SCIENCE AND TECHNOLOGY EDUCATION IN PRIMARY & SECONDARY SCHOOLS

AND COLLEGES OF EDUCATION IN NIGERIA

Prepared by
Project Coordination &
Implementation Committee
Coordinator
Boubacar Cmara
FEDERAL MINISTRY
OF EDUCATION
UNESCO
ABUJA OFFICE
SCIENCE AND TECHNOLOGY EDUCATION IN PRIMARY & SECONDARY SCHOOLS
AND COLLEGES OF EDUCATION IN NIGERIA
Prepared by
Project Coordination &
Implementation Committee
Coordinator
Boubacar Cmara
FEDERAL MINISTRY
OF EDUCATION
UNESCO
ABUJA 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 in
Member States, especially in Africa. The numerous activities derived from Regional Conferences on
Science 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 rapidly
changing world, with tremendous challenges facing deprived communities particularly in rural and suburban
areas. The African Union Summit on Science and Technology opened new avenues of cooperation. Indeed
Access to Knowledge and Quality Learning is a fundamental right that needs to be reinforced on a permanent
basis.
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 UNIVERSALLY
SHARED VALUES
For many decades, UNESCO has been supporting national policies for the development of Science in
Member States, especially in Africa. The numerous activities derived from Regional Conferences on
Science 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 rapidly
changing world, with tremendous challenges facing deprived communities particularly in rural and suburban
areas. The African Union Summit on Science and Technology opened new avenues of cooperation. Indeed
Access to Knowledge and Quality Learning is a fundamental right that needs to be reinforced on a permanent
basis.
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 UNIVERSALLY
SHARED 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 Research
findings indicated that
for effective
teaching/learning to take place,
the learning environment ofthe
pupils must be taken into
consideration. The
environment contributes in no
small way to sharpen tlie jture
of our children. A child in an
overcrowded and non-
stimulating environment is set
to be distracted and thus cannot
contribute meaningfully to tlie
lesson ofthe day
In order to stimulate the
interest of the pupils in school
activities, the Government,
individuals and corporate
bodies should collaborate to
create a conducive atmosphere
for the pupils.
The school environment
requires:
. classrooms in adequate
number, well lit and ventilated;
. School furniture in the right
quantity and quality; Safe
water.
When any of these is not in
place, learning becomes a
bigger challenge to both pupils
and teachers. They learn better
in a clean, tidy and stimulating
environment.
In order to improve Science,
Technology and Mathematics
Education, it is vital to make
available appropriate teaching/
learning materials that can help the
teacher and enable concrete
learning process for the students. In
this regard, the project has
distributed to the pilot schools
primary science kits produced by
NASENI (National Agency for
Science and Engineering
Infrastructure) and Primary
Mathematics kits produced by
National Mathematical Centre
(NMC).
The kits are friendly items
addressing core issues of the
National Basic Science &
Technology Curriculum. They can
be used in and outside the
classroom. 740 primary
mathematics kits and 740 primary
science kits were distributed in the
six geopolitical zones of the
country. Learners can measure,
calculate, test, demonstrate,
evaluate with the new instruments.
The use ofthe kits helps understand
more concepts, processes and the
meaningfulness of Science,
Technology and Mathematics.
Every kit is accompanied by a set of
manuals and reference documents
which facilitate its utilization. In
the primary mathematics kits,
games are also included to make it
friendlier and more attractive. The
use of the kits is enhanced by the
resourcefulness oftheteacher.
PROUIDING RELEURNT
Materials
DEVELOPING
More than 2000 teachers have been trained in the
use of the kits and also in Effective Learning
Techniques (ELT). They are more equipped in
managing Science, Technology and Mathematics in the
classroom. The new competencies both in STM contents
and Teaching /Leaming process, will help shift the teacher
profile fromteacher- lecturer to teacher - facilitator.
Already, the trained teachers are witnessing that their role in
the classroom is that of a coordinator. The pupils are doing
the major part ofthe work, while they are supervising and
guiding.
Hence, the role ofthe teacher will not be to tell/lecture the
students, but to:
. carefully plan his or her lesson to include his or her
activities and that ofthe pupils;
. provide leaming resources with the participation of
learners and communities;
. improvisewhere resources arenot available or sufficient;
. facilitate effective leaming activities taking into account
the 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 she
wants the pupils do in order to achieve the objectives ofthe
lesson as stated;
. visibly demonstrate to the entire class, and if class is large,
to small groups of not more than ten students the
competences to acquire;
.go round supervising and monitoring progress. He or she
should ask well thought out and provocative questions at
intervals in order to retain and sustain the pupils' interest and
excitement.
. Allow pupils participate more. The teacher should not do all
the thinking, talking and asking questions;
. relate on a continuous basis to communities constituting key
stakeholders and large stores of resources. The teacher should
prepare a resource guide which includes the types of resources
available.
Continuous assessment is used by teachers to facilitate
effective leaming
INCREASING
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The project is also addressing the issue of
Gender Equality through increased female
participation in Teacher Training. The
strategy impacts on girls motivation for science,
technology and mathematics subjects. As a matter of
fact Women Empowerment is a key factor of societal
change. Many states expressed their commitments to
Gender Equality and in particular in the selection of
teachers to be trained.
Both male and female science teachers participated
actively in the capacity building activities. They
already demonstrated their resourcefulness in
classroom without appropriate teaching/learning
tools. One important outcome of the workshops is
greater selfconfidence of teachers associated with the
feeling of being valued
HDDING UHLUE TO
Tm TTcBSi^IMm^ /
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During the training sessions, teachers and the world. The trainees made use of
used various methods of sensitization simulation and drama to increase awareness
on some core Science and Societal and highlight the major threats to sustainable
problems, in particular environmental livelihoods. Thus, the teaching/learning
degradation and the effects on communities process is gaining added value.
M^MtaMm m
The distribution of Primary Science and Primary
Mathematics kits took place at the closing ceremony
of each workshop. The State Commissioners and
their Representatives officially acknowledged the supply of
kits and made arrangements for the transportation to schools.
The procedure was adopted to avoid delays in the use ofthe
kits by teachers and pupils soon after the training. The
teachers expressed their appreciation on the approach and the
new competencies and teaching/learning tools acquired. The
kits suppliers NASENI andNMC made available all kits to be
distributed in each zone. The supply of kits to schools was a
turning point in the process of improving the quality of Basic
science teaching in the participating schools.
HCHIEUEMENTS
A'
s far as the implementation of the project is
concerned, the following achievements have already
been recorded.
