SCIENCE AND TECHNOLOGY EDUCATION IN PRIMARY & SECONDARY SCHOOLSAND COLLEGES OF EDUCATION IN NIGERIA

Prepared by

Project Coordination &Implementation Committee

Coordinator

Boubacar Cámara

FEDERAL MINISTRYOF EDUCATION

UNESCOABUJA OFFICE

SCIENCE AND TECHNOLOGY EDUCATION IN PRIMARY & SECONDARY SCHOOLSAND COLLEGES OF EDUCATION IN NIGERIA

Prepared by

Project Coordination &Implementation Committee

Coordinator

Boubacar Cámara

FEDERAL MINISTRYOF EDUCATION

UNESCOABUJA OFFICE

THE PROJECT 931/NIR/1000 ON SCIENCE AND TECHNOLOGY EDUCATION FOR PRIMARY & SECONDARY SCHOOLSAND COLLEGES OF EDUCATION, ORIGINATED FROM THE NIGERIAN PRESIDENTIAL INITIATIVE AIMING AT ACHIEVING NATIONAL ECONOMIC AND HUMAN DEVELOPMENT OF THE COUNTRY USING MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION. ESPECIALLY, IN THIS FIRST PHASE, THE PROJECT IS ADDRESSING ISSUES OF SUPPLYING MICRO-SCIENCE KITS TO SELECTED PRIMARY & SECONDARY SCHOOLS, TRAINING OF TEACHERS IN INNOVATIVE WAYS OF TEACHING SCIENCE, FURTHER STRENGTHENING OF FEDERAL AND STATE INSPECTORATES IN EFFECTIVE MONITORING AND EVALUATION OF SCIENCE LEARNING AND PROMOTING SCIENTIFIC CULTURE IN THE COUNTRY, PARTICULARLYAMONG THEYOUNG GENERATION ANDTHEIR PARENTS. IN ORDER TO HELP ACHIEVE THE OBJECTIVES AND RESOURCE MOBILISATION FOR A SECOND PHASE, NIGERIA REQUESTED THE COLLABORATION OF UNESCO FOR THE EXECUTION AND IMPLEMENTATION OF THE SELF-BENEFITING TRUST FUND, WHICH WAS FORMALIZED IN THE AGREEMENT BETWEEN THE GOVERNMENTOFTHE FEDERAL REPUBLIC OF NIGERIA AND UNESCO.

THE PROJECT WAS OFFICIALLY LAUNCHED ON 2gTH OF SEPTEMBER 2005 BY HIS EXCELLENCY PRESIDENT OLUSEGUN OBASANJO,

IT CONTRIBUTES TO THE REALISATION OF THE VISION 2020 WHICH TARGETS NIGERIA RANKING AMONG THE 20 LARGEST ECONOMIES IN THE WORLD BY THE YEAR 2020.

The Government of Nigeria took two complementary initiatives: - Promoting Science and Technology Education for Primary & Secondary Schools and Colleges of Education in Nigeria, and the Reform of the Nigerian Science, Technology and Innovations System. The related operational activities expressed the due importance given to the issue of science by the country.

Indeed, the initiatives relate to the global vision of transforming the Society, defined in the National Economic Empowerment and Development Strategy (NEEDS). The basic foundation of the strategy stems from the social change processes taking place at the level of each ofthe 36 States and the Federal Capital Territory.

As a matter of fact, Science has to play a leading role in transforming the present Nigerian Society into an emerging Knowledge Society. In this regard, there is need to build learning communities all over the country, and in particular among the younger generations. Hence, improving the teaching of Mathematics, Science and Technology stands as a major tool in promoting quality human resources indispensable for sustainable development.

Considering the development challenges in Africa and other parts of the world, the scientific approach to problem solving should be promoted in all domains and at all levels. In so doing, Science as the constant quest of human beinas for understanding their environment. themselves and the universe. discovering and desimine means of transforming resources for quality life im~rovement and sustainable livelihoods, will be a key factor to Peace, Progress and Humankind Advancement.

For many decades, UNESCO has been supporting national policies for the development of Science inMember States, especially in Africa. The numerous activities derived from Regional Conferences onScience and Technology, the World Conference on Science, and other international events for

enhanced cooperation in Science and Technology Education should be further developed in a rapidlychanging world, with tremendous challenges facing deprived communities particularly in rural and suburbanareas. The African Union Summit on Science and Technology opened new avenues of cooperation. IndeedAccess to Knowledge and Quality Learning is a fundamental right that needs to be reinforced on a permanentbasis.

The ultimate goal of promoting quality science learning is to transform learners at all levels into

EDUCATED NATION BUILDERS,PROACTIVE AND CREATIVE,CULTURALLY ROOTED, AND

COMMITTED TO UNIVERSALLYSHARED VALUES

For many decades, UNESCO has been supporting national policies for the development of Science inMember States, especially in Africa. The numerous activities derived from Regional Conferences onScience and Technology, the World Conference on Science, and other international events for

enhanced cooperation in Science and Technology Education should be further developed in a rapidlychanging world, with tremendous challenges facing deprived communities particularly in rural and suburbanareas. The African Union Summit on Science and Technology opened new avenues of cooperation. IndeedAccess to Knowledge and Quality Learning is a fundamental right that needs to be reinforced on a permanentbasis.

The ultimate goal of promoting quality science learning is to transform learners at all levels into

EDUCATED NATION BUILDERS,PROACTIVE AND CREATIVE,CULTURALLY ROOTED, AND

COMMITTED TO UNIVERSALLYSHARED VALUES

TABLE OF CONTENTS

Vision 4

Quality Learning, an Urgency 7

Providing Relevant Teaching/Learning Materials 8

Developing New Competencies for Teachers 9

Increasing Female Participation 10

Adding Value to the Teaching/Learning Process 11

Distribution of Kits 12

Achievements 13

A Learner Centred Approach 14

Enhanced Capacities for Colleges of Education and Universities 15

Use of Secondary Science Kits 16

Strategizing for on ground activities 17

Effective Science Learning : A Paradigm Shift 18

Use of High Level Trainers of Trainers 21

Monitoring and Evaluation 25

Scaling Up 26

Strategies 28

A Ten Year Programming 34

National Competition on Science and Technology Education Applications 38

TABLE OF CONTENTS

Vision 4

Quality Learning, an Urgency 7

Providing Relevant Teaching/Learning Materials 8

Developing New Competencies for Teachers 9

Increasing Female Participation 10

Adding Value to the Teaching/Learning Process 11

Distribution of Kits 12

Achievements 13

A Learner Centred Approach 14

Enhanced Capacities for Colleges of Education and Universities 15

Use of Secondary Science Kits 16

Strategizing for on ground activities 17

Effective Science Learning : A Paradigm Shift 18

Use of High Level Trainers of Trainers 21

Monitoring and Evaluation 25

Scaling Up 26

Strategies 28

A Ten Year Programming 34

National Competition on Science and Technology Education Applications 38

QURLITY LEARNING Various Researchfindings indicated thatfor effective

teaching/learning to take place,the learning environment ofthepupils must be taken intoconsideration. Theenvironment contributes in nosmall way to sharpen tlie ñjtureof our children. A child in anovercrowded and non-stimulating environment is setto be distracted and thus cannotcontribute meaningfully to tlielesson ofthe day

In order to stimulate theinterest of the pupils in schoolactivities, the Government,individuals and corporatebodies should collaborate tocreate a conducive atmospherefor the pupils.The school environmentrequires:. classrooms in adequatenumber, well lit and ventilated;. School furniture in the rightquantity and quality; Safewater.When any of these is not inplace, learning becomes a

bigger challenge to both pupilsand teachers. They learn betterin a clean, tidy and stimulatingenvironment.

In order to improve Science,Technology and MathematicsEducation, it is vital to make

available appropriate teaching/learning materials that can help theteacher and enable concretelearning process for the students. Inthis regard, the project hasdistributed to the pilot schoolsprimary science kits produced byNASENI (National Agency forScience and EngineeringInfrastructure) and PrimaryMathematics kits produced byNational Mathematical Centre(NMC).

