Paul D. Merrickl Peace Corps Washington, D.
C.
Peace Corps Science Teachers in West Africa
The Peace Corps program to supply technicians, specialists, and aides to underdeveloped countries has from its inception been a broad spectrum effort. And yet, the critical need for teachers in the schools of these young nations has to some extent brought an emphasis on the recruitment of young people to teach. Indeed, the educational aspect of the Peace Corps has grown into a large and comprehensive effort. Already there are Volunteers teaching science in the schools of Ghana, Malaya, Nigeria, the Philippine Islands, Sierra Leone, and West Pakistan, with many additional countries requesting PCV's (Peace Corps Volunteers) for the coming year. The demand for classroom teachers has been particularly great in the sciences and mathematics. The shortage of qualified people to teach in the secondary schools of these newly-emerging nations represents one of the major bottlenecks in their attempts to break into the social and industrial world of the 20th century. Not only are there not enough teachers for the schools now established, but the number of schools is increasing rapidly, compounding an already serious problem. Without the aid of Peace Corps Volunteers, many West African classrooms would have no competent people to provide instruction. West African Education
Ghana, Nigeria, and Sierra Leone, all newly independent count,ries in West Africa, have been among the first to request and receive PCV's for classroom teaching assignments in secondary schools. About 40 Volunteers are now teaching science in these countries, with approximately 16 of them offering chemistry as all or part of their teaching effort. In many ways these three countries present similar problems to the Volunteers. All were recently a part of the British Colonial System, comprising an administrative bloc known as British West Africa. The basic structure of their educational systems is patterned after that of Great Britain. While there are vast differences between the many cultural groups within these countries, the framework of the British-patterned system provides a striking likeness in the schools of all three countries. The secondary grammar school in West Africa follows a six year primary program typical of the British system. Entrance into the African secondary school is by examination and only a small fraction of the eligible age group matriculat,es. The secondary school program begins with Form I and extends through a five year period. At the conclusion of the fifth form the student -
1 The author is a lecturer in science education with the Harvard-Ibadsn Project, Institute of Education, University College, Ibadan, Nigeria. His U. S. mailing address is P. 0.Box No. 11, Soda Springs, California.
sits for an external examination (West African Examinations Council) and successful candidates are awarded the School Certificate, Ordinary Level. Many of the secondary schools have a two-year sixth form which is roughly equivalent to the freshman and early sophomore work of American colleges and universities. Teachers thus are called upon to be proficient not only in the regular academic work of the secondary school, but also in what corresponds to lower division collegiate work. Some of the PCV's in West Africa are now teaching sixth form science and mathematics-a task which puts their abilities and energies to a rather rigorous test, particularly when the teacher meets an average of 25 classes a week. Chemistry, physics, and biology are taught simultaneously, although as differentcourses, during the three years of the upper secondary school. The first two years of school are usually devoted to general science. A first form science class is quite an experience for a beginning teacher. The student speaks English as a second language and at this stage his vocabulary and sentence structure are far from sophisticated. Almost without exception, the PCVs have had difficulty understanding and being understood. PCV's in the Schools
The school and community situations in which Volunteers have found themselves vary widely, from relatively sophisticated institutions to the rough and ready environment of the "bush." Gary Knamiller of St. Louis, Missouri, received a most intriguing science teaching assignment: Birnin Kudu Secondary School in the Northern Region of Nigeria, where that country begins to melt into the southern reaches of the Sahara. When he arrived on the scene he found that the school, although three years old, had never had a science master. There were no texts, no laboratory, and no appa-