Primary mathematics and science kits are now available in
schools, with an average of ten selected schools per State.
Indeed, the use of kits is a major innovation in the status of
science, technology and mathematics education in Nigeria.
333 Secondary Schools distributed among the six
geopolitical zones and 102 Unity Schools equipped micro-
sciencekits.
Capacity of 1480 teachers fromselected primary schools has
been built in the use of Kits and in Eilective Leaming
Techniques. Participating Teachers are nowmore motivated,
determined and confident teachers because they have been
empowered meaningfully in science materials, content and
pedagogy.
Capacity of 1740 secondary school teachers has been built
on the use of micro-science Kits and in Effective Leaming
Techniques.
More than 230 Federal and State Inspectors have been
trained in monitoring and evaluation of Basic and Secondary
Science. Equally, an instrument has been developed for
monitoring and evaluating science teaching in schools. This
is an innovation in Federal Inspectorate Services in the
country with the changing profile from Inspector-Instructor
to Inspector-Enabler.
An advocacy tool has been designed in form of a
documentary that shows the state of STME in Nigeria and
distributed to all State Commissioners. It helped inform a
collective decision by all on the need to renew commitment
to STME in Nigeria.
140 teacher trainers of Colleges of Education have been
trained to reinforce their capacity in teacher preparation in
primary science and mathematics.
Partnerships have been built with all stakeholders. The
embedded team spirit of collaboration among the
stakeholders is a major determinant of what has been
accomplished so far. The major outcomes constitute a basis
for developing STE in Nigeria especially for basic
education.
States have taken initiatives in multiplying the effects of
capacity building processes generated by the project by
followingup with fiirther implementation at local levels.
The project has also contributed to institutional capacity
building in various departments ofthe Federal Ministry of
Education and professional bodies such as the Mathematical
Association of Nigeria (MAN) and Science Teachers
Association of Nigeria (STAN). It has also made impact on
the development of agencies like National Mathematics
Centre (NMC) and National Agency for Science and
Engineering Infrastructure (NASENI). The effective
collaboration with private sector through the participation of
Skill GNigeria in particular is worth mentioning.
A documentary on the project has been made reflecting on
the ample achievements that followed the capacity building
ofprimary school teachers nationwide.
A Manual on Effective Leaming Techniques for Teachers
and Reference Document on Monitoring and Evaluation of
Science Leaming for Inspectors have been prepared.
H LERRNER CENTRED
/A
The approach being promoted implies a shift in the
profile of the teacher: from teacher-lecturer to
teacher facilitator. The issue of leaming becomes
centi-al. Therefore, the learner is at the heart of the
pedagogical process. Participation is key to leaming
achievement. The more you participate, the more you
understand; and the more you understand, the more you
leam. Leaming by doing, leaming by participating,
leaming by sharing are various aspects ofthe newteaching/
leaming process. Both male and female leamers are
exercising, expressing interest, in a friendly environment.
Learning is a joyful process of knowledge and
competencies acquisition. The freedom in tlie classroom
impacts on the creativity ofthe pupils and students. A new
cooperative spirit is emerging with the learner centred
approach.
The leamers become the major actors in the classroom.
They touch, observe, manipulate, measure, evaluate,
interact, take initiatives, produce and explore tlie ne.xt steps
and way forward. From passive pupils, their profile is
changing; they are becoming Achieving Leamers. This
changing in profile is directly related to the change in the
Teacher's profile Both Teachers and students have
pleasure in the teaching/leaming process. The leaming is
attractive. It has become a lively human activity.
When Students are sharing views on what they are
experiencing inside or outside the classroom, they are
leaming more. This interaction is enhancing their capacity
of observation, analysis, description and interpretation.
Asking the right questions, drawing relevant conclusions,
correcting each one's misunderstanding, strengthening
team sprit are some key assets of the new leaming
environment generated with the project. Every session
based on effective leaming is adding to self confidence
which 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 are
acquiring new skills and competencies which will enable
them develop as future scientists, engineers and
technicians.
The leaming process focuses the problem solving
approach. It helps prepare the future Nation Builders who
have the responsibility to find solution to the challenges
facing the society andthe world in general.
ENHRNCED CRPRCITIES
For Colleges Of Education
And Universities
Pre-Service training appears as an area of priority focus. Quality teacher
training in Science, Technology and Mathematics lays the foundation for
relevant teaching/leaming process in the classroom and outside the
classroom. Colleges of Education have the prime responsibility of training the
teachers especially at basic education level. The project organized capacity building
workshop for 140 lecturers selected from the various Colleges of Education in the
country. Training of trainers will allow more opportunities of training in STM in
every college. Already colleges are building additional capacities by using the
selected lecturers for replication.
USE OF SECONDHRY
Science Kits
T nmm mihistby ni idbcaiiiiii
^alinnal, Scieniiiic anil^lural r -latin
^ CENTI^I
The secondary science kits have been
supplied by a private corporation Skill G
Nigeria, within the framework of public
private partnership.
Training workshops were conducted by the kit
supplier in tlie six geo-political zones. The Science
Teachers Associations of Nigeria organized the
workshops in cooperation with Colleges of
Education. Core issues of the Secondary Science
Curriculum were dealt with during the training
sessions. The participants appreciated various
experiments on Pressure, Conductivity,
polymerization, osmosis, productionof light, etc.
The related items are relevant to science teaching at
secondary level. Moreover, the concrete production
of tooth paste during experimentation increased the
interest ofthe teachers.
However, it has been noted that some of the
experiments could be performed in using local
materials. For instance, participants explained how
they produce light energy with two unripe finiits, a
wire and a bulb. The teachers expressed their
resourcefulness which contributed to the
enrichment oftheworkshops.
The local production ofthe secondary science kits
is envisagedfor the scalingup.
NASENI, the Federal Science Equipment Centre at
Ijanikin and the Private Sector will play a major
role inthis production scheme.
STRRTEGIZING
FOR
(Q)m (Si?(DMii(fl i^SMois
The partnership with Teachers' Professional
Associations, in Particular the Science Teachers
Association of Nigeria (STAN) and the
Mathematical Association of Nigeria (MAN) is an
essential strategy in implementing training activities for
teachers in the six geopolitical zones. Both associations and
their branches organized workshops on the use micro-
science and mathematics kits. They contributed in
assessing the relevance of the training conducted by kit
suppliers.