The kits are friendly itemsaddressing core issues of theNational Basic Science &Technology Curriculum. They canbe used in and outside theclassroom. 740 primarymathematics kits and 740 primaryscience kits were distributed in thesix geopolitical zones of thecountry. Learners can measure,calculate, test, demonstrate,evaluate with the new instruments.The use ofthe kits helps understandmore concepts, processes and themeaningfulness of Science,Technology and Mathematics.Every kit is accompanied by a set ofmanuals and reference documentswhich facilitate its utilization. Inthe primary mathematics kits,games are also included to make itfriendlier and more attractive. Theuse of the kits is enhanced by theresourcefulness ofthe teacher.

PROUIDING RELEURNT

Materials

DEVELOPING

More than 2000 teachers have been trained in theuse of the kits and also in Effective LearningTechniques (ELT). They are more equipped in

managing Science, Technology and Mathematics in theclassroom. The new competencies both in STM contentsand Teaching /Leaming process, will help shift the teacherprofile from teacher- lecturer to teacher - facilitator.Already, the trained teachers are witnessing that their role inthe classroom is that of a coordinator. The pupils are doingthe major part ofthe work, while they are supervising andguiding.Hence, the role ofthe teacher will not be to tell/lecture thestudents, but to:. carefully plan his or her lesson to include his or heractivities and that ofthe pupils;. provide leaming resources with the participation oflearners and communities;. improvise where resources are not available or sufficient;. facilitate effective leaming activities taking into accountthe five pillar approach, the AG. CMP Method: Active;Gender sensitive; Consistent; Meaningful and Productive.

In particular, the teacher should:. communicate in a clear and simple language what he or shewants the pupils do in order to achieve the objectives ofthelesson as stated;. visibly demonstrate to the entire class, and if class is large,to small groups of not more than ten students thecompetences to acquire;.go round supervising and monitoring progress. He or sheshould ask well thought out and provocative questions atintervals in order to retain and sustain the pupils' interest andexcitement.. Allow pupils participate more. The teacher should not do allthe thinking, talking and asking questions;. relate on a continuous basis to communities constituting keystakeholders and large stores of resources. The teacher should

prepare a resource guide which includes the types of resourcesavailable.

Continuous assessment is used by teachers to facilitateeffective leaming

INCREASINGIF©iMS]Il© lPsiiriS©fi[psiíifl(n)m

i1 "f

The project is also addressing the issue ofGender Equality through increased femaleparticipation in Teacher Training. The

strategy impacts on girls motivation for science,technology and mathematics subjects. As a matter offact Women Empowerment is a key factor of societalchange. Many states expressed their commitments toGender Equality and in particular in the selection ofteachers to be trained.

Both male and female science teachers participatedactively in the capacity building activities. Theyalready demonstrated their resourcefulness inclassroom without appropriate teaching/learningtools. One important outcome of the workshops isgreater selfconfidence ofteachers associated with thefeeling ofbeing valued

HDDING UHLUE TO

Tm© TTcBSi^IMm^ /mmm^sm IPircn)©©

During the training sessions, teachers and the world. The trainees made use ofused various methods of sensitization simulation and drama to increase awarenesson some core Science and Societal and highlight the major threats to sustainable

problems, in particular environmental livelihoods. Thus, the teaching/learningdegradation and the effects on communities process is gaining added value.

M^MtaM®m mThe distribution of Primary Science and Primary

Mathematics kits took place at the closing ceremonyof each workshop. The State Commissioners and

their Representatives officially acknowledged the supply ofkits and made arrangements for the transportation to schools.The procedure was adopted to avoid delays in the use ofthekits by teachers and pupils soon after the training. Theteachers expressed their appreciation on the approach and thenew competencies and teaching/learning tools acquired. Thekits suppliers NASENI andNMC made available all kits to bedistributed in each zone. The supply of kits to schools was a

turning point in the process of improving the quality ofBasicscience teaching in the participating schools.

HCHIEUEMENTS

A's far as the implementation of the project isconcerned, the following achievements have alreadybeen recorded.

Primary mathematics and science kits are now available inschools, with an average of ten selected schools per State.Indeed, the use of kits is a major innovation in the status ofscience, technology and mathematics education in Nigeria.

333 Secondary Schools distributed among the sixgeopolitical zones and 102 Unity Schools equipped micro-science kits.

Capacity of 1480 teachers from selected primary schools hasbeen built in the use of Kits and in Eilective LeamingTechniques. Participating Teachers are now more motivated,determined and confident teachers because they have beenempowered meaningfully in science materials, content andpedagogy.

Capacity of 1740 secondary school teachers has been builton the use of micro-science Kits and in Effective LeamingTechniques.

More than 230 Federal and State Inspectors have beentrained in monitoring and evaluation ofBasic and SecondaryScience. Equally, an instrument has been developed formonitoring and evaluating science teaching in schools. Thisis an innovation in Federal Inspectorate Services in thecountry with the changing profile from Inspector-Instructorto Inspector-Enabler.

An advocacy tool has been designed in form of adocumentary that shows the state of STME in Nigeria anddistributed to all State Commissioners. It helped inform acollective decision by all on the need to renew commitmentto STME in Nigeria.

140 teacher trainers of Colleges of Education have beentrained to reinforce their capacity in teacher preparation inprimary science and mathematics.Partnerships have been built with all stakeholders. The

embedded team spirit of collaboration among thestakeholders is a major determinant of what has beenaccomplished so far. The major outcomes constitute a basisfor developing STE in Nigeria especially for basiceducation.

States have taken initiatives in multiplying the effects ofcapacity building processes generated by the project byfollowing up with fiirther implementation at local levels.

The project has also contributed to institutional capacitybuilding in various departments ofthe Federal Ministry ofEducation and professional bodies such as the MathematicalAssociation of Nigeria (MAN) and Science TeachersAssociation of Nigeria (STAN). It has also made impact onthe development of agencies like National MathematicsCentre (NMC) and National Agency for Science andEngineering Infrastructure (NASENI). The effectivecollaboration with private sector through the participation ofSkill G Nigeria in particular is worth mentioning.

A documentary on the project has been made reflecting onthe ample achievements that followed the capacity buildingofprimary school teachers nationwide.

A Manual on Effective Leaming Techniques for Teachersand Reference Document on Monitoring and Evaluation ofScience Leaming for Inspectors have been prepared.

H LERRNER CENTRED/A

The approach being promoted implies a shift in theprofile of the teacher: from teacher-lecturer toteacher facilitator. The issue of leaming becomes

centi-al. Therefore, the learner is at the heart of thepedagogical process. Participation is key to leamingachievement. The more you participate, the more youunderstand; and the more you understand, the more youleam. Leaming by doing, leaming by participating,leaming by sharing are various aspects ofthe new teaching /leaming process. Both male and female leamers areexercising, expressing interest, in a friendly environment.Learning is a joyful process of knowledge andcompetencies acquisition. The freedom in tlie classroomimpacts on the creativity ofthe pupils and students. A newcooperative spirit is emerging with the learner centredapproach.

The leamers become the major actors in the classroom.They touch, observe, manipulate, measure, evaluate,interact, take initiatives, produce and explore tlie ne.xt stepsand way forward. From passive pupils, their profile ischanging; they are becoming Achieving Leamers. Thischanging in profile is directly related to the change in theTeacher's profile Both Teachers and students havepleasure in the teaching/leaming process. The leaming isattractive. It has become a lively human activity.

When Students are sharing views on what they areexperiencing inside or outside the classroom, they areleaming more. This interaction is enhancing their capacityof observation, analysis, description and interpretation.Asking the right questions, drawing relevant conclusions,correcting each one's misunderstanding, strengtheningteam sprit are some key assets of the new leamingenvironment generated with the project. Every sessionbased on effective leaming is adding to self confidencewhich is one of the most important characters of nation

builders.Leamers are finding answers to the core issues of

understanding related to scientific subject matters. They areacquiring new skills and competencies which will enablethem develop as future scientists, engineers andtechnicians.