ratus. What does one do, working in virtual isolation from other science colleagues, without the standard "tools of the trade"? Fortunately enthusiasm and ingenuity have helped him to make a start where no guideposts were set. Quite probably, the school will not have an equipped laboratory during his two year stay; even after financing is available, processing and shipment from England take from six months to a year. With all of the difficulties and frustrations which an assignment of this type produces, there is something about it that fits the image of the Peace Corps teacher. Without Gary Knamiller, there would not have been a science teacher a t Birnin Kudu-for a fourth year. Mayflower Secondary School a t Ikenne, Nigeria, is one of the most interesting educational establishments to be found anywhere. The site, buildings, and access roads were the product of student labor. Its headmaster Tai Solarin, a Nigerian who served as a Royal Air Force pilot during World War 11,conceived the idea of a school of this type six or eight years ago. PCV Dave Hibbard of Oberlin, Ohio is teaching science in the school. Two years ago, while working in the Operation Crossroads Africa program, Dave helped to construct the main road leading onto the school compound. Now as a teacher of chemistry and biology, he is making another contribution to this unique school. Mayflower has laboratories and science apparatus, although not in such quantities as to be available to all science students in all forms. Situations like these are sufficientlycommonplace to put a high premium upon individuals who have resourcefulness and the ingenuity to improvise. To some degree all West African Peace Corps teachers are in classroom situations that require a large measure of initiative. Few schools, if any, are equipped in a manner comparable to the better American high schools. In addition there is a relatively high turnover rate among staff in many African schools, with the resultant effect that the PCV is often left much to his own resources since his colleagues are frequently facing the same problems of newness that confront him. Very often, then, a PCV is professionally on his own. He will be asked to perform many tasks that will be difficult, a t his level of experience. Several PCV science teachers have been handed the project of selectmg and ordering a complete laboratory for new schools---one was asked to help with the actual design of the laboratory structure itself.
Chemistry in an African School
There is always a certain enchantment in discovering bottles of reagents, balances and beakers in the isolated schools of the "hush" area. With all of the strangeness of a different land and culture, the laboratory helps to bring one back to the reality of his own world. It also serves as a sharp reminder that science teachers have certain distinct advantages wherever they may teach. Rodney Larson, teaching chemistry in remote Yola Secondary School, Nigeria, lives in an environment that is totally foreign to anything he has encountered before. Yet, the course he teaches differs very little from that which he himself took in high school. Although chemistry is spread over three years of the student's school work, the actual time devoted to it and the subject matter covered are just about equivalent to the traditional American high school course. A common difficulty often expressed by volunteers is that of maintaining continuity in the classwork when the students meet chemistry classes only twice a week. Unless the teacher exercises considerable care, the subject can become a series of topics rather than the integrated network of ideas that gives the discipline its character. Not too much time is devoted to laboratory work, perhaps because of the limited apparatus and supplies. Watching PCV's conduct their fimt laboratory sessions is a harrowing experience. All of the usual confusion that attends such an event is present plus the problem of communicating with the students through the medium of their second language. Giving laboratory instructions, particularly when the experiment presents a degree of hazard, requires a calculated effort from the teacher. Effect of Peace Corps Program
It is too early to assess the degree of success that PCV's have had as teachers in the classroom. Two things are certain, however: They are bringing science education to areas where their services are vitally needed, and they are exposing Africans to that young enthusiasm and idealism that is so characteristically American. For each Volunteer, a fascinating and unique experience is his personal reward for service. Unquestionably some of these people will continue with teaching when they return to the U. S., bringing with them to the classroom a rich background of real experience with another culture.
Peace Corps Chemistry Teachers Needad Chemistry and other science teachers sre in great demand everywhere, including the Peace Corps. Chemistry teachers, or those with a degree in chemistry, have sn excellent chance of being invited into the Peace Corps project if they have the proper qualifications: being a U. S. citizen in good physical and mental health with initiative, willingness to work with others, and a desire to serve. There is no upper age limit. Married couples are eligible if both qualify and if there are no dependent children. To apply, interested, qualified persons should fill out a.Peace Corps Volunteer questiaqnaire. These are available through local past offices, Congressmen, the Peace Corps Liaison Officer at colleges and universities, or from the Peace Corps, Teaching, Washington 25, D. C.
Volume 39, Number 8, August 1962
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