ZimSciNet - IT support for rural science teachers

Author : E. Mushayikwa
Date added : 1999-11-04

Brief Project Background

This story is about an educational network that has had far reaching implications on the education system in Zimbabwe. The Zimbabwe Science Network (ZimSciNet) started off as just another networking strategy aimed at de-isolating rural secondary teachers and thus improving the quality of teaching and learning science by making available useful resource materials.
Through its operations, it has brought awareness of information Technology to many stakeholders and has made it possible for other players to enter the system and target other areas. As a result, there is an increased awareness about the power of the internet and e-mail communication.

Results

Introduction

The Zimbabwe Science Network (ZimSciNet) is a computer-based teacher networking system that has been designed in Zimbabwe, to help network science and mathematics teachers. ZimSciNet is an operational strategy of the Science Education In-service Teacher Training (SEITT) Programme, whose aim is to improve the quality of science teaching in the country's 150 A-level schools.

The SEITT programme is based at the University of Zimbabwe within the Department of Science and mathematics Education. It was launched in 1994, after the Ministry of Education, Sport and Culture appealed to the University to assist it in finding ways to improve the quality of science and mathematics education in the country's high schools.
This move was prompted by the fact that after independence in 1980, Zimbabwe inherited a bottleneck educational system in which only a few students managed to secure higher education. The government then implemented a policy of "Education for All", which resulted in a rapid expansion of the education system from the primary level upwards.

This rapid expansion had negative effects on the quality of education since the overall system infrastructure was not geared for an expanded educational service. There was an increase in demand for science and mathematics teachers resulting in teachers colleges providing crash courses for teachers. Science and mathematics teaching resources were strained as these could not cope with the increased demand. In addition, the opening up of the economy at independence and its associated technological advances created a huge demand for Mathematics and science skills at higher level, such as engineering and commerce.

The end result was a significant reduction in the quality of science and mathematics education - hence the Ministry's request.

Pilot research that was subsequently carried out to establish the extent of the problems facing science and mathematics teachers revealed the following problems:
i) Most A-level teachers were trained University graduates, but they had not sought to develop professionally after the initial qualification.

ii) In all the nine educational regions in the country, teachers operated in isolation and did not support or contribute towards the strengthening of their associations.

iii) Schools regarded achievements of their students as local affairs and there was very little inter-school collaboration. The result of this was that inexperienced teachers received little or no encouragement, and developed through trial and error.

iv) Most schools were inadequately equipped to meet the demands of A-level Science, and in some cases the available equipment was aged. This meant that students were denied adequate opportunities of doing practical science.

v) The teacher pupil ratio was not conducive to teachers practising active learning strategies and this resulted in teachers resorting to rote learning and lecture methods.

The SEITT response to this challenge was to institute a systemic embedded in-service system that would include all aspects of teacher development and support. This approach uses six components which were all meant to simultaneously work assist in improving quality teaching and learning. These components are:

a) The establishment of a Resource Teacher / mentor training programme to supply the ministry with trained manpower to enable a decentralised in-service system that is closer to the teachers schools to operate.

b) The establishment of Science and Mathematics Centres (SMC) s in each of the educational regions, to act as professional development, communication and resource centres for the teachers. The centres are equipped with resource materials and reprographic equipment to enable teachers to use them as resource centres and meeting places.

c) The establishment of networking strategies to de-isolate teachers operating in remote schools by providing access to information through magazines, cluster group meetings and the electronic network which was dubbed ZimSciNet.

d) The provision of technical support for all the centres so as to enable in-service activities to proceed without too many problems.

e) Holding of periodic training workshops to update teachers on professional matters, subject content upgrading and pedagogy.

f) An integrated research and evaluation programme designed to provide feedback to the programme at every stage.

The purpose of this article is to describe the part played by the ZimSciNet in improving the quality in science and mathematics education in Zimbabwean high schools.

Information, Communication Technology, and development Issues addressed

The ZimSciNet was conceived as a networking strategy for the SEITT programme. The major objective was to put all science and mathematics teachers in touch with each other and also to provide them with access to the information super highway. It was felt that once this was achieved, teacher isolation would be reduced and this would provide opportunities for professional growth of the teachers.

The ZimSciNet was conceived in three phases. The first phase was to network all the SMCs with the national in-service centre and thus enable direct communication between the SEITT team and the regional SMC managers. Once this was achieved, subject moderators were then identified from the University community, who would supply subject specific information to all the regions through discussion groups and bulletin boards.

Computers were sourced from donor organisations and each centre was provided with a computer, a modem and a printer for communication purposes. On their part, the centres were asked to provide a telephone line and to meet all the telephone costs. An internet services provider (ISP) was identified and asked to provide e-mail only service initially to all the centres.

The regions identified ZimSciNet managers who would be responsible for the equipment at the centres. These were provided with computer training as well as technical training in basic troubleshooting. On their part, they were expected to also train teachers in their regions so that they could use the equipment to seek for information. The diagram below illustrates the initial set-up of the ZimSciNet organisation. Please note that the first phase of ZimSciNet does not provide full internet access to the centres. Apart from the cost, it was also felt that since this was a unique network in southern Africa, teachers needed time to get used to its operation before further empowerment could be provided - hence the need for subject group moderators who had full internet access.