The President of MAN (right) and Executive Director of
STAN (left) are strategizing with the Chairman of the
Implementation Committee during the first advocacy
meeting inAbuja, January 2006.
EFFECTIVE SCIENCE LERRNING
Since December 2005, a wide range of activities took
place, in particular the training of teachers both at
Primary and Secondary levels, and lecturers/
Teacher trainers in Universities and Polytechnics on
Effective Leaming Techniques. We may say that 2006 is the
year of the paradigm shift from Active to Effective
Learning, which implies a shift in the profile ofthe teacher
fromteacher-lecturer to teacher-facilitator, as well as a shift
in the profile of the leamers from active students to
achieving leamers, and of course a shift in the profile ofthe
inspector, 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 an
essential outcome ofthe implementation. The extended use
ofthe method will impact on the leaming achievements in
Science, Technology and Mathematics Education.
Furthermore, tlie AGCMP method is not resti-icted to
Science alone; it can be used for any
subject. Subsequently, those in charge of
quality assurance, the Enablers have to be
iblly conversant with the method and
combine it with their professional
competencies.
Promoting quality basic education
is a global challenge all over the world.
The reasons for such a focus pertain to the
ultimate human right to quality life
improvement. As a matter of fact, the
fundamental right to life and specifically
to quality life implies the right lo quality
basic education. Appropriate means that
can ensure positive transfonnation of
Basic Education are being targeted.
Science and Technology as means of
improving the quality of life are major
substantive components of quality basic
education.
From the discovery of fire to the
launching of space vessels, the world has
been experiencing formidable changes impacting on every
day life. After the Industrial revolution. Nowadays the e-
revolurion coupled with laser and genetic revolutions
stands as a driving force that every region, every continent
has to factor in. The operationalisation of science has
always been a source of inspiration to Scientists and
decision-makers. From the law of Archimedes to the
Relativity Relation of Einstein, or from the medical
principles and laws consolidated by Ibn Siinaa to the
various UN conventions and regulations on Health and
Biodiversity, the issue of effective impact of Science and
Technology on the existence of human beings, the biomass
and ecosystem is still of paramount importance.
What modalities can permit that quality learning
achievements are performed? Are the traditional ways of
teaching science and technology leading to effective
leaming? De facto, the issue of effective teaming has
become a real concern.
Reviewing the lessons of several decades of basic
education in Africa, it is noted iat tlie science and
technology contents of Basic Education are weak in
average. The fiandamental leaming achievements expected
for youths completing Basic Education are limited. The
African 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 to
pay special attention to the teaching of science and
technology.
From the Nigerian experience, a two pronged strategy is
considered: Reviewing the curriculum to integrate the
science and technology contents required; and
transforming the teaching leaming process to get the
appropriate impact on leamers.
Lessons learnt
In many primary schools in Africa, due to the low level
of qualification of many teachers and the lack of
teaching/Leaming materials in the field of science and
technology, the pupils have often no idea of the basic
science principles and knowledge at tiieir level. The type of
teaching process based on lecturing and memorizing by
students is not helping the understanding of basic science
and technology.
The students tend to leam by heart science lessons and
be able to reproducewhat is read or written by the teacher. It
is 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 to
understand what is inside the black box. This refers to all
levels of Education.
As a result, a major lesson from past and ongoing
experiences is: Leaming to understand. Understanding the
basic science principles and phenomenon at each cognitive
development state is a priority in the qualitative
transformation of Basic Education and Education in
general. Teachers and educators have to put emphasis on
the understanding and comprehension in all subjects,
especially in Science and Technology.
USE OF HIGH LEVEL
(Some of the outstanding trainers of trainers who
conducted workshops with the new paradigm)
For instance in teaching water and its
importance to life improvement, the basic
schools leamers should be made aware ofthe
frequent infections and diseases related to unsafe
water. They must know and practice the importance
of boiling water in getting safer water, or any other
simple method that is not endangering their health.
Understanding how cracial clean hands are is
imperative. The pupils will assess the difference
between washing hands only with water and using
water and soap together. In so doing, leamers
appreciate the difference between apparent clean
hands and proper clean hands. Acquiring the culture
of Soap and Safe Water is vital for child survival,
particularly inAfrica.
Another major lesson in Basic Science teaching is
the need for integrating cultural assets in order to
enhance effectiveness. The teacher has to facilitate
the integration of life experiences and positive
values in dealing with science issues. It is important
that leamers acquire basic moral, civic and cultural
values leading to community development, Peace
building and qualitative societal transformation.
Henceforth, referring to the anatomy of our hands
and leaming about numeracy, small children should
be able to leam that our world is comprised of five
continents, just like the five fingers of a hand. Each
continent has its importance like each finger. They
are all united for the same ultimate goal: preserving
and improving life. If fingers are united, the hand is
stronger. If the five continents are united in all
aspects of life with their peculiarities, Humankind
will make progress, and be healthier and stronger.
Furthermore in recalling some proverbs to highlight basic
values, the following is worth mentioning: It is only with
both hands that one can tie a loincloth. This relates to
gender equality, the equal importance of both men and
women in building a family, developing a community and
promoting a newsociety in the interest of all.
With regards to the holistic approach, an essential finding is
the fundamental relation linking Education, Culture and
Development.
[D] = [E]*[C]
Development is generated through the judicious
combination of Education and Culture. Since
Development is about Quality Life Improvement and
Education is Life Leaming, Culture as Life Expression is
needed to get effective impact on individuals, communities
and societies.
In applying the fundamental relation, the Development of
Science and Technology will be generated and sustained
through the combination of effective science and
technology leaming, and relevant cultural assets and tools
both traditional and contemporary. Teachers, Educators,
Curriculum Developers, Policy-Makers, and Development
Agents shouldintemalize the basic relation.
Pillars of Effective Learning
For improving Basic Science leaming, there is need to take
into account five key characteristics of any effective
leaming:
Active
The leaming process should be active to allow leamers'
participation. In participating actively, they leam more.
Various techniques promoting active learning are
available. They should be mastered by teachers. Whatever
topic is dealt with in science and technology education,
there is need to prepare the activities that can foster
participation and raise interest among learners. It
contributes to make leaming attractive;
Gender sensitive
Indeed, a classroom can be active with the dynamic
participation of only a proportion of the students.
Especially, when girls are left aside, or victims of
stereotypes, 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 a
matter of fact, female participation in Science Technology
in African countries is low. To modify tiiis imbalance, it is
cmcial that the leaming taking place be gender sensitive.
