Learning from the Experience – The Global Water Experiment in Developing Countries. Beverly Bell, John Bradley and Erica Steenberg

(56%) (44%) (19%) (81%)

SASOL Distribution in South Africa Primary & secondary rural, disadvantaged schools 205 schools and 800 teachers in total Distributed through 5 centres in 4 provinces Teachers trained on GWE (pH & Filtration) Addition of Educational Pack (posters & booklet) Water Saving Competition (School Water Audit) with prize money of US$ (for 6 schools) Teachers awarded Certificate of Leadership

Lessons learnt from SASOL Project administered on contract basis, but this terminated when corporate aims were met. IYC and GWE aims were overshadowed by SASOL aims. Logging assisted by providing fax, but not followed through. “The Global Water Experiment has provided the ideal entry point for SASOL to engage with its local communities around water stewardship and will be followed by a more holistic intervention on environmental education around water issues” Pamilla Mudhray, Manager: Community Affairs (South Africa).

(34.8%) (65.2%)

Government and Parastatal Distribution in South Africa Department of Science and Technology (DST) Secondary Schools Equipment used for four public events South Africa Agency for Science and Technology Advancement (SAASTA) Received training and cascaded training No details available on use by schools or science centres

Lessons learnt from DST & SAASTA Distribution by both encouraging since it signaled high-level support. DST events: political aims were achieved SAASTA: political and societal aims achieved Neither encouraged full accountability and participation.

Government 115 (71.4%) Government 115 (71.4%) (34.8%) (65.2%)

South Africa Educational Programme in Kimberley Winter Academy and National Science Week, “Thank you for the opportunity to participate in the Global Water Experiment – it was awesome!” Recommendations: Global Challenge and Experiment Song Donation to 21 Schools One set of data logged Timing of donation and recipient group not appropriate

Nigeria 19 November – 9 December states in Nigeria, 52 secondary schools, 162 learners and 53 teachers. Chemical Society of Nigeria and Schlumberger (NG) Logistical arrangements delegated to states Data logged by providing internet on the day Extension activities: turbidity, nitrates, DO and phosphates

Lessons learnt from Nigeria Partnership between Chemical Society and industry, but industry did not have separate aims Strong organising team (all role players) Budget amounted to ± US$ 2400, but fundraising also delegated Involvement of universities (venues), VIP’s (guests) and extensive media coverage Only instance where gender equity received particular attention

Stichting C3 (Communication Centre for Chemistry) GWE mainly for primary schools Schools request guest lesson by water expert/chemist C3 had list of experts and did the matching Once guest lesson had been organised, school received equipment Reported problems with data logging, but other feedback positive and enthusiastic

Technical University of Delft (Botanical Garden) 100 Grade 8 learners, May Linked to theme: “Plants and Water” pH activity only Extended with microscope session, vegetable indicators, greenhouse visit, etc. Further collaboration with Dept of Biotechnology (TUD), C3 & Utrecht BG

Lessons learnt from C3 and TUD Both successful, but each with unique way of participating. By using guest lessons, C3 guaranteed integrity of chemistry content. TUD integration with own theme and extension added value. Both established sustainability.

With thanks to: Co-authors, for valuable discussions Participants who responded to questionnaires RADMASTE team who kept meticulous records South African National Research Foundation for financial support to attend the conference