The leaming process focuses the problem solvingapproach. It helps prepare the future Nation Builders whohave the responsibility to find solution to the challengesfacing the society and the world in general.

ENHRNCED CRPRCITIES

For Colleges Of EducationAnd Universities

Pre-Service training appears as an area of priority focus. Quality teachertraining in Science, Technology and Mathematics lays the foundation forrelevant teaching/leaming process in the classroom and outside the

classroom. Colleges of Education have the prime responsibility of training theteachers especially at basic education level. The project organized capacity buildingworkshop for 140 lecturers selected from the various Colleges of Education in thecountry. Training of trainers will allow more opportunities of training in STM inevery college. Already colleges are building additional capacities by using theselected lecturers for replication.

USE OF SECONDHRY

Science Kits

TÏÏÏÏÎnmm mihistby ni idbcaiiiiii^alinnal, Scieniiiic anil^lural r -lüatin

^ CENTI^I

The secondary science kits have beensupplied by a private corporation Skill GNigeria, within the framework of public

private partnership.Training workshops were conducted by the kitsupplier in tlie six geo-political zones. The ScienceTeachers Associations of Nigeria organized theworkshops in cooperation with Colleges ofEducation. Core issues of the Secondary ScienceCurriculum were dealt with during the trainingsessions. The participants appreciated variousexperiments on Pressure, Conductivity,polymerization, osmosis, production of light, etc.The related items are relevant to science teaching atsecondary level. Moreover, the concrete production

of tooth paste during experimentation increased theinterest ofthe teachers.However, it has been noted that some of theexperiments could be performed in using localmaterials. For instance, participants explained howthey produce light energy with two unripe finiits, awire and a bulb. The teachers expressed theirresourcefulness which contributed to theenrichment ofthe workshops.The local production ofthe secondary science kitsis envisaged for the scaling up.NASENI, the Federal Science Equipment Centre atIjanikin and the Private Sector will play a majorrole in this production scheme.

STRRTEGIZINGFOR

(Q)m (Si?(DMii(fl i^íSíMíoisThe partnership with Teachers' Professional

Associations, in Particular the Science TeachersAssociation of Nigeria (STAN) and the

Mathematical Association of Nigeria (MAN) is anessential strategy in implementing training activities forteachers in the six geopolitical zones. Both associations andtheir branches organized workshops on the use micro-

science and mathematics kits. They contributed inassessing the relevance of the training conducted by kitsuppliers.The President of MAN (right) and Executive Director ofSTAN (left) are strategizing with the Chairman of theImplementation Committee during the first advocacymeeting in Abuja, January 2006.

EFFECTIVE SCIENCE LERRNING

Since December 2005, a wide range of activities tookplace, in particular the training of teachers both atPrimary and Secondary levels, and lecturers/

Teacher trainers in Universities and Polytechnics onEffective Leaming Techniques. We may say that 2006 is the

year of the paradigm shift from Active to EffectiveLearning, which implies a shift in the profile ofthe teacherfrom teacher-lecturer to teacher-facilitator, as well as a shiftin the profile of the leamers from active students toachieving leamers, and ofcourse a shift in the profile oftheinspector, from inspector-instmctorto inspector-enabler.

The five-pillar approach to effective leaming,formalized in the AGCMP method (Active, Gender

sensitive. Consistent, Meaningful and Productive) is anessential outcome ofthe implementation. The extended useofthe method will impact on the leaming achievements inScience, Technology and Mathematics Education.Furthermore, tlie AGCMP method is not resti-icted to

Science alone; it can be used for anysubject. Subsequently, those in charge ofquality assurance, the Enablers have to beiblly conversant with the method andcombine it with their professionalcompetencies.

Promoting quality basic educationis a global challenge all over the world.The reasons for such a focus pertain to theultimate human right to quality lifeimprovement. As a matter of fact, thefundamental right to life and specificallyto quality life implies the right lo qualitybasic education. Appropriate means thatcan ensure positive transfonnation ofBasic Education are being targeted.Science and Technology as means ofimproving the quality of life are majorsubstantive components of quality basiceducation.

From the discovery of fire to thelaunching of space vessels, the world has

been experiencing formidable changes impacting on everyday life. After the Industrial revolution. Nowadays the e-revolurion coupled with laser and genetic revolutionsstands as a driving force that every region, every continenthas to factor in. The operationalisation of science hasalways been a source of inspiration to Scientists anddecision-makers. From the law of Archimedes to the

Relativity Relation of Einstein, or from the medicalprinciples and laws consolidated by Ibn Siinaa to thevarious UN conventions and regulations on Health andBiodiversity, the issue of effective impact of Science andTechnology on the existence ofhuman beings, the biomassand ecosystem is still of paramount importance.

What modalities can permit that quality learningachievements are performed? Are the traditional ways ofteaching science and technology leading to effectiveleaming? De facto, the issue of effective teaming hasbecome a real concern.

Reviewing the lessons of several decades of basiceducation in Africa, it is noted Üiat tlie science and

technology contents of Basic Education are weak inaverage. The fiandamental leaming achievements expectedfor youths completing Basic Education are limited. TheAfrican Union Addis Ababa Declaration on Science,Technology and Scientific Research , January 2007,emphasized the urgent need to promote studies in science,technology and engineering and invite Member States topay special attention to the teaching of science andtechnology.

From the Nigerian experience, a two pronged strategy isconsidered: Reviewing the curriculum to integrate thescience and technology contents required; andtransforming the teaching leaming process to get theappropriate impact on leamers.

Lessons learntIn many primary schools in Africa, due to the low level

of qualification of many teachers and the lack ofteaching/Leaming materials in the field of science and

technology, the pupils have often no idea of the basicscience principles and knowledge at tiieir level. The type ofteaching process based on lecturing and memorizing bystudents is not helping the understanding of basic scienceand technology.

The students tend to leam by heart science lessons andbe able to reproduce what is read orwritten by the teacher. Itis a kind of black box method, where you describe the box,but you are not able to understand what is inside. Today

more than ever, the child should be educated in a way tounderstand what is inside the black box. This refers to alllevels ofEducation.

As a result, a major lesson from past and ongoingexperiences is: Leaming to understand. Understanding thebasic science principles and phenomenon at each cognitivedevelopment state is a priority in the qualitativetransformation of Basic Education and Education ingeneral. Teachers and educators have to put emphasis onthe understanding and comprehension in all subjects,especially in Science and Technology.

USE OF HIGH LEVEL

(Some of the outstanding trainers of trainers whoconducted workshops with the new paradigm)

For instance in teaching water and itsimportance to life improvement, the basicschools leamers should be made aware ofthe

frequent infections and diseases related to unsafewater. They must know and practice the importanceof boiling water in getting safer water, or any othersimple method that is not endangering their health.Understanding how cracial clean hands are isimperative. The pupils will assess the differencebetween washing hands only with water and usingwater and soap together. In so doing, leamersappreciate the difference between apparent cleanhands and proper clean hands. Acquiring the cultureof Soap and Safe Water is vital for child survival,particularly inAfrica.Another major lesson in Basic Science teaching isthe need for integrating cultural assets in order toenhance effectiveness. The teacher has to facilitatethe integration of life experiences and positivevalues in dealing with science issues. It is importantthat leamers acquire basic moral, civic and culturalvalues leading to community development, Peacebuilding and qualitative societal transformation.Henceforth, referring to the anatomy of our handsand leaming about numeracy, small children shouldbe able to leam that our world is comprised of fivecontinents, just like the five fingers of a hand. Eachcontinent has its importance like each finger. Theyare all united for the same ultimate goal: preservingand improving life. If fingers are united, the hand isstronger. If the five continents are united in allaspects of life with their peculiarities, Humankindwill make progress, and be healthier and stronger.