This will reduce drop outs at higher level for female
involvement in Science andTechnology;
Consistent
For effectiveness, the leaming has also to be consistent, not
only with the Science and Technology Curriculum, but also
with the various other aspects of science leamt in the
classroom. Since the curriculum is designed in relation to
the national development goals, and objectives of the
Educational Policy, the teacher should be aware of the
contents ofthe curriculum, and be able to derive his or her
daily work in relation to the curriculum. Hence, all
children inthe country will be led towards the same national
goals through defined leaming acquisitions in Science and
Technology Education. The teacher has to ask him or
herself: how close am I to the national basic science
curriculum and the objectives ofthe Education Policy. Am
I consistent with what I have already taught in the
classroom?Are the students awai-e of these interrelations?
Meaningful
Understanding the meaningfulness of science and
technology subjects in relation to everyday Ufe and to the
major challenges facing the society is a cmcial dimension
of any effective leaming. If science and technology help
improve the quality of life, learners should understand how
it is possible. Every topic of the curriculum addresses, at
least, a specific developmental issue at local, national or
global levels. For instance, in leaming about pressure, the
leamers should be guided to link it with the necessity to
make safe water available in every village and every
household of the country with sufficient pressure and
regular flow. The same applies to Power generation, in
connection to the availability of light in every household on
a pennanent basis. As concems environmental issues, for
instance, deforestation is a threat to the whole community;
it undermines the ecosystem and causes drought in the
medium and long nm. Leaming about air is an opportunity
to highlight the effects of pollution on individual and public
health, and the climate globally. The more topics are
meaningfiil to leamers, the more effective is the learning
and more motivated are the leamers.
Productive
Leaming by doing is an asset to be generalized. As the
proverb says: Practicemakes perfect. Productivity will help
leamers value in concrete terms the leaming process. If they
are able to produce useful items and products with
reference 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 the
foundation for promoting Educated Nation Builders,
Proactive and Creative, Culturally rooted and Committed
to Universally shared values. It highlights the concept of
effective and greater impact which requires proactivity and
creativity to boost the synergy of action in all fields of
Science and Technology and societal transformation.
Monitoring nd
Monitoring and Evaluation stand as key factors
enabling the achievement of the expected
outcomes. The basic strategy used is based on the
responsibilities of the Universal Basic Education
Commission and the Federal Inspectorate Service, both
institutions in charge of monitoring and evaluation
respectively of Basic Education and Secondary Education.
The built-in Monitoring and Evaluation process is
strengthened by the availability of new instraments relating
to the new approach to Science and Technology leaming,
through Effective LeamingTechniques.
During the scaling up, tliese two institutions will play a
central role in the continuing process of monitoring and
evaluation.
In addition, the head teachers of the participation schools
will be trained in monitoring and evaluation of science
leaming. The Federal Inspectorate and the SUBEBs (State
Universal Education Board) are mobilised to conduct this
important capacity building activity at grass-root level. The
outcome ofthe training is to provide first hand appropriate
support to the teacher, right from school level. All
inspectors, monitoring officers and head teachers are
education enablers. They facilhate the teaching leaming
process, through friendly advice to teacher, orientation,
demonstration and training.
Building on the existing processes of monitoring and
evaluation contributes to owmership and sustainability. The
Monitoring and Evaluation Committee of the project
regrouping various stakeholders will undertake on a regular
basis, on ground activities in collaboration of decentralised
entities at State, senatorial District and Local Government
level.
Every Local Government sets up a monitoring and
Evaluation Committee, as well as each Senatorial district
and each State. At the geo-political Zone, a zonal monitoring
committee is set up to ensure proper followup for a group of
states. The existing zonal monitoring mechanism will be
strengthened and used.
As concems the instruments, the pilot phase provides the
foliowings:
- An instrament for Monitoring and Evaluation of Basic
science Teaching and Leaming;
- An instmment for Monitoring and Evaluation of
secondary Science Teaching and Leaming;
- A reference document on Monitoring and evaluation,
which will be a useful tool for inspectors, UBEC monitoring
officers, head teachers and ofcourse teachers themselves.
- The Global Indicator of Effectiveness (GIE) will be used
to assess the leaming process and rank the classroom
according to the level of effectiveness.
The scaling up is taking into due consideration ofthe major
findings ofthe GRASS (Operation Reach out All Secondary
Schools).
Furthermore, the organisation of contests among
participating schools contributes to the motivation of both
teachers and leamers, and sustain the momentum. The best
practices already recorded at Primary Education and
Secondary Education levels serves as catalytic examples to
follow.
(MAI
The scope of scaling up for the next three years (2007
- 2070) is to capture 50% of schools in every Local
Government of every State of the Federation
including FCT. It is building on the integration of
significant initiatives like the SMASE-Nigeria project
(Strengthening Mathematics and Science Education),
supported by JICA, The Mathematics Improvement Project
(MIP) initiated by National Mathematical Centre; The
GLOBE Programme (Global Learning and Observations to
Benefit the Environment) supported by US Government
agencies, STEPB initiative (Science and Technology
Education at Post-Basic Level) supported by The World
Bank, the Technical and Vocational Education project
supported by the African Development Bank, as well as
various on going activities of the Ten-Year Education
Programme aiming at promoting quality basic and post
basic education focusing science and technology.
In so doing, the project will enhance competencies of
teachers in Effective Learning Techniques (ELT), in ASEI:
Activities, Experiments, Students, Improvising; & PDSI:
Plan Do, See, Improve of the SMASE-Nigeria Project, in
GLOBE and MIP (Mathematics Improvement Project),
provide mathematics and micro science kits to 50% of
Basic andPost Basic schools, and train teachers in the use of
kits, build capacity of Inspectors, Principals and Head-
Teachers in Monitoring and Evaluation of science and
technology learning. 30,000 primary schools, 4000 junior
secondary schools and 4,000 secondary schools, 2,322 non
formal 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 scaling
up is to reach 100% equitable access to Quality Basic and
Post-Basic ScienceLearningin the country by 2015
Beneficiaries
The implementation of the project will impact on the
following beneficiaries:
i. primary schools pupils through quality learning
achievement in science and technology;
ii. JSS pupils through quality learning achievement in
science and technology education;
iii. Secondary schools students through quality learning
achievements in science and technology;
iv. Literacy leamers through quality learning achievement
in 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.
