learning from the experience – the global water experiment in developing countries. beverly bell,...

Learning from the Experience – The Global Water Experiment in

Developing Countries.

Beverly Bell, John Bradley and Erica Steenberg

DEVELOPING COUNTRIES LOW COST EQUIPMENT

Distribution options

UNESCO32 countries

(English, Arabic and French)

Direct South African and

International

TOTAL DIRECT DISTRIBUTION OF IYC GWE SCHOOL PACKS

JANUARY 2011 – FEBRUARY 2012

474

South Africa366 (77.2%)

International108(22.8%)

Africa20

Other88

SASOL205

Other161

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

SOUTH AFRICAN PARTICIPATION IN THE IYC GWE AS DEPICTED BY THE SCHOOLS MAP (http://water.chemistry2011.org/web/iyc)

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$ 27 500 (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).

SOUTH AFRICAN DISTRIBUTION OF IYC GWE SCHOOL PACKS (EXCLUDING SASOL)

161

Educational Programmes

23

Government115(71.4%)

DST40

SAASTA75

(34.8%) (65.2%)

Science Centres

2

Schools21

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.

SOUTH AFRICAN DISTRIBUTION OF IYC GWE SCHOOL PACKS (EXCLUDING SASOL)

161

Educational Programmes

23

Government115(71.4%)

DST40

SAASTA75

(34.8%) (65.2%)

Science Centres

2

Schools21

South Africa

Educational Programme in Kimberley• Winter Academy and National Science Week, 2011.

“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

INTERNATIONAL DISTRIBUTION OF IYC GWE SCHOOL PACKS (EXCLUDING SOUTH AFRICA)

108

AFRICA20

OTHER88

Educational Programmes

20 Unknown

6 Educational Programmes

82

NIGERIAN PARTICIPATION IN THE IYC GWE AS DEPICTED BY THE SCHOOLS MAP (http://water.chemistry2011.org/web/iyc)

Nigeria

• 19 November – 9 December 2011• 8 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

PARTICIPATION OF THE NETHERLANDS IN THE IYC GWE AS DEPICTED BY THE SCHOOLS MAP (http://

water.chemistry2011.org/web/iyc)

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 2011.• 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