Many researchers and scientists in the world appreciate the
importance of engaging people in their projects. Not only do they get feedback,
but these people readily participate in the studies or projects and assist in
understanding the subject that is studied. However learners in primary and
secondary schools probably benefit most, apart from being informed on the study
procedures, the engagement also assist them in their career as most of the
things presented by the scientist are linked to their syllabuses.
Research Councils UK (RCUK), research institutions including Universities and other places of higher learning discovered the benefits of engaging young people long ago. For instance- as a way of 'inspiring young people into science and research, RCUK provides substantial funding to the schools and apart from that the council see to it through Nuffield Research Placements that over 1000 students across UK work with professional scientists, mathematicians just to mention a few.
That would be easier in the UK and America where the number of students per class is minimal and that these countries are technologically advanced than countries in developing countries. In fast forward to developing countries in sub Saharan Africa and Malawi in particular, engaging learners poise a new problem; the number of learners per class. As early as 2012, UNESCO estimated that there is a 70:1 learner-teacher ratio across primary schools in Malawi. In fact, data from some primary schools in Blantyre, Chiradzulu, and Chikwawa districts of Malawi indicates that some schools have more than 100 learners against a teacher in a class. Going by the current population growth, fertility rate and projections from the experts, the problem is set to worsen if more teachers are not trained and infrastructures put up to carter for the growing population. This is however not the purpose of this article.
If a large number of learners in a classroom, poise challenges to teachers, then it does even more when engaging them in science and health research. Recently, I was involved in an exercise of engaging learners about a new study on Pneumonia learners across Blantyre primary schools and what I found surprised me. It was simple for learners who were few in number to grasp the concepts than their counterparts who were large in numbers in some schools that we visited. Out of the 7 schools that we visited 4 of them had an average number of 2500 students.
The fewer tended not only to concentrate during the interactive sessions but they would also ask questions and make sounding clarification. It was also easier for me as a community engagement professional to observe and get instant feedback from them. Those large in number however were noisy, lacked concentration and it was apparent that many of them could not hear what was shared during the meetings. Dividing them into small groups per session could help but this means more time on the part of us as facilitators of the sessions and of course definitely work that cannot be accomplished in a day. Having a few learners in a class does not only make the work of the science facilitator easier but they will also understand the concept, on the side of the teachers it’s even more important because its make their work very easy especially when delivering their lessons. The truth on the ground is contrary to our expectations, most urban schools in Blantyre are congested and the assumption is that if we have problems to engage students in various days we set aside, teachers have more problems managing them every day just because the ratio it way too off.
Research Councils UK (RCUK), research institutions including Universities and other places of higher learning discovered the benefits of engaging young people long ago. For instance- as a way of 'inspiring young people into science and research, RCUK provides substantial funding to the schools and apart from that the council see to it through Nuffield Research Placements that over 1000 students across UK work with professional scientists, mathematicians just to mention a few.
That would be easier in the UK and America where the number of students per class is minimal and that these countries are technologically advanced than countries in developing countries. In fast forward to developing countries in sub Saharan Africa and Malawi in particular, engaging learners poise a new problem; the number of learners per class. As early as 2012, UNESCO estimated that there is a 70:1 learner-teacher ratio across primary schools in Malawi. In fact, data from some primary schools in Blantyre, Chiradzulu, and Chikwawa districts of Malawi indicates that some schools have more than 100 learners against a teacher in a class. Going by the current population growth, fertility rate and projections from the experts, the problem is set to worsen if more teachers are not trained and infrastructures put up to carter for the growing population. This is however not the purpose of this article.
If a large number of learners in a classroom, poise challenges to teachers, then it does even more when engaging them in science and health research. Recently, I was involved in an exercise of engaging learners about a new study on Pneumonia learners across Blantyre primary schools and what I found surprised me. It was simple for learners who were few in number to grasp the concepts than their counterparts who were large in numbers in some schools that we visited. Out of the 7 schools that we visited 4 of them had an average number of 2500 students.
The fewer tended not only to concentrate during the interactive sessions but they would also ask questions and make sounding clarification. It was also easier for me as a community engagement professional to observe and get instant feedback from them. Those large in number however were noisy, lacked concentration and it was apparent that many of them could not hear what was shared during the meetings. Dividing them into small groups per session could help but this means more time on the part of us as facilitators of the sessions and of course definitely work that cannot be accomplished in a day. Having a few learners in a class does not only make the work of the science facilitator easier but they will also understand the concept, on the side of the teachers it’s even more important because its make their work very easy especially when delivering their lessons. The truth on the ground is contrary to our expectations, most urban schools in Blantyre are congested and the assumption is that if we have problems to engage students in various days we set aside, teachers have more problems managing them every day just because the ratio it way too off.
The importance of engaging learners cannot be overemphasized because
these are future scientists, researchers and doctors. Therefore the government
has a huge responsibility to provide an optimum environment for facilitating
this process.
There is need for the government to intervene
and increase the number of teachers; school blocks, and even learning
materials.
References
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