(MAI
The scope of scaling up for the next three years (2007
- 2070) is to capture 50% of schools in every Local
Government of every State of the Federation
including FCT. It is building on the integration of
significant initiatives like the SMASE-Nigeria project
(Strengthening Mathematics and Science Education),
supported by JICA, The Mathematics Improvement Project
(MIP) initiated by National Mathematical Centre; The
GLOBE Programme (Global Learning and Observations to
Benefit the Environment) supported by US Government
agencies, STEPB initiative (Science and Technology
Education at Post-Basic Level) supported by The World
Bank, the Technical and Vocational Education project
supported by the African Development Bank, as well as
various on going activities of the Ten-Year Education
Programme aiming at promoting quality basic and post
basic education focusing science and technology.
In so doing, the project will enhance competencies of
teachers in Effective Learning Techniques (ELT), in ASEI:
Activities, Experiments, Students, Improvising; & PDSI:
Plan Do, See, Improve of the SMASE-Nigeria Project, in
GLOBE and MIP (Mathematics Improvement Project),
provide mathematics and micro science kits to 50% of
Basic andPost Basic schools, and train teachers in the use of
kits, build capacity of Inspectors, Principals and Head-
Teachers in Monitoring and Evaluation of science and
technology learning. 30,000 primary schools, 4000 junior
secondary schools and 4,000 secondary schools, 2,322 non
formal 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 scaling
up is to reach 100% equitable access to Quality Basic and
Post-Basic ScienceLearningin the country by 2015
Beneficiaries
The implementation of the project will impact on the
following beneficiaries:
i. primary schools pupils through quality learning
achievement in science and technology;
ii. JSS pupils through quality learning achievement in
science and technology education;
iii. Secondary schools students through quality learning
achievements in science and technology;
iv. Literacy leamers through quality learning achievement
in 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 TEAM
UNESCO -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 TEAM
UNESCO -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 on
three major challenges: integration, ownership and
sustainability. The appropriate integration of
contributing initiatives, the participation of decentralized
institutions and local authorities and their engagement, the
existence and operation of sound mechanisms of
implementation, maintenance, monitoring and evaluation
arc essential domains of focus
The overall strategy is based mainly on the scaling up ofthe
achievement ofthe pilot phase. Various types of strategies
will be used:
Implementation Strategies
At Federal level, the project implementation committee
will regroup representative of all key stakeholders. The
extended partnership: public, private and civil society will
be strengthened.
At state level, the existing stale implementation committee
will be extended to allowparticipation ofrepresentatives of
cluster local governments:
At each local government level, an implementation
committee will be setup.
The realisation of activities and regular reporting will
ensure proper followup at each level
At school level, the school based management committee
will be in charge of supporting the progress in Science and
Technology learning in the school.
The selection of schools is conditioned to:
the existence of an operational school based
management committee;
the commitment of the school based management
committee to the scaling up ofthe Science. Technology
and Mathematics Education project:
the provision of a secured space for storage of kits and
project materials;
the design of a programme of entrepreneurship
promotion 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 State
Implementation Committee. State Steering
Committee and State Monitoring and Evaluation
Committee:
- the design of a comprehensive work plan for the scaling
up ofthe project in the state:
Making provision for budgetary allocation as
contribution to the project;
the Appointment of Desk Officers to seive as State
Coordinator ofthe project, with appropriate means of
work provided, including access to internet;
the list and addresses of participating schools with the
above -defined criteria:
anAdvocacy programme State wide
a Maintenance and reproduction strategy of kits
Capacity building strategics:
The capacity building activities will be undertaken in close
collaboration with Professional Associations (STAN,
MAN and Technology Teachers' Association) and Colleges
of'Education.
The training on the use of the kits will be organized in
cooperation with Kit suppliers who are in charge of
conducting the workshops. The involvement of
Professional associations generates more interest from the
beneficiaries and contributes to institutional strengthening
of civil society organisations.
In the second phase the project will make use of the
resource teachers selected in the pilot phase, to conduct
training workshop on the use of the kits. Their teaching
experience in using the kits will be relevant to their
colleagues trainees. Especially at decentralised levels, the
use of resource teachers is a core issue of efficiency
As concerns the training on Effective learning Techniques,
the workshops will be organised by colleges of Education
for teachers from local government regrouped in clusters.
An average of three local governments will constitute a
cluster.
The overall strategy of implementation centres on
three major challenges: integration, ownership and
sustainability. The appropriate integration of
contributing initiatives, the participation of decentralized
institutions and local authorities and their engagement, the
existence and operation of sound mechanisms of
implementation, maintenance, monitoring and evaluation
arc essential domains of focus
The overall strategy is based mainly on the scaling up ofthe
achievement ofthe pilot phase. Various types of strategies
will be used:
Implementation Strategies
At Federal level, the project implementation committee
will regroup representative of all key stakeholders. The
extended partnership: public, private and civil society will
be strengthened.
At state level, the existing stale implementation committee
will be extended to allowparticipation ofrepresentatives of
cluster local governments:
At each local government level, an implementation
committee will be setup.
The realisation of activities and regular reporting will
ensure proper followup at each level
At school level, the school based management committee
will be in charge of supporting the progress in Science and
Technology learning in the school.
The selection of schools is conditioned to:
the existence of an operational school based
management committee;
the commitment of the school based management
committee to the scaling up ofthe Science. Technology
and Mathematics Education project:
the provision of a secured space for storage of kits and
project materials;
the design of a programme of entrepreneurship
promotion 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 State
Implementation Committee. State Steering
Committee and State Monitoring and Evaluation
Committee:
- the design of a comprehensive work plan for the scaling
up ofthe project in the state:
Making provision for budgetary allocation as
contribution to the project;
the Appointment of Desk Officers to seive as State
Coordinator ofthe project, with appropriate means of
work provided, including access to internet;
the list and addresses of participating schools with the
above -defined criteria:
anAdvocacy programme State wide
a Maintenance and reproduction strategy of kits
Capacity building strategics:
The capacity building activities will be undertaken in close
collaboration with Professional Associations (STAN,
MAN and Technology Teachers' Association) and Colleges
of'Education.
The training on the use of the kits will be organized in
cooperation with Kit suppliers who are in charge of
conducting the workshops. The involvement of
Professional associations generates more interest from the
beneficiaries and contributes to institutional strengthening
of civil society organisations.
In the second phase the project will make use of the
resource teachers selected in the pilot phase, to conduct
training workshop on the use of the kits. Their teaching
experience in using the kits will be relevant to their
colleagues trainees. Especially at decentralised levels, the
use of resource teachers is a core issue of efficiency
As concerns the training on Effective learning Techniques,
the workshops will be organised by colleges of Education
for teachers from local government regrouped in clusters.
