO Experience November 19-20, 2018

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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
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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.

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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).

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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 Science? What is Learning? How do we Learn? Reorienting science education means fitting it with the context of STEM and other disciplines – transformation to ESD

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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).

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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)

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GUYANA – CSEC ENTRIES IN THE SINGLE SCIENCES COMPARED TO MATH

0.00 20.00 40.00 60.00 80.00 100.00 120.00 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Biology % Math Chem % Math Phy % Math Agri Sc.%Math Math

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

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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 2ND 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

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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 GLOBAL 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)

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GUYANA‟S CONTEXT - SCIENCE EDUCATION

0.00 20.00 40.00 60.00 80.00 100.00 120.00 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Number of entries of Students for Math compared with the Separate Sciences – Guyana

Biology % Math Chem % Math Phy % Math Agri Sc.%Math Math 1153 1232 1514 1763 1825 1853 1661 1795 949 982 1251 1374 1449 1520 1395 1466 563 689 928 1056 1130 1165 1160 1339 2009 2010 2011 2012 2013 2014 2015 2016

CSEC Entries in the Single Sciences - Guyana

Biology Chemistry Physics

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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

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AND SO DID THE PASSES!

63.33 64.8 66.11 46.41 52.39 60.52 68.69 54.34 75.13 2012 2013 2014

% Passes Grades 1-3 (2012-2014)

Biology Chemistry Physics

Workshops

2008 – CAS IBSE Training 2009 – 12 workshops (360 teachers) 2013 – 40 workshops (1500 teachers included school based workshops) 2014 - 35 workshops ?? including school based workshops 2015- 14 workshops (496 teachers trained, no school based workshops)

2016 - 22 workshops centrally + 45 school based workshops = 67 workshops (618 teachers trained including )

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WHAT IS UNESCO‟S GLOBAL MICROSCIENCE EXPERIMENTS PROJECT?

PROMOTION OF „HANDS-ON‟ EXPERIMENTATION FOR STUDENTS USING SMALL-SCALE PRACTICAL SCIENCE KITS

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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

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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

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PHASE 2 - UNESCO‟S MICROSCIENCE PROJECT PILOT COUNTRIES 2016 -2017

Belize Jamaica

  • St. Kitts and Nevis
  • St. Lucia

Trinidad and Tobago

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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.

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REDUCING THE CARBON FOOTPRINT OF EDUCATION – EDUCATION AS SUSTAINABILITY

Traditional versus Microscale

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 Less water usage

UNESCO‟s Global Microscience Experiments Programme

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LINKING POLICY WITH PRACTICE

Pilot Programmes Pedagogical Innovation STI Policy, ESD Policy

Education for Sustainable Development (ESD) Policy Goals

  • 1. integrating sustainable

development into education; and

  • 2. Integrating education into

sustainable development through a shared commitment to education that empowers people for change.

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PEDAGOGICAL INNOVATIONS – REORIENTING EDUCATION FOR SUSTAINABLE DEVELOPMENT

LINKING MICROSCIENCE AND INQUIRY BASED SCIENCE EDUCATION (IBSE) AND CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT

Learning ing Cycle le

(1)Focus Exploration Reflection

Application/ Evaluation

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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
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UNDERSTANDING WATER „WATER EDUCATION FOR SUSTAINABLE DEVELOPMENT‟

What is water made of? The electrolysis of water using the chemistry microscience kit Understanding the water cycle Link – Climate Change Education for Sustainable Development and Disaster Risk Reduction

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ANNUAL SCIENCE CAMPS – GUYANA 2015 AND 2016 SCIENCE CAMP FOCUSED ON UNDERSTANDING THE SCIENCE OF WATER

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WATER AND EDUCATION TRAINING FOR THE CARIBBEAN

Regional Water and Education Programme for the Caribbean, Kingston, Jamaica in April 2015

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UNESCO’S SANDWATCH PROGRAMME

Nature as our first Laboratory

Water Quality Monitoring

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GUYANA SANDWATCH WORKSHOP OCTOBER 17-19, 2016

https://www.youtube.com/watch?v=VpBkmNCjbc4 Participants Facilitators – Paul Diamond, Dr. David Grey, Andy Paul, Denise Simmons

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SANDWATCH A MODEL OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

  • A REORIENTATION OF THE LEARNING THAT FOSTERS THE

KIND OF PEDAGOGICAL INNOVATION WHICH SUPPORTS THE DEVELOPMENT OF KNOWLEDGE, SKILLS, VALUES AND ATTITUDES FOR THE ACHIEVEMENT OF SUSTAINABILITY THROUGH EDUCATION (FORMAL, NON-FORMAL, INFORMAL)

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EXISTING COOPERATION IN THE CARIBBEAN PARTNERSHIPS IN STEM EDUCATION

  • CAPACITY BUILDING IN STEM FOR PRIMARY SCHOOL TEACHERS
  • UNESCO/CAS/CSF COLLABORATION STEM TRAINING WORKSHOPS
  • ANTIGUA
  • BARBADOS
  • DOMINICA
  • JAMAICA
  • ST. KITTS AND NEVIS
  • ST. VINCENT AND THE GRENADINES
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PARTNERSHIPS IN THE POPULARIZATION OF STEM

SAGICOR VISIONARIES CHALLENGE (PARTNERSHIPS WITH SAGICOR LIFE INC., CSF AND CXC)

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RESULTS – CAPACITY DEVELOPMENT

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THROUGH PARTNERSHIPS

S&T , ESD , CCESD facilitators – Drs. Figueora, Ventura, Down

Caribbean Science Foundation

UNESCO/ UNICEF/ CI-Guyana partners to address Climate Change Education for Sustainable Development

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Build Capacities Education and Training Promotes Scientific Research Innovation and Sustainable Development Building of peace and eradication of poverty Safeguard the natural resources and preserve cultural heritage

Through which

That leads to For the To

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PROMOTING SCIENCE FOR ALL

“SCIENCE: A HUMAN RIGHT” REGIONAL MECHANISM CARICOM SCIENCE, TECHNOLOGY AND INNOVATION COMMITTEE (CSTIC)

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THE END