Furthermore in recalling some proverbs to highlight basicvalues, the following is worth mentioning: It is only withboth hands that one can tie a loincloth. This relates togender equality, the equal importance of both men andwomen in building a family, developing a community andpromoting a new society in the interest ofall.With regards to the holistic approach, an essential finding isthe fundamental relation linking Education, Culture andDevelopment.[D] = [E]*[C]Development is generated through the judiciouscombination of Education and Culture. SinceDevelopment is about Quality Life Improvement andEducation is Life Leaming, Culture as Life Expression is

needed to get effective impact on individuals, communitiesand societies.In applying the fundamental relation, the Development ofScience and Technology will be generated and sustainedthrough the combination of effective science andtechnology leaming, and relevant cultural assets and toolsboth traditional and contemporary. Teachers, Educators,Curriculum Developers, Policy-Makers, and DevelopmentAgents should intemalize the basic relation.

Pillars of Effective LearningFor improving Basic Science leaming, there is need to takeinto account five key characteristics of any effectiveleaming:

ActiveThe leaming process should be active to allow leamers'

participation. In participating actively, they leam more.Various techniques promoting active learning areavailable. They should be mastered by teachers. Whatevertopic is dealt with in science and technology education,there is need to prepare the activities that can fosterparticipation and raise interest among learners. Itcontributes to make leaming attractive;

GendersensitiveIndeed, a classroom can be active with the dynamicparticipation of only a proportion of the students.Especially, when girls are left aside, or victims ofstereotypes, the leaming is not effective to them. Moreover,if the activities selected are not addressing their interests,they are not achieving through active participation. As amatter of fact, female participation in Science Technologyin African countries is low. To modify tiiis imbalance, it iscmcial that the leaming taking place be gender sensitive.This will reduce drop outs at higher level for femaleinvolvement in Science and Technology;

ConsistentFor effectiveness, the leaming has also to be consistent, notonly with the Science and Technology Curriculum, but alsowith the various other aspects of science leamt in theclassroom. Since the curriculum is designed in relation tothe national development goals, and objectives of theEducational Policy, the teacher should be aware of the

contents ofthe curriculum, and be able to derive his or herdaily work in relation to the curriculum. Hence, allchildren in the country will be led towards the same nationalgoals through defined leaming acquisitions in Science andTechnology Education. The teacher has to ask him orherself: how close am I to the national basic sciencecurriculum and the objectives ofthe Education Policy. AmI consistent with what I have already taught in theclassroom? Are the students awai-e of these interrelations?

MeaningfulUnderstanding the meaningfulness of science andtechnology subjects in relation to everyday Ufe and to themajor challenges facing the society is a cmcial dimensionof any effective leaming. If science and technology help

improve the quality of life, learners should understand howit is possible. Every topic of the curriculum addresses, atleast, a specific developmental issue at local, national orglobal levels. For instance, in leaming about pressure, theleamers should be guided to link it with the necessity tomake safe water available in every village and everyhousehold of the country with sufficient pressure andregular flow. The same applies to Power generation, inconnection to the availability of light in every household ona pennanent basis. As concems environmental issues, forinstance, deforestation is a threat to the whole community;it undermines the ecosystem and causes drought in themedium and long nm. Leaming about air is an opportunityto highlight the effects ofpollution on individual and public

health, and the climate globally. The more topics aremeaningfiil to leamers, the more effective is the learningand more motivated are the leamers.

ProductiveLeaming by doing is an asset to be generalized. As theproverb says: Practice makes perfect. Productivity will helpleamers value in concrete terms the leaming process. If theyare able to produce useful items and products withreference to the Basic Science and Technology Curriculum,they are achieving. If they can make, bread, marmalade,

yogurt, soap, calendars, some common domestic items,etc., leaming is valuable to the community

The five pillar approach to effective learning lays thefoundation for promoting Educated Nation Builders,Proactive and Creative, Culturally rooted and Committedto Universally shared values. It highlights the concept ofeffective and greater impact which requires proactivity andcreativity to boost the synergy of action in all fields ofScience and Technology and societal transformation.

Monitoring ñnd

Monitoring and Evaluation stand as key factorsenabling the achievement of the expectedoutcomes. The basic strategy used is based on the

responsibilities of the Universal Basic EducationCommission and the Federal Inspectorate Service, bothinstitutions in charge of monitoring and evaluationrespectively of Basic Education and Secondary Education.The built-in Monitoring and Evaluation process isstrengthened by the availability of new instraments relatingto the new approach to Science and Technology leaming,through Effective Leaming Techniques.During the scaling up, tliese two institutions will play a

central role in the continuing process of monitoring andevaluation.In addition, the head teachers of the participation schoolswill be trained in monitoring and evaluation of scienceleaming. The Federal Inspectorate and the SUBEBs (StateUniversal Education Board) are mobilised to conduct thisimportant capacity building activity at grass-root level. Theoutcome ofthe training is to provide first hand appropriatesupport to the teacher, right from school level. Allinspectors, monitoring officers and head teachers areeducation enablers. They facilhate the teaching leamingprocess, through friendly advice to teacher, orientation,demonstration and training.Building on the existing processes of monitoring andevaluation contributes to owmership and sustainability. TheMonitoring and Evaluation Committee of the projectregrouping various stakeholders will undertake on a regularbasis, on ground activities in collaboration of decentralisedentities at State, senatorial District and Local Governmentlevel.Every Local Government sets up a monitoring andEvaluation Committee, as well as each Senatorial districtand each State. At the geo-political Zone, a zonal monitoringcommittee is set up to ensure proper follow up for a group ofstates. The existing zonal monitoring mechanism will be

strengthened and used.As concems the instruments, the pilot phase provides thefoliowings:- An instrament for Monitoring and Evaluation of Basicscience Teaching and Leaming;- An instmment for Monitoring and Evaluation ofsecondary Science Teaching and Leaming;- A reference document on Monitoring and evaluation,which will be a useful tool for inspectors, UBEC monitoringofficers, head teachers and ofcourse teachers themselves.- The Global Indicator of Effectiveness (GIE) will be usedto assess the leaming process and rank the classroomaccording to the level ofeffectiveness.The scaling up is taking into due consideration ofthe majorfindings ofthe GRASS (Operation Reach outAll SecondarySchools).Furthermore, the organisation of contests amongparticipating schools contributes to the motivation of bothteachers and leamers, and sustain the momentum. The bestpractices already recorded at Primary Education andSecondary Education levels serves as catalytic examples tofollow.

(MAIThe scope of scaling up for the next three years (2007

- 2070) is to capture 50% of schools in every LocalGovernment of every State of the Federation

including FCT. It is building on the integration ofsignificant initiatives like the SMASE-Nigeria project(Strengthening Mathematics and Science Education),supported by JICA, The Mathematics Improvement Project(MIP) initiated by National Mathematical Centre; TheGLOBE Programme (Global Learning and Observations toBenefit the Environment) supported by US Governmentagencies, STEPB initiative (Science and TechnologyEducation at Post-Basic Level) supported by The WorldBank, the Technical and Vocational Education projectsupported by the African Development Bank, as well as

various on going activities of the Ten-Year EducationProgramme aiming at promoting quality basic and postbasic education focusing science and technology.

In so doing, the project will enhance competencies ofteachers in Effective Learning Techniques (ELT), in ASEI:Activities, Experiments, Students, Improvising; & PDSI:Plan Do, See, Improve of the SMASE-Nigeria Project, inGLOBE and MIP (Mathematics Improvement Project),provide mathematics and micro science kits to 50% ofBasic and Post Basic schools, and train teachers in the use ofkits, build capacity of Inspectors, Principals and Head-Teachers in Monitoring and Evaluation of science andtechnology learning. 30,000 primary schools, 4000 juniorsecondary schools and 4,000 secondary schools, 2,322 nonformal education centres and 258 science, technology &mathematics educational resource centres will benefit from

the partnership of Public, Private, Civil Society, and Bi-Multilateral Institutions.

