Access to science learning for children in rural Africa

Science has been part of the compulsory primary school curriculum in most of anglophone Africa since states achieved independence, but in practice many obstacles prevent children in rural areas from acquiring an adequate grounding in science. This paper addresses four main aspects of access to science learning, namely (1) obstacles to access; (2) the potential within existing curriculum and organizational structures; (3) the notion of a minimum entitlement in science learning in primary schools; and (4) the concept of the locally adapted curriculum for primary schools in rural areas. Examples draw on research and experience from Kenya, Botswana, Namibia and Ethiopia. The study concludes that there are advantages to this restructuring of the curriculum in terms of simplicity of teaching and training, potential for common texts and exams, congruence with traditional ideas, resource demand and community involvement.