An average of three local governments will constitute a
cluster.
Strategies Cont.
Capacity building activities in monitoring and evaluation
for inspectors and head masters will be subcontracted to
Quality Assurance Services at federal and state levels.
The training of literacy facilitators will be organised by
NMEC, in cooperation with science and technology
education stakeholders, and in particular NABDA,
National Biotechnology Development Agency.
The tools designed during die pilot phase will be used in the
various workshops:
Baseline documentary;-
Documentary on the improvement of basic science
and technology learning;
Manual on Effective Learning Techniques in basic
science and technology learning;
Reference document on monitoring and evaluation
basic science learning;
Documentary on the improvement of secondary
science learning;
Brochure on the project;
Translation of core science and technology
education concepts in local languages
A source book on Secondary Science Effective
Learning
Strategies for kit supply
All kits will be supplied at the end of the training
workshops to the schools under the responsibility of State
and local government representatives. Therefore, tfieir will
be no delay in the teaching/leaming process using the kits.
As experienced in the pilot phase, the commissioners will
make available the necessary logistics in the transport of
kits to the final destination. The teachers are responsible for
keeping the kits and maintaining them, with tlie support of
the Head Master and the school based management
committee. Every State and Local Government
implementation committee should design a local strategy
for maintenance and local production of kit items that could
be produced locally.
Strategies Cont.
Capacity building activities in monitoring and evaluation
for inspectors and head masters will be subcontracted to
Quality Assurance Services at federal and state levels.
The training of literacy facilitators will be organised by
NMEC, in cooperation with science and technology
education stakeholders, and in particular NABDA,
National Biotechnology Development Agency.
The tools designed during die pilot phase will be used in the
various workshops:
Baseline documentary;-
Documentary on the improvement of basic science
and technology learning;
Manual on Effective Learning Techniques in basic
science and technology learning;
Reference document on monitoring and evaluation
basic science learning;
Documentary on the improvement of secondary
science learning;
Brochure on the project;
Translation of core science and technology
education concepts in local languages
A source book on Secondary Science Effective
Learning
Strategies for kit supply
All kits will be supplied at the end of the training
workshops to the schools under the responsibility of State
and local government representatives. Therefore, tfieir will
be no delay in the teaching/leaming process using the kits.
As experienced in the pilot phase, the commissioners will
make available the necessary logistics in the transport of
kits to the final destination. The teachers are responsible for
keeping the kits and maintaining them, with tlie support of
the Head Master and the school based management
committee. Every State and Local Government
implementation committee should design a local strategy
for maintenance and local production of kit items that could
be produced locally.
STM Educational
Resource Centres
To sustain the overall process of achieving quality learning both in formal and non formal
education in the field of Science, Technology and Mathematics Education, Education resource
centres will be set up in every cluster of three local Governments in the scaling up from 2007 to
2010.
The STM Educational Resource Centre can be hosted by a college ofeducation, a well organised
secondary 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 Technology
and Mathematics Education.
The STMERC will be equippedwithtlie following tools:
Two Primary Mathematics Kits;
i. Two Primary Micro-Sciencekits;
ii. Two Junior secondary Mathematics Kits
v. Two Junior secondary Micro-Science Kits;
v. Two secondary Technology kits;
vi. Two computers with printers;
vii. Aprojector and screen;
viii. Agenerator;
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 STME
The directors of schools in close collaboration with local government will proceed to the
selection of host institutions and staffing of the STMERC: at least two experienced teachers
already trained inthe pilot phase oftheproject.
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 and
equipment provided to schools.
STM Educational
Resource Centres
To sustain the overall process of achieving quality learning both in formal and non formal
education in the field of Science, Technology and Mathematics Education, Education resource
centres will be set up in every cluster of three local Governments in the scaling up from 2007 to
2010.
The STM Educational Resource Centre can be hosted by a college ofeducation, a well organised
secondary 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 Technology
and Mathematics Education.
The STMERC will be equippedwithtlie following tools:
Two Primary Mathematics Kits;
i. Two Primary Micro-Sciencekits;
ii. Two Junior secondary Mathematics Kits
v. Two Junior secondary Micro-Science Kits;
v. Two secondary Technology kits;
vi. Two computers with printers;
vii. Aprojector and screen;
viii. Agenerator;
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 STME
The directors of schools in close collaboration with local government will proceed to the
selection of host institutions and staffing of the STMERC: at least two experienced teachers
already trained inthe pilot phase oftheproject.
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 and
equipment provided to schools.
Strategiesfor advocacy
Advocacy and public opinion awareness on the importance
of science and technology education will be scaled up using
both national, state, local govemment and community
Medias. Meeting of stakeholders, interviews of teachers,
leamers, parents and education officers and local. State and
National Authorities, special education programmes using
Medias, radio and television broadcast, newspapers,
sketches and drama will part ofthe strategy.
Strategyfor monitoring andevaluation
Monitoring and evaluation are undertaken on a continuous
basis by UBEC/SUBEBs and by Quality Assurance
services (inspectorate both at federal and state level). In
addition to this institutional activity, the monitoring and
evaluation committee of the project will ensure regular
activities to foster greater impact and support and
consolidate the implementationprocess.
The evaluating of leaming achievements will be based on
the instmments already developed by National Instimtions
likeNERDC.
In addition, an Impact Evaluation will be
undertaken at the end of each phase with
Intemational Consultants.
RESOURCE MQBILIZRTION
AND FUNDIKG
The strategy for the resource
mobilization takes into account two
interrelated issues: ownership and
sustainability. Various types of resources
are targeted:
i. Institutional resources.
Within the framework ofthe scaling up,
the key institutions which enabled the
achievements of the pilot phase, will
play a vital role at decentrahzed level. In
particular, NCCE and the colleges of
Education; UBEC and the SUBEBs,
Federal Inspectorate and State
inspectorates. Education Trast Fund,
Science and Technology Department and State
Departments, Basic and Secondary Education Department
and States Departments, NBTE and
Polytechnics/Monotechnics, NUC and Universities, NMC
and NASENI, Science and Technology Ministerial
Department, STAN and local branches, MAN and local
branches. All these institutions will build on their
comparative advantages and mobilize their resources and
potentials towards the achievement of the major national
goals in ScienceTechnology andMathematics Education.
i. Human resources.