Based on these achievements, the objective ofthe scalingup is to reach 100% equitable access to Quality Basic andPost-Basic ScienceLearning in the country by 2015

BeneficiariesThe implementation of the project will impact on thefollowing beneficiaries:i. primary schools pupils through quality learningachievement in science and technology;ii. JSS pupils through quality learning achievement inscience and technology education;iii. Secondary schools students through quality learningachievements in science and technology;iv. Literacy leamers through quality learning achievementin science and technology education;v. Basic and Post basic teachers;vi. Literacy facilitators;vii. Inspectors;viii. Lecturers in colleges ofeducation;ix. Lecturers and professors in universities;x. Science and technology education administrators and

officers;xi. Communities, Local Governments and States.

(MAIThe scope of scaling up for the next three years (2007

- 2070) is to capture 50% of schools in every LocalGovernment of every State of the Federation

including FCT. It is building on the integration ofsignificant initiatives like the SMASE-Nigeria project(Strengthening Mathematics and Science Education),supported by JICA, The Mathematics Improvement Project(MIP) initiated by National Mathematical Centre; TheGLOBE Programme (Global Learning and Observations toBenefit the Environment) supported by US Governmentagencies, STEPB initiative (Science and TechnologyEducation at Post-Basic Level) supported by The WorldBank, the Technical and Vocational Education projectsupported by the African Development Bank, as well as

various on going activities of the Ten-Year EducationProgramme aiming at promoting quality basic and postbasic education focusing science and technology.

In so doing, the project will enhance competencies ofteachers in Effective Learning Techniques (ELT), in ASEI:Activities, Experiments, Students, Improvising; & PDSI:Plan Do, See, Improve of the SMASE-Nigeria Project, inGLOBE and MIP (Mathematics Improvement Project),provide mathematics and micro science kits to 50% ofBasic and Post Basic schools, and train teachers in the use ofkits, build capacity of Inspectors, Principals and Head-Teachers in Monitoring and Evaluation of science andtechnology learning. 30,000 primary schools, 4000 juniorsecondary schools and 4,000 secondary schools, 2,322 nonformal education centres and 258 science, technology &mathematics educational resource centres will benefit from

the partnership of Public, Private, Civil Society, and Bi-Multilateral Institutions.

Based on these achievements, the objective ofthe scalingup is to reach 100% equitable access to Quality Basic andPost-Basic ScienceLearning in the country by 2015

BeneficiariesThe implementation of the project will impact on thefollowing beneficiaries:i. primary schools pupils through quality learningachievement in science and technology;ii. JSS pupils through quality learning achievement inscience and technology education;iii. Secondary schools students through quality learningachievements in science and technology;iv. Literacy leamers through quality learning achievementin science and technology education;v. Basic and Post basic teachers;vi. Literacy facilitators;vii. Inspectors;viii. Lecturers in colleges ofeducation;ix. Lecturers and professors in universities;x. Science and technology education administrators and

officers;xi. Communities, Local Governments and States.

STATE STEERING COMMITTEE

STATE IMPLEMENTATION COMMITTEE

STATE MONITORING & EVALUATION COMMITTEE

PROJECT EVALUATION TEAMUNESCO -FME-DP,

SENATORIAL DISTRICT 1

MONITORING COMMITTEE

SENATORIAL DISTRICT 2, 3

MONITORING COMMITTEE

LOCAL GOVT. 1

COMMITTEE

LOCAL GOVT. 2

COMMITTEE

LOCAL GOVT. 3

COMMITTEE

LOCAL GOVT. N

COMMITTEE

STATE STEERING COMMITTEE

STATE IMPLEMENTATION COMMITTEE

STATE MONITORING & EVALUATION COMMITTEE

PROJECT EVALUATION TEAMUNESCO -FME-DP,

SENATORIAL DISTRICT 1

MONITORING COMMITTEE

SENATORIAL DISTRICT 2, 3

MONITORING COMMITTEE

LOCAL GOVT. 1

COMMITTEE

LOCAL GOVT. 2

COMMITTEE

LOCAL GOVT. 3

COMMITTEE

LOCAL GOVT. N

COMMITTEE

The overall strategy of implementation centres onthree major challenges: integration, ownership andsustainability. The appropriate integration of

contributing initiatives, the participation of decentralizedinstitutions and local authorities and their engagement, theexistence and operation of sound mechanisms ofimplementation, maintenance, monitoring and evaluationarc essential domains of focusThe overall strategy is based mainly on the scaling up oftheachievement ofthe pilot phase. Various types of strategieswill be used:

Implementation StrategiesAt Federal level, the project implementation committeewill regroup representative of all key stakeholders. Theextended partnership: public, private and civil society willbe strengthened.At state level, the existing stale implementation committeewill be extended to allow participation ofrepresentatives ofcluster local governments:At each local government level, an implementationcommittee will be setup.The realisation of activities and regular reporting willensure proper follow up at each levelAt school level, the school based management committeewill be in charge of supporting the progress in Science andTechnology learning in the school.

The selection of schools is conditioned to:the existence of an operational school basedmanagement committee;the commitment of the school based managementcommittee to the scaling up ofthe Science. Technologyand Mathematics Education project:the provision ofa secured space for storage ofkits andproject materials;the design of a programme of entrepreneurshippromotion among youth based on Science,Technology and Mathematics applications;anAdvocacy programme targeting communities

The eligibility of a State is subjected to:the availability of an operational StateImplementation Committee. State SteeringCommittee and State Monitoring and EvaluationCommittee:

- the design ofa comprehensive work plan for the scalingup ofthe project in the state:Making provision for budgetary allocation ascontribution to the project;the Appointment of Desk Officers to seive as StateCoordinator ofthe project, with appropriate means ofwork provided, including access to internet;the list and addresses ofparticipating schools with theabove -defined criteria:anAdvocacy programme State widea Maintenance and reproduction strategy of kits

Capacity building strategics:The capacity building activities will be undertaken in closecollaboration with Professional Associations (STAN,MAN and Technology Teachers' Association) and Collegesof'Education.The training on the use of the kits will be organized incooperation with Kit suppliers who are in charge ofconducting the workshops. The involvement ofProfessional associations generates more interest from thebeneficiaries and contributes to institutional strengtheningofcivil society organisations.In the second phase the project will make use of theresource teachers selected in the pilot phase, to conducttraining workshop on the use of the kits. Their teachingexperience in using the kits will be relevant to theircolleagues trainees. Especially at decentralised levels, theuse ofresource teachers is a core issue ofefficiencyAs concerns the training on Effective learning Techniques,the workshops will be organised by colleges of Educationfor teachers from local government regrouped in clusters.An average of three local governments will constitute acluster.

The overall strategy of implementation centres onthree major challenges: integration, ownership andsustainability. The appropriate integration of

contributing initiatives, the participation of decentralizedinstitutions and local authorities and their engagement, theexistence and operation of sound mechanisms ofimplementation, maintenance, monitoring and evaluationarc essential domains of focusThe overall strategy is based mainly on the scaling up oftheachievement ofthe pilot phase. Various types of strategieswill be used:

Implementation StrategiesAt Federal level, the project implementation committeewill regroup representative of all key stakeholders. Theextended partnership: public, private and civil society willbe strengthened.At state level, the existing stale implementation committeewill be extended to allow participation ofrepresentatives ofcluster local governments:At each local government level, an implementationcommittee will be setup.The realisation of activities and regular reporting willensure proper follow up at each levelAt school level, the school based management committeewill be in charge of supporting the progress in Science andTechnology learning in the school.