In the second phase, the centres were supposed to be provided with full internet access and the A-level schools would be equipped with communications equipment to enable teachers to access information directly from their schools.

The third phase would see all the A-level schools equipped with full internet accounts and these schools would act as centres for the 1500 O-level schools which would also be equipped with computers and e-mail only accounts.

This cascade model for the development of the ZimSciNet would enable all the stakeholders to have access to information at a time when they are ready for it - i.e. when they have grasped both intuitive understanding and practical skills to use the system.

Unfortunately, the three-phase vision of ZimSciNet did not take off as planned mainly due to shortage of funding. We have only been able to implement the first phase of the networking strategy. Efforts are still underway to secure additional funding for the remaining two phases. In the meantime, we are concentrating on the training of teachers and the transfer of information through the use of the moderators.

Impact of ZimSciNet on Teacher networking

In the short time that the ZimSciNet has been in operation (1998-9), a lot of impact has been realised. The ZimSciNet is the first teacher network in Zimbabwe and indeed, Southern Africa. It has been made operational largely through the efforts of a dedicated SEITT team, and some donor funding.
Initially the clients' response was that of incredulity and suspicion. In fact, some Ministry officials once remarked to me that we were wasting valuable resources since no one would know how the system works within the Ministry, and so the project was doomed to fail once donor funding ceased and the Ministry took over. The SEITT programme's donor funded phase ended in 1998, yet the ZimSciNet has been able to continue together with the rest of the SEITT strategies.

Once teachers realised that they could access information from the internet through their ZimSciNet managers and subject moderators, requests have been sent in from remote schools, on topics such as Option booklets and guidelines for A-level Science subjects, topics in Environmental Physics and even requests for NASA programmes for schools.

The ZimSciNet model - its applications in other sectors of education

So successful was the ZimSciNet project, that other in-service programmes that had funding also started to look at the model and adapt it for their own clients. The Better Schools Programme (BSPZ), which seeks to in-service administrative staff in both Schools and Ministry of Education's Regional offices, has started setting up centres where they hope to place networked computers. Another programme, UNESCO, has joined in with Teachers Colleges to introduce a Teachers College network that will connect some teachers colleges as well as providing them with full internet connectivity. Not to be outdone, the World Bank has also chipped in with the World Links programme which is intended to network some schools.

All of a sudden, there have been a plethora of network initiatives all aimed at connecting the Education sector. We are now currently engaged in negotiations so that these initiatives complement rather than duplicate each others functions, and the idea of a national education network has suddenly become very real whereas two years ago it would have been just a dream.

Lessons learnt from the first phase of ZimSciNet

The first phase of the ZimSciNet has had monumental success and has demonstrated what can be achieved if a team has vision. It has resulted in:

i De-alienation of teachers in the regions; teachers are now able to communicate with their colleagues in other parts of the country and discuss various professional issues ranging from teaching methodology, conference notices and additional subject content requests.

ii. Enhancement of computer literacy and information technology awareness among teachers. 100 ZimSciNet managers have been trained in computer usage as part of network preparation. These in turn held workshops for teachers and regional office staff. The courses typically consisted of basic computing, windows environment, word processing, e-mail applications, internet searches and handling databases.

iii. The spin off effects are the provision of IT persons with skills capable of supporting a widening economy. Trained resource teachers can play increasingly important roles in other areas of the economy such as the district councils etc.

iv. For the students in High schools, ZimSciNet has made it possible for them to access through their teachers, of high quality information and resources that barely a year ago they could not have imagined. The ZimSciNet has not been used for the benefit of the science and mathematics subjects only, A-level Literature students have also benefited since teachers tend to make requests for other subjects as well. For example, in Masvingo, teachers requested for information concerning some examination preparations for Geography and some marking schemes for a new subject; management of business.

Conclusion

Phase I of the ZimSciNet programme was aimed at connecting the Science and Mathematics centres with the SEITT National centre, and thus helping to put in touch all the regions. This was achieved with repercussions, which went far beyond expectations. The Zimbabwe Science Network has managed to stir interest in electronic communication, giving rise to the development of several initiatives within a short span of time.

In addition, ZimSciNet has managed to de-isolate teachers teaching in remote areas to the extent that they can now communicate and gain access to information and resources which were previously beyond their reach.

There is no doubt that if funds are secured for the second and third phases of the ZimSciNet, this computer network has the potential to transform the way information is handled within the education sector in Zimbabwe.

Lessons

SEITT Programme
Department of Science and Mathematics Education Department
University of Zimbabwe
P.O. Box MP167
Mt.Pleasant
Harare
Zimbabwe
Fax: +263-04-333407
Phone: +263-04-307754
E-mail: seitt@samara.co.zw

Project Information

Total budget in US$ : -
Country of activity: Zimbabwe [ZW]

Contact Information

E. Mushayikwa

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