The scaling up will involve more human resources in each
of the participating institutions. The trainers of trainers at
University level. Polytechnics, Colleges of Education, the
resource teachers both at primary and secondary education
levels, Inspectors and UBECmonitoring officers constitute
the basis for extended capacity building nation wide. A
cascade process with multiplying effects will be
generalized in every aspect of capacity building and
institutional strengthening.
ii. Material resources.
Especially as concems logistics, the States
and Local Govemments, the Ministries are
to mobilize more means for supporting the
implementation process, monitoring and
evaluation in their areas of responsibility.
Through the implementation and M&E
committees, the needs for and modalities
of support and backstopping of activities
will be determined in operational terms. In
addition, the participating institutions will
be contributing in making available their
material resources needed to accompany
project implementation, monitoring and
evaluation.
iii. Budgetary and financial resources
At Basic Education level, each SUBEB
will make provision for funding the supply of
mathematics and micro-science kits, as well as the
training of teachers in the use of kits and in Effective
Leaming Techniques, ASEI/PDSI, GLOBE and MIR
UBEC will monitor the process of budgetary allocation
and ensure that resources made available are devoted to
improving science and technology education.
State Ministries will mobilize additional
resources to complement the funding of
project activities at basic education level.
From the total amount ofthe project in
phase 1 of scaling up (2007 - 2010), 387
million dollars equivalent to 48.4 Billion
Naira, the share of States contribution to
the funding represents 31% which amount
to N15billion with an average of 405.4
Million Naira per state over the three years
equivalent to 1 0 1 .46 Million Naira a year.
At the level of each Local Govemment,
the average amounts to 19.4 million Naira
for the three years, (an average of 6.46
million Naira ayear)
For Post Basic Education component ofthe project.
National Capacity Building, Monitoring and Evaluation,
the fundingwill be sharedby Federal Govemment (3 1 %)
and Extemal Funding (38%).
ETE will play a major role in making available federal
resources needed for the scaling up.
For extemal funding, UNESCO in close collaboration
with Federal Ministry of Education will liaise with all
Development Partners intervening in INSET, in
particular, JICA, USAID, DFID, Worid Bank, ADB,
UNICEF, and Science and Technology partners like
UNDP and UNIDO. The total contribution expected from
extemal parmers during the three years, is $147.2 million
equivalent to 18.4 billion Naira.
This amount will cover equipping 4 000 Secondary
schools with kits, 258 Educational resource centres with
Teaching leaming materials including Kits and ICTs,
equipping Colleges of education. Polytechnics/
Monotechnics and Universities, Supporting 258
Community leaming centres. Training of Trainers and
Institutional Capacity Building.
The partnership established in the pilot phase will be
further developed. The Federal Ministry of Education, in
cooperation with UNESCO will maintain close
collaboration with kit suppliers. Professional
associations, the media, state and local govemment
institutions, contributing to the achievements of the
objectives oftheproject.
A Memorandum of understanding will be signed to
formalize the modalities of collaboration and
arrangements 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 ofthe
promotion of quality basic education over the 10-Year Education Programme. The long term goal is to
achieve 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; Effective
Management.
Based on the experience of the pilot phase and the long term objectives, three phases arc mapped out
for 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 Secondary
Schools;
.50% of Polytechnics,
Colleges of Education
and Universities
-Training in the use of
kits;
Training on ELT,
ASE/PDSI, GLOBE
Programme;
Training in Monitoring
and Evaluation;
Training of Literacy
facilitators for 2322
Community Learning
Centres.
- Setting up 258
Science, Technology
and Mathematics
Educational Resource
Centres
Support to Maintenance;
Advocacy
. Remaining 50% of
Basic Schools;
.Remaining 50% of
Secondary Schools;
.Remaining 50% of
Polytechnics, Colleges
of Education and
Universities
-Training in the use of
kits;
Training on ELT,
ASEI / PDSI, GLOBE
Estimated
Amount (s)
387 million
(48.4 billion
Naira)
387milIion
(48.4 billion
Naira)
Cost Sharing
31% State
Contribution (15
billion Naira);
31% Federal
Contribution; (15
billion Naira)
38%
Development
Partners'
Contribution
(18.4 billion
Naira)
32% State
Contribution;
32% Federal
Contribution;
36% Development
Partners'
Contribution
A TEN - YEAR PROGRAMMING
The improving of Science, Technology and Mathematics leaning is an essential component ofthe
promotion of quality basic education over the 10-Year Education Programme. The long term goal is to
achieve 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; Effective
Management.
Based on the experience of the pilot phase and the long term objectives, three phases arc mapped out
for 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 Secondary
Schools;
.50% of Polytechnics,
Colleges of Education
and Universities
-Training in the use of
kits;
Training on ELT,
ASE/PDSI, GLOBE
Programme;
Training in Monitoring
and Evaluation;
Training of Literacy
facilitators for 2322
Community Learning
Centres.
- Setting up 258
Science, Technology
and Mathematics
Educational Resource
Centres
Support to Maintenance;
Advocacy
. Remaining 50% of
Basic Schools;
.Remaining 50% of
Secondary Schools;
.Remaining 50% of
Polytechnics, Colleges
of Education and
Universities
-Training in the use of
kits;
Training on ELT,
ASEI / PDSI, GLOBE
Estimated
Amount (s)
387 million
(48.4 billion
Naira)
387milIion
(48.4 billion
Naira)
Cost Sharing
31% State
Contribution (15
billion Naira);
31% Federal
Contribution; (15
billion Naira)
38%
Development
Partners'
Contribution
(18.4 billion
Naira)
32% State
Contribution;
32% Federal
Contribution;
36% Development
Partners'
Contribution
Phase 3
TOTAL
2013-2015
Programme;
Training in Monitoring
and Evaluation;
Training of Literacy
facilitators for additional
2322 Community
Learning Centres,
Setting up of additional
258 Science,
Technology and
Mathematics
Educational Resource;
Support to Maintenance
Advocacy
- Adjustment and
completion of Kit
supply, Nation wide
- Extension of STM
Educational Resource
Centres (Additional
2590);
- Extension of c-
Learning;
- Science and
Technology Education at
University Level;
Support to Research
Development;
Extension of Community
Learning Centres
supported by the
project. (Additional
20000)
Retraining of Teachers
on the Integrated
approach in STM
Learning;
Retraining of Inspectors
and Monitoring Officers,
Principals and Head-
Teachers;
Advocacy
216 million
(27 billion Naira)
990 million
3 5 % State
Contribution;
35% Federal
Contribution;
30% Development
Partners'
Contribution
(123.8 billion
Naira)
Phase 3
TOTAL
2013-2015
Programme;
Training in Monitoring
and Evaluation;
Training of Literacy
facilitators for additional
2322 Community
Learning Centres,
Setting up of additional
258 Science,
Technology and
Mathematics
Educational Resource;
Support to Maintenance
Advocacy
- Adjustment and
completion of Kit
supply, Nation wide
- Extension of STM
Educational Resource
Centres (Additional
2590);
- Extension of c-
Learning;
- Science and
Technology Education at
University Level;
Support to Research
Development;
Extension of Community
Learning Centres
supported by the
project. (Additional
20000)
Retraining of Teachers
on the Integrated
approach in STM
Learning;
Retraining of Inspectors
and Monitoring Officers,
Principals and Head-
Teachers;
Advocacy
216 million
(27 billion Naira)
990 million
3 5 % State
Contribution;
35% Federal
Contribution;
30% Development
Partners'
Contribution
(123.8 billion
Naira)
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 Mathematics
Fair Competition
Abuja, 22nd - 25th July 2007
The Permanent Secretary, Federal
Ministry of Education Dr. Aboki
Zhawa (1st from right) chaired the
opening ceremony. He is interacting
with primaiy school pupils as they
demonstrate a mathematical game.