The selection of schools is conditioned to:the existence of an operational school basedmanagement committee;the commitment of the school based managementcommittee to the scaling up ofthe Science. Technologyand Mathematics Education project:the provision ofa secured space for storage ofkits andproject materials;the design of a programme of entrepreneurshippromotion among youth based on Science,Technology and Mathematics applications;anAdvocacy programme targeting communities

The eligibility of a State is subjected to:the availability of an operational StateImplementation Committee. State SteeringCommittee and State Monitoring and EvaluationCommittee:

- the design ofa comprehensive work plan for the scalingup ofthe project in the state:Making provision for budgetary allocation ascontribution to the project;the Appointment of Desk Officers to seive as StateCoordinator ofthe project, with appropriate means ofwork provided, including access to internet;the list and addresses ofparticipating schools with theabove -defined criteria:anAdvocacy programme State widea Maintenance and reproduction strategy of kits

Capacity building strategics:The capacity building activities will be undertaken in closecollaboration with Professional Associations (STAN,MAN and Technology Teachers' Association) and Collegesof'Education.The training on the use of the kits will be organized incooperation with Kit suppliers who are in charge ofconducting the workshops. The involvement ofProfessional associations generates more interest from thebeneficiaries and contributes to institutional strengtheningofcivil society organisations.In the second phase the project will make use of theresource teachers selected in the pilot phase, to conducttraining workshop on the use of the kits. Their teachingexperience in using the kits will be relevant to theircolleagues trainees. Especially at decentralised levels, theuse ofresource teachers is a core issue ofefficiencyAs concerns the training on Effective learning Techniques,the workshops will be organised by colleges of Educationfor teachers from local government regrouped in clusters.An average of three local governments will constitute acluster.

Strategies Cont.Capacity building activities in monitoring and evaluationfor inspectors and head masters will be subcontracted toQuality Assurance Services at federal and state levels.The training of literacy facilitators will be organised byNMEC, in cooperation with science and technologyeducation stakeholders, and in particular NABDA,National Biotechnology DevelopmentAgency.

The tools designed during die pilot phase will be used in thevarious workshops:

Baseline documentary;-Documentary on the improvement of basic scienceand technology learning;Manual on Effective Learning Techniques in basicscience and technology learning;Reference document on monitoring and evaluationbasic science learning;Documentary on the improvement of secondaryscience learning;

Brochure on the project;Translation of core science and technologyeducation concepts in local languagesA source book on Secondary Science EffectiveLearning

Strategies for kit supplyAll kits will be supplied at the end of the trainingworkshops to the schools under the responsibility of Stateand local government representatives. Therefore, tfieir willbe no delay in the teaching/leaming process using the kits.As experienced in the pilot phase, the commissioners willmake available the necessary logistics in the transport ofkits to the final destination. The teachers are responsible forkeeping the kits and maintaining them, with tlie support ofthe Head Master and the school based managementcommittee. Every State and Local Governmentimplementation committee should design a local strategyfor maintenance and local production ofkit items that couldbe produced locally.

Strategies Cont.Capacity building activities in monitoring and evaluationfor inspectors and head masters will be subcontracted toQuality Assurance Services at federal and state levels.The training of literacy facilitators will be organised byNMEC, in cooperation with science and technologyeducation stakeholders, and in particular NABDA,National Biotechnology DevelopmentAgency.

The tools designed during die pilot phase will be used in thevarious workshops:

Baseline documentary;-Documentary on the improvement of basic scienceand technology learning;Manual on Effective Learning Techniques in basicscience and technology learning;Reference document on monitoring and evaluationbasic science learning;Documentary on the improvement of secondaryscience learning;

Brochure on the project;Translation of core science and technologyeducation concepts in local languagesA source book on Secondary Science EffectiveLearning

Strategies for kit supplyAll kits will be supplied at the end of the trainingworkshops to the schools under the responsibility of Stateand local government representatives. Therefore, tfieir willbe no delay in the teaching/leaming process using the kits.As experienced in the pilot phase, the commissioners willmake available the necessary logistics in the transport ofkits to the final destination. The teachers are responsible forkeeping the kits and maintaining them, with tlie support ofthe Head Master and the school based managementcommittee. Every State and Local Governmentimplementation committee should design a local strategyfor maintenance and local production ofkit items that couldbe produced locally.

STM EducationalResource Centres

To sustain the overall process of achieving quality learning both in formal and non formaleducation in the field of Science, Technology and Mathematics Education, Education resourcecentres will be set up in every cluster of three local Governments in the scaling up from 2007 to2010.The STM Educational Resource Centre can be hosted by a college ofeducation, a well organisedsecondary school or primary school, or any educational institution duly selected that can serve as

regular base for training and retraining of teachers ad literacy facilitators, in Science Technologyand Mathematics Education.The STMERC will be equipped with tlie following tools:

Two Primary Mathematics Kits;i. Two Primary Micro-Science kits;ii. Two Junior secondary Mathematics Kitsv. Two Junior secondary Micro-Science Kits;

v. Two secondary Technology kits;vi. Two computers with printers;vii. A projector and screen;viii. A generator;ix. Science and technology encyclopaedias;x. Braille compliant kits and reference documents at primary, Junior and Secondary levels in

Mathematics;xi. DVDs, CD-ROMs, Audio-visual documentation on STMEThe directors of schools in close collaboration with local government will proceed to theselection of host institutions and staffing of the STMERC: at least two experienced teachersalready trained in the pilot phase ofthe project.The centres will organise training session in the site, and also visit schools for demonstrations,sensitization, training and regular support. They also advise in the maintenance of kits andequipment provided to schools.

STM EducationalResource Centres

To sustain the overall process of achieving quality learning both in formal and non formaleducation in the field of Science, Technology and Mathematics Education, Education resourcecentres will be set up in every cluster of three local Governments in the scaling up from 2007 to2010.The STM Educational Resource Centre can be hosted by a college ofeducation, a well organisedsecondary school or primary school, or any educational institution duly selected that can serve as

regular base for training and retraining of teachers ad literacy facilitators, in Science Technologyand Mathematics Education.The STMERC will be equipped with tlie following tools:

Two Primary Mathematics Kits;i. Two Primary Micro-Science kits;ii. Two Junior secondary Mathematics Kitsv. Two Junior secondary Micro-Science Kits;

v. Two secondary Technology kits;vi. Two computers with printers;vii. A projector and screen;viii. A generator;ix. Science and technology encyclopaedias;x. Braille compliant kits and reference documents at primary, Junior and Secondary levels in

Mathematics;xi. DVDs, CD-ROMs, Audio-visual documentation on STMEThe directors of schools in close collaboration with local government will proceed to theselection of host institutions and staffing of the STMERC: at least two experienced teachersalready trained in the pilot phase ofthe project.The centres will organise training session in the site, and also visit schools for demonstrations,sensitization, training and regular support. They also advise in the maintenance of kits andequipment provided to schools.

Strategiesfor advocacyAdvocacy and public opinion awareness on the importanceof science and technology education will be scaled up usingboth national, state, local govemment and communityMedias. Meeting of stakeholders, interviews of teachers,leamers, parents and education officers and local. State andNational Authorities, special education programmes usingMedias, radio and television broadcast, newspapers,sketches and drama will part ofthe strategy.

Strategyfor monitoring andevaluationMonitoring and evaluation are undertaken on a continuousbasis by UBEC/SUBEBs and by Quality Assuranceservices (inspectorate both at federal and state level). Inaddition to this institutional activity, the monitoring andevaluation committee of the project will ensure regularactivities to foster greater impact and support andconsolidate the implementation process.The evaluating of leaming achievements will be based onthe instmments already developed by National InstimtionslikeNERDC.In addition, an Impact Evaluation will beundertaken at the end of each phase withIntemational Consultants.

