IAP Science Education Programme: an introduction

Regional Science Education Programme in Africa


Lead Academy: The Uganda National Academy of Sciences (UNAS)

Chair (2012-2014): Prof. Elly Sabiti (Uganda); Vice-Chair (2012-2014): Prof. Ahmadou Wague (Senegal)

The SEP/NASAC Regional network reported on the following activities:

  • January 2012, Paris (France). A joint meeting between the French Académie des Sciences and NASAC was held in January 2012, with an large African participation, both anglophone and francophone. Education issues were addressed at this meeting.
  • May 2012, Helsinki (Finland). At the Science Education Program Global Conference, a large African delegation was present, including representatives from Cameroon, Kenya, Mauritius, Mozambique, Senegal, South Africa, Tanzania, Tunisia, Uganda, Zambia, Zimbabwe. The Regional Council met on this occasion.
  • 2013, NASAC. Two new Workshops on IBSE for Girls with support funds from IAP are being organized by Academies of Sciences of Zimbabwe and Zambia.

In addition, the following activities have been implemented:

Forthcoming Activities

  • April 2013, Khartoum (Sudan). ISTIC/UNESCO, in collaboration with IAP, is organising an international Round table on Inquiry-based Science Education (IBSE) followed by a training session in collaboration with RECSAM (Malaysia)
  • 2013 IAP-funded projects include: "Improving Science Education in Sudan and Ethiopia through a model based approach": lead Academy: Sudanese National Academy of Science in partnership with the Ethiopian Academy of Sciences (EAS)

    The project aims to promote science culture and education through a model based approach in Sudan and Ethiopia. This will be carried in consultation with international experts in the field, local academic institutions, public and private sectors and the government. In a period of 12 months, and through a series of national and regional workshops, partner institutions will work on developing a module for introducing modern concepts of enquiry based learning and education to primary and secondary, public and private schools in rural and urban Sudan and Ethiopia, and seek how to place that within local cultural contexts. The pilot project will be designed in a manner allowing for short and long term assessment of the impact of this sort of intervention on nurturing of creative scientific thinking within a school environment. The ultimate goal is to raise awareness on the importance of science and technology in sustainable social, economic and environmental development.