Alun Davies

Where are we based?

Why should KEMRI CGMR-Coast engage with schools? Large research institute - scientists from Kenya and worldwide – opportunity to address beneficence in research and contribute to school science Communication strategy drafted in 2005 Schools engagement identified but not yet implemented Previous studies have worked with schools – but for study recruitment purposes - no structured schools programme Community members suggest that schools and communities would welcome a school engagement programme “ What is KEMRI doing to advise our schoolchildren on what subjects to choose to become scientists?” (Roka chief, annual debriefing workshop, 25th October 2007)

Large research institute - scientists from Kenya and worldwide – opportunity to address beneficence in research and contribute to school science

Communication strategy drafted in 2005

Schools engagement identified but not yet implemented

Previous studies have worked with schools – but for study recruitment purposes - no structured schools programme

Community members suggest that schools and communities would welcome a school engagement programme

“ What is KEMRI doing to advise our schoolchildren on what subjects to choose to become scientists?” (Roka chief, annual debriefing workshop, 25th October 2007)

Project Objective Develop and pilot, through a PAR process, elements of a schools engagement programme aimed at improving mutual understanding between researchers and the local community. Develop and pilot one or more interventions Assess the impact of the piloted intervention(s) Describe the process, facilitating factors and challenges Build partnerships with relevant stakeholders at local, district and national levels

Develop and pilot, through a PAR process, elements of a schools engagement programme aimed at improving mutual understanding between researchers and the local community.

Develop and pilot one or more interventions

Assess the impact of the piloted intervention(s)

Describe the process, facilitating factors and challenges

Build partnerships with relevant stakeholders at local, district and national levels

Project Overview

Possible School Interventions For sustainability and buy-in, interventions to be decided upon in participatory planning meeting with teachers but could include: Integrating with / strengthening existing structures eg science congress Establishing a resource centre Centre tours, competitions, school based student journal clubs / ethics committee role plays, debating/drama competitions, talks from scientists Semester break attachment

For sustainability and buy-in, interventions to be decided upon in participatory planning meeting with teachers but could include:

Integrating with / strengthening existing structures eg science congress

Establishing a resource centre

Centre tours, competitions, school based student journal clubs / ethics committee role plays, debating/drama competitions, talks from scientists

Semester break attachment

Pilot evaluation Mixed methods to measure any impact on students’ knowledge and attitudes about health research and science Quantitative – pre and post intervention survey Qualitative – pre and post intervention FGDs with teachers and students, interviews with stakeholders, scientists Participatory evaluation – teachers and students to give input to the evaluation process

Mixed methods to measure any impact on students’ knowledge and attitudes about health research and science

Quantitative – pre and post intervention survey

Qualitative – pre and post intervention FGDs with teachers and students, interviews with stakeholders, scientists

Participatory evaluation – teachers and students to give input to the evaluation process

Survey design continued Survey Survey School 1 70 pre School 3 70 pre School 2 70 pre School 1 70 post School 3 70 post School 2 70 post

Selection of three pilot schools Consensus with DEO using the following criteria: Attempt to be representative of schools in the district wrt: gender mix performance in national exams school size distance from the unit Day and boarding schools Provincial and District

Consensus with DEO using the following criteria:

Attempt to be representative of schools in the district wrt:

gender mix

performance in national exams

school size

distance from the unit

Day and boarding schools

Provincial and District

Selected Schools Shariani SS Kilifi Township SS Bahari Girls SS School type District – Mixed Provincial - Boys Provincial – Girls Students 210 540 406 Day/Boarding Day Boarding Boarding Streams 2 4 3 Science Teachers 3 14 (sci and maths) 5 Laboratories 2 2 1

Performance in 2006 KCSE (total of 34 schools) Shariani SS Position / Grade index Kilifi Township SS Position / Grade index Bahari Girls SS Position / Grade index Overall 17 th / 4.6000 7 th / 5.8049 6 th / 5.8462 Biology 23 rd / 3.4736 7 th / 6.0333 8 th / 6.0273 Physics 19 th / 3.8182 11 th / 4.7073 4 th / 6.2414 Chemistry 18 th / 3.1333 6 th / 5.2564 7 th / 4.6231

The potential of school engagement “ During the district tetanus campaign, clinicians from the district hospital came to immunize women of reproductive age. Rumors emerged that the vaccines contained chemicals that make our women infertile. Many women refused to be immunized. We educated our students of the importance of the tetanus vaccine. When the clinicians returned to our school all targeted students received the immunization willingly.” Head teacher Shariani secondary “ What will the project require of the students? What impact will it have on the students’ academic performance?” Bahari Girls head mistress.

“ During the district tetanus campaign, clinicians from the district hospital came to immunize women of reproductive age. Rumors emerged that the vaccines contained chemicals that make our women infertile. Many women refused to be immunized. We educated our students of the importance of the tetanus vaccine. When the clinicians returned to our school all targeted students received the immunization willingly.” Head teacher Shariani secondary

“ What will the project require of the students? What impact will it have on the students’ academic performance?” Bahari Girls head mistress.

Barriers to understanding science/research In school factors – (Fuller & Heyneman 1989) Length of instructional programme Pupil feeding programmes School library activity Years of teacher training Textbooks and instructional materials

In school factors – (Fuller & Heyneman 1989)

Length of instructional programme

Pupil feeding programmes

School library activity

Years of teacher training

Textbooks and instructional materials

Bahari Girls Laboratory

Shariani Laboratories

Barriers to understanding science/research Student factors – (Jegede, Aikenhead, Ogunniyi, Le Grange) Science students world view is different to western science world view Assisting students to cross cultural borders through Collateral learning – integration of indigenous science STS – Science-Technology-Society Education “ Any western science curriculum in a non-western classroom environment which does not take particular consideration of the traditional worldview of the learner risks destroying the framework through which concepts are likely to be interpreted.” (Jegede, INT. J. SCI. EDUC., 1997, VOL. 19, NO. 1, 1-20)

Student factors – (Jegede, Aikenhead, Ogunniyi, Le Grange)

Science students world view is different to western science world view

Assisting students to cross cultural borders through

Collateral learning – integration of indigenous science

STS – Science-Technology-Society Education

“ Any western science curriculum in a non-western classroom environment which does not take particular consideration of the traditional worldview of the learner risks destroying the framework through which concepts are likely to be interpreted.”

(Jegede, INT. J. SCI. EDUC., 1997, VOL. 19, NO. 1, 1-20)

Acknowledgements KEMRI-CRMR-Coast - Community liaison group Dorcas Kamuya, Sassy Molyneux, Vicki Marsh Sam Kinyanjui, Greg Fegan, Norbert Peshu The Wellcome Trust Thank you

KEMRI-CRMR-Coast - Community liaison group

Dorcas Kamuya, Sassy Molyneux, Vicki Marsh

Sam Kinyanjui, Greg Fegan, Norbert Peshu

The Wellcome Trust

Survey design Since small pilot intended to set up links and test acceptability of involvement – justified in not using control groups Initial simultaneous sample of pre and post test groups to give each individual an equal statistical opportunity ob being selected for either pre or post survey group School 1 70 pre 70 post School 3 70 pre 70 post School 2 70 pre 70 post

Since small pilot intended to set up links and test acceptability of involvement – justified in not using control groups

Initial simultaneous sample of pre and post test groups to give each individual an equal statistical opportunity ob being selected for either pre or post survey group