RESOURCE MQBILIZRTIONAND FUNDIKG

The strategy for the resourcemobilization takes into account twointerrelated issues: ownership andsustainability. Various types of resourcesare targeted:i. Institutional resources.Within the framework ofthe scaling up,the key institutions which enabled theachievements of the pilot phase, willplay a vital role at decentrahzed level. Inparticular, NCCE and the colleges ofEducation; UBEC and the SUBEBs,Federal Inspectorate and Stateinspectorates. Education Trast Fund,

Science and Technology Department and StateDepartments, Basic and Secondary Education Departmentand States Departments, NBTE andPolytechnics/Monotechnics, NUC and Universities, NMCand NASENI, Science and Technology MinisterialDepartment, STAN and local branches, MAN and localbranches. All these institutions will build on theircomparative advantages and mobilize their resources andpotentials towards the achievement of the major nationalgoals in Science Technology andMathematics Education.i. Human resources.The scaling up will involve more human resources in eachof the participating institutions. The trainers of trainers atUniversity level. Polytechnics, Colleges of Education, theresource teachers both at primary and secondary educationlevels, Inspectors and UBEC monitoring officers constitutethe basis for extended capacity building nation wide. Acascade process with multiplying effects will begeneralized in every aspect of capacity building andinstitutional strengthening.

ii. Material resources.Especially as concems logistics, the States

and Local Govemments, the Ministries areto mobilize more means for supporting theimplementation process, monitoring andevaluation in their areas of responsibility.Through the implementation and M&Ecommittees, the needs for and modalitiesof support and backstopping of activitieswill be determined in operational terms. Inaddition, the participating institutions willbe contributing in making available theirmaterial resources needed to accompanyproject implementation, monitoring andevaluation.

iii. Budgetary and financial resourcesAt Basic Education level, each SUBEBwill make provision for funding the supply ofmathematics and micro-science kits, as well as thetraining of teachers in the use of kits and in EffectiveLeaming Techniques, ASEI/PDSI, GLOBE and MIRUBEC will monitor the process of budgetary allocationand ensure that resources made available are devoted toimproving science and technology education.State Ministries will mobilize additionalresources to complement the funding ofproject activities at basic education level.

From the total amount ofthe project inphase 1 of scaling up (2007 - 2010), 387million dollars equivalent to 48.4 BillionNaira, the share of States contribution tothe funding represents 31% which amountto N15billion with an average of 405.4Million Naira per state over the three yearsequivalent to 1 0 1 .46 Million Naira a year.

At the level of each Local Govemment,the average amounts to 19.4 million Nairafor the three years, (an average of 6.46

million Naira a year)For Post Basic Education component ofthe project.

National Capacity Building, Monitoring and Evaluation,the funding will be sharedby Federal Govemment (3 1 %)and Extemal Funding (38%).ETE will play a major role in making available federalresources needed for the scaling up.

For extemal funding, UNESCO in close collaborationwith Federal Ministry of Education will liaise with allDevelopment Partners intervening in INSET, inparticular, JICA, USAID, DFID, Worid Bank, ADB,UNICEF, and Science and Technology partners likeUNDP and UNIDO. The total contribution expected fromextemal parmers during the three years, is $147.2 millionequivalent to 18.4 billion Naira.

This amount will cover equipping 4 000 Secondaryschools with kits, 258 Educational resource centres withTeaching leaming materials including Kits and ICTs,equipping Colleges of education. Polytechnics/Monotechnics and Universities, Supporting 258

Community leaming centres. Training of Trainers andInstitutional Capacity Building.

The partnership established in the pilot phase will befurther developed. The Federal Ministry of Education, incooperation with UNESCO will maintain closecollaboration with kit suppliers. Professionalassociations, the media, state and local govemmentinstitutions, contributing to the achievements of theobjectives ofthe project.A Memorandum of understanding will be signed to

formalize the modalities of collaboration andarrangements in the implementation of selected activities,according to specific expertise.

A TEN - YEAR PROGRAMMING

The improving of Science, Technology and Mathematics leaning is an essential component ofthepromotion of quality basic education over the 10-Year Education Programme. The long term goal is toachieve one hundred percent enrolment at basic education level and to provide quality free education.Five principles are guiding the programme: - Access; Equity; Quality Assurance; Relevance; EffectiveManagement.Based on the experience of the pilot phase and the long term objectives, three phases arc mapped outfor the nine remaining years ofthe period.

Phase

Phase I

Phase 2

Sub-Period

2007 - 2010

2010-2013

Priority Investments

. 50% of Basic Schools;

. 50% of SecondarySchools;.50% of Polytechnics,Colleges of Educationand Universities-Training in the use ofkits;Training on ELT,ASEÏ/PDSI, GLOBEProgramme;Training in Monitoringand Evaluation;Training of Literacyfacilitators for 2322Community LearningCentres.- Setting up 258Science, Technologyand MathematicsEducational ResourceCentresSupport to Maintenance;Advocacy

. Remaining 50% ofBasic Schools;.Remaining 50% ofSecondary Schools;.Remaining 50% ofPolytechnics, Collegesof Education andUniversities-Training in the use ofkits;Training on ELT,ASEI / PDSI, GLOBE

EstimatedAmount (s)

387 million

(48.4 billionNaira)

387milIion

(48.4 billionNaira)

Cost Sharing

31% StateContribution (15billion Naira);31% FederalContribution; (15billion Naira)38%DevelopmentPartners'Contribution(18.4 billionNaira)

32% StateContribution;32% FederalContribution;36% DevelopmentPartners'Contribution

A TEN - YEAR PROGRAMMING

The improving of Science, Technology and Mathematics leaning is an essential component ofthepromotion of quality basic education over the 10-Year Education Programme. The long term goal is toachieve one hundred percent enrolment at basic education level and to provide quality free education.Five principles are guiding the programme: - Access; Equity; Quality Assurance; Relevance; EffectiveManagement.Based on the experience of the pilot phase and the long term objectives, three phases arc mapped outfor the nine remaining years ofthe period.

Phase

Phase I

Phase 2

Sub-Period

2007 - 2010

2010-2013

Priority Investments

. 50% of Basic Schools;

. 50% of SecondarySchools;.50% of Polytechnics,Colleges of Educationand Universities-Training in the use ofkits;Training on ELT,ASEÏ/PDSI, GLOBEProgramme;Training in Monitoringand Evaluation;Training of Literacyfacilitators for 2322Community LearningCentres.- Setting up 258Science, Technologyand MathematicsEducational ResourceCentresSupport to Maintenance;Advocacy

. Remaining 50% ofBasic Schools;.Remaining 50% ofSecondary Schools;.Remaining 50% ofPolytechnics, Collegesof Education andUniversities-Training in the use ofkits;Training on ELT,ASEI / PDSI, GLOBE

EstimatedAmount (s)

387 million

(48.4 billionNaira)

387milIion

(48.4 billionNaira)

Cost Sharing

31% StateContribution (15billion Naira);31% FederalContribution; (15billion Naira)38%DevelopmentPartners'Contribution(18.4 billionNaira)

32% StateContribution;32% FederalContribution;36% DevelopmentPartners'Contribution

Phase 3

TOTAL

2013-2015

Programme;Training in Monitoringand Evaluation;Training of Literacyfacilitators for additional2322 CommunityLearning Centres,Setting up of additional258 Science,Technology andMathematicsEducational Resource;Support to MaintenanceAdvocacy

- Adjustment andcompletion of Kitsupply, Nation wide- Extension of STMEducational ResourceCentres (Additional2590);- Extension of c-Learning;- Science andTechnology Education atUniversity Level;Support to ResearchDevelopment;Extension of CommunityLearning Centressupported by theproject. (Additional20000)Retraining of Teacherson the Integratedapproach in STMLearning;Retraining of Inspectorsand Monitoring Officers,Principals and Head-Teachers;Advocacy

216 million

(27 billion Naira)

990 million

3 5 % StateContribution;35% FederalContribution;30% DevelopmentPartners'Contribution

(123.8 billionNaira)

Phase 3

TOTAL

2013-2015

Programme;Training in Monitoringand Evaluation;Training of Literacyfacilitators for additional2322 CommunityLearning Centres,Setting up of additional258 Science,Technology andMathematicsEducational Resource;Support to MaintenanceAdvocacy

- Adjustment andcompletion of Kitsupply, Nation wide- Extension of STMEducational ResourceCentres (Additional2590);- Extension of c-Learning;- Science andTechnology Education atUniversity Level;Support to ResearchDevelopment;Extension of CommunityLearning Centressupported by theproject. (Additional20000)Retraining of Teacherson the Integratedapproach in STMLearning;Retraining of Inspectorsand Monitoring Officers,Principals and Head-Teachers;Advocacy

216 million

(27 billion Naira)

990 million

3 5 % StateContribution;35% FederalContribution;30% DevelopmentPartners'Contribution

(123.8 billionNaira)

GEO-POLITICAL ZONES OF NIGERIA

FEDERAL CAPITAL TERRITORY (FCT)

