1. SCIENCE EDUCATION REFORM IN NAMIBIA By Claudia U. Tjikuua Chief Education Officer Ministry of Basic Education & Culture

2. Background Namibia prior to1990. Science and Maths access only for whites Education system on ethnic basis Very few Namibians were trained in science related fields Import of labour for such fields Lack of statistical information needed for proper planning

3. Reforms Approach Principles and priorities identified (1989) Science and Mathematics definite priority Leaner-centred and practical approach ‘a must’ Curriculum to relate to development needs Priorities to fit into all educational goals

4. How reforms were implemented Clear vision and leadership from minister Curriculum changes consultation between stakeholders Curriculum reform in two parallel activities -primary (grade 1-7) -secondary (grade 8-12)

5. Major changes Maths and Physical Science compulsory until end of Junior Secondary Introduction of Life Science for the first time A new senior secondary education curriculum (H/IGCSE) A new teaching and learning approach (learner centered and practical)

6. Implications and problems for Maths and science teaching Urgent need for trained teachers Need for in-service training for the existing teachers Need for material development Need for science equipment Need for follow-up support at classroom level

7. More problems Overcrowded classes English proficiency of teachers and learners Lack of relevant textbooks and materials

8. More problems (cont.) Appropriateness to the Namibian situation and environment Need for improvisation from local materials Lack of auxiliary and subject support to teachers

9. INSTANT Project as an answer to some of these problems EU Funding Assistance to MBEC in reaching out to teachers: -with main objective to introduce change in teaching approach -smooth the path for the change

10. INSTANT Project approaches In-service training workshops for teachers at national level Identification and training of facilitators for the regions and clusters Development of teachers’ materials Supply of science equipment to schools

11. Problems associated with reforms Cluster model and cascading will only work if part of the administrative structure New approach not wholly accepted by teachers unless topic is new Use of materials developed at classroom level quite minimal - teachers lean heavily on textbook use Practical work still used to explain a concept rather than to develop skills

12. Other related programmes to support Reforms BETD introduced to train teachers (SIDA) -teacher education reform ELTDP (UK) Life Science (Denmark)