Part of a Grade 7 Biology class


The science equipment for a school teaching Grades 1 to 8


A science practical lab


Breaktime


The end of a Grade 8 Biology lesson

Boxing Day physics. I spent part of yesterday planning “mission impossible” i.e. how to cover a ridiculous amount about electromagnetic induction, generators, motors and transformers in one two hour lesson, with each of my three classes this week. During a brief encounter with the other physics teacher this morning he mentioned in passing that the part of the syllabus covering generators, motors and transformers, that I was attempting to do today, no longer applied, which he had forgotten to tell me weeks ago. So, mission impossible became mission definitely possible and the lesson went smoothly (apart from the unforeseen hiccup of none of the students knowing the circuit symbols for a switch, resistor, etc). I still have the tricky issue of having more students in my class (58) than are officially on the register (51). It’s nice to be popular but please…

After bathing in chalk dust for two hours I headed off to visit two schools to investigate the science teaching and facilities so I can start to plan appropriate training. In the morning I visited Feleg Abiyot school which is only walking distance from the college. Like most schools here a shift system is used where 2^nd cycle (Grades 5 to 8) attend from 8am to 12.15pm and 1^st cycle (Grades 1 to 4) attend from 12.30pm to 5pm. I observed a Grade 7 Biology lesson and a Grade 8 Chemistry lesson, each with 90 students of various ages. There is no practical science equipment and the floor was just bare earth (some of the teachers have to share a board duster). The lesson was just plain dull not helped by this year being the first year Grade 7 has been taught in English. The chemistry lesson was about Magnesium, a substance the students and the teacher have never actually seen.

I spent the afternoon at Atse Bekafa school, during their 2^nd cycle shift. At least this school has a room designated for practical science and some equipment. However, almost no practical work takes place because nobody knows how to organise the equipment, most of the chemicals are out of date and replacements cannot be found, and the room has no water supply. The “lab assistant” actually works full time somewhere else and he doesn’t know how to organise the equipment either! I observed two lessons, accompanied by the school Director (Headteacher), and discussed with some of the science teachers about the kind of training they think they need. Where do you start? Something I think the Cluster Unit can do is set up some training on how to make science resources from local materials, which is cheaper than buying “proper” kit and sustainable. There’s also the usual need for training in methodology (even using coloured chalk would help!).

During one of the lessons this afternoon, one of the students looked very ill and had to leave the room to get some air. The miserable look on his face was in stark contrast to the smiling cheerful faces of most kids here. I felt an instant wave of depression and guilt. If you get seriously ill here you’re screwed. I was reminded of my privileged status yet again.