NORTH-CENTRAL: Benue, Kogi, Kwara, Nasarawa, Niger, Plateau,

NORTH-WEST: Jigawa, Kaduna, Kano, Kalsina, Kebbi, Sokoto, Zamfara

NORTH-EAST: Adamawa, Bauchi, Bornu, Gombe, Taraba, Yobe

SOUTH-EAST: Abia, Anambra, Ebonyi, Imo. Enugu

SOUTH-SOUTH: Akwa-Ibom. Bayelsa. Cross-River. Delta. Edo. Rivers

SOUTH-WEST: Ekiti, Lagos. Ogun, Ondo. Osun, Oyo

GEO-POLITICAL ZONES OF NIGERIA

FEDERAL CAPITAL TERRITORY (FCT)

NORTH-CENTRAL: Benue, Kogi, Kwara, Nasarawa, Niger, Plateau,

NORTH-WEST: Jigawa, Kaduna, Kano, Kalsina, Kebbi, Sokoto, Zamfara

NORTH-EAST: Adamawa, Bauchi, Bornu, Gombe, Taraba, Yobe

SOUTH-EAST: Abia, Anambra, Ebonyi, Imo. Enugu

SOUTH-SOUTH: Akwa-Ibom. Bayelsa. Cross-River. Delta. Edo. Rivers

SOUTH-WEST: Ekiti, Lagos. Ogun, Ondo. Osun, Oyo

National Science MathematicsFair Competition

Abuja, 22nd - 25th July 2007

The Permanent Secretary, FederalMinistry of Education Dr. AbokiZhawa (1st from right) chaired theopening ceremony. He is interactingwith primaiy school pupils as theydemonstrate a mathematical game.

The Deputy Director ScienceEducation of Federal Ministry ofEducation, Mrs. Chinyere Uzoka, onbehalf of the Chairman ofImplementation Committee MrsMabel Ozumba, presents 1 st positionaward for primary category to KogiState.

1st position award for secondarycategory toAnambra State.

RESULTS OF NATIONAL COMPETITION/RHDRDSBEST STATE AWARD

PRIMARY1" Position Kogi State2nd Position Jigawa State3rd Position Kwara State

SECONDARYf Position Anambra StateT Position Kwara State3rt Position Federal CapitalTerritory (F.C.T)

BEST STUDENTS' AWARD

PRIMARY SCIENCE1st Position F.C.TAliyu Salisu & Ejiga HafsatT Position Kano StateBashiru Musa Aliyu &

Mohd. Mohd. Ishaq

3"1 Position Ondo StateAdetutu Omogun

PRIMARY MATHEMATICS1s' Position Edo StateEmwanta EdagieT Position Anambra StateRaymond Miracle3rt Position Ondo StateAlao Morayo

SECONDARY SCIENCE1" Position Plateau StateAgatha Izang &

Olajide Christopher2nd Position Enugu StateElochukwu Egwuatu &Obinna Oty3ra Position Kwara StateYakubu Isowo &

Shola DarmolaPRIMARY SCIENCE

RANK

1"

qNO

3rd

TEACHERS' NAME

EZIKE CHINWE

ADASI MARTINS

OREEN OMONGBE

NAME OF PROJECT

INVERTER & CONVERTER

ELECTRICAL CIRCUIT (FAN)& SIMPLE LEVER (WHEEL BARROW)

BASIC ELECTRICITY (HOUSEELECTRIFICATION& EARTH MOVEMENT

SCHOOLS

PRACTICING SCHOOLAWKA

CPS ASALAKIRIANDONIRIVERS STATE

MODEL SCIENCEPRIMARY SCHOOL.GARKI

STATE

ANAMBRA

RIVERS

FCT

PRIMARY MATHEMATICS

RANK

15T

pNO

3

TEACHERS' NAME

MRS ESTHER AKENUWA

FOLARANMI

CHRISTAIN AWOM

NAME OF PROJECT

CUTTING & MODELLING OFTWO & THREE DIMENSIONALSHAPES

WORLD GLOBE ELECTRICLEARNING BOARD

APPLICATION OF PLANE SHAPES

SCHOOLS

MODEL SCIENCEPRIMARY SCHOOL,GARKI

ST. ANDREWS SCHOOL,ORO

ST.MARY'S PRIMARYSCHOOL, P.H

STATE

F.C.T

KWARA

RIVERS

SECONDARY SCIENCE

RANK

1st

O NO

3""

. TEACHERS' NAME

FIDELIS ORIE

FRANCIS OKEY

LONGCHICHRISTOPHEREMMANUEL

NAME OF PROJECT

A MODEL OF HYDRO ELECTRIC STATION

OSMOSIS IN NON LIVINGMembrane

CONDUCTIVITY OFELECTRONS

SCHOOLS

GOVERNMENT SCIENCESCHOOL OBI

COMMANDSECONDARY SCHOOL

GOVERNMENTSECONDARYSCHOOL, RIKKOS

STATE

NASARWA

RIVERS

PLATEAU

RESULTS OF NATIONAL COMPETITION/RHDRDSBEST STATE AWARD

PRIMARY1" Position Kogi State2nd Position Jigawa State3rd Position Kwara State

SECONDARYf Position Anambra StateT Position Kwara State3rt Position Federal CapitalTerritory (F.C.T)

BEST STUDENTS' AWARD

PRIMARY SCIENCE1st Position F.C.TAliyu Salisu & Ejiga HafsatT Position Kano StateBashiru Musa Aliyu &

Mohd. Mohd. Ishaq

3"1 Position Ondo StateAdetutu Omogun

PRIMARY MATHEMATICS1s' Position Edo StateEmwanta EdagieT Position Anambra StateRaymond Miracle3rt Position Ondo StateAlao Morayo

SECONDARY SCIENCE1" Position Plateau StateAgatha Izang &

Olajide Christopher2nd Position Enugu StateElochukwu Egwuatu &Obinna Oty3ra Position Kwara StateYakubu Isowo &

Shola DarmolaPRIMARY SCIENCE

RANK

1"

qNO

3rd

TEACHERS' NAME

EZIKE CHINWE

ADASI MARTINS

OREEN OMONGBE

NAME OF PROJECT

INVERTER & CONVERTER

ELECTRICAL CIRCUIT (FAN)& SIMPLE LEVER (WHEEL BARROW)

BASIC ELECTRICITY (HOUSEELECTRIFICATION& EARTH MOVEMENT

SCHOOLS

PRACTICING SCHOOLAWKA

CPS ASALAKIRIANDONIRIVERS STATE

MODEL SCIENCEPRIMARY SCHOOL.GARKI

STATE

ANAMBRA

RIVERS

FCT

PRIMARY MATHEMATICS

RANK

15T

pNO

3

TEACHERS' NAME

MRS ESTHER AKENUWA

FOLARANMI

CHRISTAIN AWOM

NAME OF PROJECT

CUTTING & MODELLING OFTWO & THREE DIMENSIONALSHAPES

WORLD GLOBE ELECTRICLEARNING BOARD

APPLICATION OF PLANE SHAPES

SCHOOLS

MODEL SCIENCEPRIMARY SCHOOL,GARKI

ST. ANDREWS SCHOOL,ORO

ST.MARY'S PRIMARYSCHOOL, P.H

STATE

F.C.T

KWARA

RIVERS

SECONDARY SCIENCE

RANK

1st

O NO

3""

. TEACHERS' NAME

FIDELIS ORIE

FRANCIS OKEY

LONGCHICHRISTOPHEREMMANUEL

NAME OF PROJECT

A MODEL OF HYDRO ELECTRIC STATION

OSMOSIS IN NON LIVINGMembrane

CONDUCTIVITY OFELECTRONS

SCHOOLS

GOVERNMENT SCIENCESCHOOL OBI

COMMANDSECONDARY SCHOOL

GOVERNMENTSECONDARYSCHOOL, RIKKOS

STATE

NASARWA

RIVERS

PLATEAU

A SCIENCE CORNERIN THE CLASSROOM

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