Many of the Pacific’s myriad microstates hope to emulate the high-tech success of similarly resource-poor Taiwan. Are their elementary school students getting the grounding in science to enable them to go on to achieve national dreams? Should curricula be locally developed or imported? How should teachers be trained and helped to develop confidence in the classroom?

A paper from the University of the South Pacific's Institute of Education summarises findings from a UNESCO inspired initiative to improve science teaching in twelve countries in the Pacific. It argues that neither the model of adopting external curricula from western countries nor the internal development of national science teaching programmes are likely to succeed. Lessons from the Science Education in Pacific Schools project are of relevance to all small developing countries struggling to develop and deliver basic science education.

Investment in education in all Pacific Island countries (PICs) is relatively high. However, rising populations are putting stress on education budgets. Most education ministries rely on multilateral and bilateral assistance to develop curriculum or improve resources. Curricula are heavily influenced by British, New Zealand, Australian and US models. Visits of external consultants are often hit-and-miss affairs with little sustainable follow-up.

The report suggests that local science teachers often feel little sense of ownership of imported materials. Teacher guides which simply outline a series of teaching objectives are unrealistic given the reality that most teachers lack the confidence to develop their own lesson plans. Many admit that their own background in science is limited and confess to skipping much, or in some cases all, of the science course. Fearful of their own limitations, teachers deliver lessons which allow no real student input. Pre and in-service training is poor as most teacher training institutes lack resources and staff with adequate science qualifications.

The paper also notes:

• where PICs have developed their own science teaching resources they are often of poor quality, outdated and have unclear text and diagrams
• geographical and professional isolation leads to duplication of effort with many PICs producing largely similar materials
• the model followed by an AUSAID project in Tonga (importing external specialists to rewrite curricula, teachers guides and textbooks) cannot be easily reproduced in other regions due to the high costs involved
• the recent trend from regionalism towards nationalism in educational planning at the tertiary level may endanger efforts to improve regional co-operation in elementary education.

The situation will remain unchanged until teachers are provided with well-structured, clearly written guides with adequate background information and manageable activities. Teachers also need to be helped to overcome their fears surrounding the teaching of science.

Recommendations from the paper include:

• encouraging regional co-operation to maximise limited resources
• gathering a team of regional specialists to draw up a common elementary science curriculum, but leaving scope for differences in flora and fauna within PICs
• developing and trialing science units with complete lesson plans
• printing and distributing common science teaching materials, with donor assistance
• providing in-service training for teachers and education officials in using the new materials.

Source(s):
‘A case study of educational planning for small developing nations: Pacific elementary science’, International Journal of Educational Reform, 9 (2): 155-162, by N. Taylor and B. Vlaardingerbroek, April 2000 Full document.

Funded by: New Zealand ODA + UNESCO (Pacific)

id21 Research Highlight: 29 November 2002

Further Information:
Neil Taylor
School of Education
University of New England
Armidale
New South Wales 2351
Australia

Tel: +61 (2) 6773 5064
Fax: +61 (2) 6773 5078
Contact the contributor: ttaylor6@pobox.une.edu.au

University of New England, Australia

Barend Vlaardingerbroek
Department of Mathematics and Science Education
University of Botswana
PB 0022
Gaborone
Botswana

Tel: +267 355 2169
Fax: +267 355 2847
Contact the contributor: bv_54@hotmail.com

University of Botswana

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