The Deputy Director Science
Education of Federal Ministry of
Education, Mrs. Chinyere Uzoka, on
behalf of the Chairman of
Implementation Committee Mrs
Mabel Ozumba, presents 1 st position
award for primary category to Kogi
State.
1st position award for secondary
category toAnambra State.
RESULTS OF NATIONAL COMPETITION/RHDRDS
BEST STATE AWARD
PRIMARY
1" Position Kogi State
2nd Position Jigawa State
3rd Position Kwara State
SECONDARY
f Position Anambra State
T Position Kwara State
3rt Position Federal Capital
Territory (F.C.T)
BEST STUDENTS' AWARD
PRIMARY SCIENCE
1st Position F.C.T
Aliyu Salisu & Ejiga Hafsat
T Position Kano State
Bashiru Musa Aliyu &
Mohd. Mohd. Ishaq
3"1 Position Ondo State
Adetutu Omogun
PRIMARY MATHEMATICS
1s' Position Edo State
Emwanta Edagie
T Position Anambra State
Raymond Miracle
3rt Position Ondo State
Alao Morayo
SECONDARY SCIENCE
1" Position Plateau State
Agatha Izang &
Olajide Christopher
2nd Position Enugu State
Elochukwu Egwuatu &
Obinna Oty
3ra Position Kwara State
Yakubu Isowo &
Shola Darmola
PRIMARY 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 (HOUSE
ELECTRIFICATION
& EARTH MOVEMENT
SCHOOLS
PRACTICING SCHOOL
AWKA
CPS ASALAKIRI
ANDONI
RIVERS STATE
MODEL SCIENCE
PRIMARY 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 OF
TWO & THREE DIMENSIONAL
SHAPES
WORLD GLOBE ELECTRIC
LEARNING BOARD
APPLICATION OF PLANE SHAPES
SCHOOLS
MODEL SCIENCE
PRIMARY SCHOOL,
GARKI
ST. ANDREWS SCHOOL,
ORO
ST.MARY'S PRIMARY
SCHOOL, P.H
STATE
F.C.T
KWARA
RIVERS
SECONDARY SCIENCE
RANK
1st
O NO
3""
. TEACHERS' NAME
FIDELIS ORIE
FRANCIS OKEY
LONGCHI
CHRISTOPHER
EMMANUEL
NAME OF PROJECT
A MODEL OF HYDRO ELECTRIC STATION
OSMOSIS IN NON LIVING
Membrane
CONDUCTIVITY OF
ELECTRONS
SCHOOLS
GOVERNMENT SCIENCE
SCHOOL OBI
COMMAND
SECONDARY SCHOOL
GOVERNMENT
SECONDARY
SCHOOL, RIKKOS
STATE
NASARWA
RIVERS
PLATEAU
RESULTS OF NATIONAL COMPETITION/RHDRDS
BEST STATE AWARD
PRIMARY
1" Position Kogi State
2nd Position Jigawa State
3rd Position Kwara State
SECONDARY
f Position Anambra State
T Position Kwara State
3rt Position Federal Capital
Territory (F.C.T)
BEST STUDENTS' AWARD
PRIMARY SCIENCE
1st Position F.C.T
Aliyu Salisu & Ejiga Hafsat
T Position Kano State
Bashiru Musa Aliyu &
Mohd. Mohd. Ishaq
3"1 Position Ondo State
Adetutu Omogun
PRIMARY MATHEMATICS
1s' Position Edo State
Emwanta Edagie
T Position Anambra State
Raymond Miracle
3rt Position Ondo State
Alao Morayo
SECONDARY SCIENCE
1" Position Plateau State
Agatha Izang &
Olajide Christopher
2nd Position Enugu State
Elochukwu Egwuatu &
Obinna Oty
3ra Position Kwara State
Yakubu Isowo &
Shola Darmola
PRIMARY 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 (HOUSE
ELECTRIFICATION
& EARTH MOVEMENT
SCHOOLS
PRACTICING SCHOOL
AWKA
CPS ASALAKIRI
ANDONI
RIVERS STATE
MODEL SCIENCE
PRIMARY 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 OF
TWO & THREE DIMENSIONAL
SHAPES
WORLD GLOBE ELECTRIC
LEARNING BOARD
APPLICATION OF PLANE SHAPES
SCHOOLS
MODEL SCIENCE
PRIMARY SCHOOL,
GARKI
ST. ANDREWS SCHOOL,
ORO
ST.MARY'S PRIMARY
SCHOOL, P.H
STATE
F.C.T
KWARA
RIVERS
SECONDARY SCIENCE
RANK
1st
O NO
3""
. TEACHERS' NAME
FIDELIS ORIE
FRANCIS OKEY
LONGCHI
CHRISTOPHER
EMMANUEL
NAME OF PROJECT
A MODEL OF HYDRO ELECTRIC STATION
OSMOSIS IN NON LIVING
Membrane
CONDUCTIVITY OF
ELECTRONS
SCHOOLS
GOVERNMENT SCIENCE
SCHOOL OBI
COMMAND
SECONDARY SCHOOL
GOVERNMENT
SECONDARY
SCHOOL, RIKKOS
STATE
NASARWA
RIVERS
PLATEAU
A SCIENCE CORNER
IN THE CLASSROOM
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