The need for space science education in Africa
Space technology and exploration have unarguably become a fascinating field of science with benefits that permeate all areas of human endeavours around the world, and in Africa. Its impact can be felt globally in all sectors of modern life from communication, to education, medicine, agriculture, and others.
Many countries are now aware of the invaluable benefits derived from the development and applications of space science and technology (SST). They are delving further into exploring and utilising the opportunities within this field. Nonetheless, Nigeria, Ghana, Ethiopia and most African countries are held back by challenges such as adequate finance, lack of human resources, lack of political will, and others.
The fact remains that over the years, SST has shaped our contemporary day-to-day living, due to its enormous contribution to improving the quality of life for everyone, and ability to create new possibilities, including enabling you to read this article. There is, therefore, an apparent need to promote and encourage scientific research and investments in SST, particularly in developing continents like Africa.
“Space science education at all levels of study, i.e., primary, secondary and tertiary, is an essential tool that will create an enabling environment for scientific research and development.”
The reason for this assertion is not farfetched. Although Africa has recorded an impressive growth over the past few years in its space industry, we still have a long mile to walk to meet up with the rest of the world. Currently, in Africa, no human space flight mission has been carried out, and most African countries have not even launched a satellite to outer space as compared to the strides in North America, Asia and other continents.
The purpose of this comparison is not to ridicule Africa’s efforts with regards to its space capacity. Instead, it brings to light the extent of the technological gap and a primary strategy in closing this disparity, not for the sake of competition, but to ensure better lives for Africans. One realistic and effective way to solve the problems mentioned earlier, is by developing homegrown human resource capital for the space industry in the continent.
The African space policy sums this postulation in the following words:
“If Africa is to leapfrog into the technological advancements of the 21st century, the continent needs to develop an adequate number of indigenous space scientists, engineers and related professionals who will actively contribute to finding solutions to continental problems... Africa has the challenge of sustaining its space efforts and promoting the use of space technology services among all African nations. Meeting these challenges requires significant human capital development. Accordingly, Africa should develop and adopt essential space education programmes and tools needed to build its capacity and thus maintain the widespread use of space technologies for its development".
Therefore, the need for awareness and space education in Africa becomes vital in curbing this deficiency to enable the continent to contribute and participate actively in global space affairs, for the benefit of Africa and all of humankind. Space science education at all levels of study, i.e., primary, secondary and tertiary, is an essential tool that will create an enabling environment for scientific research and development.
This writer, in a nutshell, seeks to emphasise the need for space science education and awareness for school children at primary levels of study (ages 4-15) across the continent. This approach, though long-term, is essential and imperative in this 21st century where government agencies and private companies are considering permanent lunar missions. It may also be the only way to avoid Africa being left behind. Primary space education at a tender age will motivate children and generally encourage their engagement in fields of science, technology and mathematics (STEM).
One obvious way to ensure that the above feat is achieved is the inclusion of space science education into the science curriculum for children. This will serve as a pragmatic and conscious effort to influence their perception positively about space exploration and science fields generally. More so, space outreaches, competitions and holiday camps should be frequently organised as there is a lack of outreaches and practical exercises focused on space for young children in high schools. The activities above will inspire and educate young children, increase their knowledge of space and give them a foundation for further studies at the tertiary level if they so desire.
The writer, however, acknowledges that there are myriads of problems challenging the emergence of an era of space awareness in the academic sector of the continent; however, the primary factors are summed up in three lacunas succinctly discussed below.
Lack of government willingness to promote space education in countries across Africa. This phenomenon is deeply rooted in the fact that the importance and relevance of space science are not appreciated, coupled with other internal factors like unaccountable leaders, corruption, and other vices that produce the calibre of leaders in most African countries.
There is also an apparent lack of qualified//trained teachers at primary levels of study. Hence, human capital is presently unavailable to patiently grind the basics of this field for the young minds in a theoretical/practical and exciting format.
Finally, like other space programmes, there is a distinct lack of finances to fund projects and programmes related to space education, including space outreaches.
These three challenges should be tackled systematically by building institutional frameworks necessary for grooming the younger generation. An essential step would be to ensure that curriculums should be revaluated to include astronomical and space concepts at an elementary level. This study should also be part of the teacher’s training courses in colleges and universities. If more indigenous science teachers are trained in the field of space, education will become more accessible and affordable. Hence, since space education can serve as a viable foundation in fulfilling Africa’s space ambition, governments of African nations, corporations and individual stakeholders in the continental space industry are implored to take the outlined strategies and challenges into consideration shortly.
Conclusively, it is worth reiterating that the educational system in a continent or country towards any field of study reflects and enforces its dearest values and interest. As the saying goes, one of the secret to success is starting early; it is on this note that influencers in the continental space industry are urged to do and give their best in restructuring the present space science education system to promote space advancements for the overall benefit of the continent. Space is the future, and Africa should have its place in that future.
Nelly-Helen Ebruka
Nelly is an award winning law student, space enthusiast and young pan-African leader with a passion for the legal aspect of space exploration and a desire to change the narratives of space science education in Nigeria and Africa. Nelly is an elected prospective member of the International Institute of Space Law and is currently promoting the study of space policies and space education in her community.