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Anation’s foundation for genuine development lies
in the strength of its educational system. However, the current
backward state of the Philippine economy and its lack of industrial
development have contributed to a state where science and
technology, and the educational sectors related to this field, have
lagged behind the progress achieved by other developed countries.
This situation is reflected in
the weak basic science education within the country. For instance,
in the 1999 Third International Mathematical and Science Study (Timms)
survey, which measures trends in high school students’ science and
math achievement, the Philippines ranked 36th among 38 participating
countries in science worldwide. In 2003, the situation barely
improved in the repeat survey Timms-R 2003, where we ranked 41st in
mathematics and 42nd in science out of 45 countries surveyed.
Another factor affecting the
quality of science education is the way the educational system
interfaces with state’s economic program to export labor and raw
materials. Instead of developing domestic capability and building
local industries, the country has become a source of raw materials
and cheap labor.
With globalization, educational
priorities have catered to the demands of the international market
rather than local demands to build domestic capability. Thus, most
Philippine higher education institutions are privately owned and
geared to produce skilled workers for small-scale and fragmented
industries. Less emphasis is given to the basic understanding of
scientific concepts that people can use to make sense of their daily
lives. Up to now, many segments of the population believe in
superstition or other explanations for situations such as disasters,
disease and poverty. Only those with the capacity to pay the
increasing costs of higher education can afford to gain the
necessary skills and understanding of processes and phenomena that
is the hallmark of science education.
With the dismal quality of
primary and secondary science education, there is a need to directly
enhance the basic scientific understanding of issues that
communities face to enable them to address various challenges to
their benefit.
The scientific community can be
mobilized to provide this service towards making science and
technology more meaningful to all. With this in mind, Agham launched
a community-based program for science education to teach basic
science concepts to poor communities in the metropolis and rural
areas. We called the program Paaralang Aloysius Baes-People’s
Science School, in memory of the late Dr. Aloysius Baes, a chemistry
professor and one of the founding members of Agham.
The People’s Science School
deals with issues and themes that a student of science and
technology or a professional scientist can contribute to: (1)
environment, (2) scientific and mass culture, (3) public utilities,
(4) food security and self-sufficiency and (5) national
industrialization. Educational modules along these lines for
non-formal education were developed, centering on current issues
that the community has identified.
The modules developed are piloted
in selected areas and refined from the feedback of the participants
involved. The modules are then designed for dissemination and use in
multiple urban poor and rural communities. They are designed to be
both reactive and proactive: reactive where it immediately responds
to the particular needs of the local communities due to events such
as disasters and current issues, and proactive when we seek to
educate communities of urban poor, peasants, workers and indigenous
peoples to be more scientific in their approaches and appreciation
of future activities and endeavors.
In 2006, Agham piloted the
program in an urban poor community in Manresa, Quezon City. We
discussed their concerns on everyday arithmetic, electric power,
dengue, nutrition and health. We also went to a farmers’ community
in Montalban, Rizal for the modules on agricultural productivity and
flooding. All in all, we mobilized more than 60 science students and
professionals who were involved by making the modules and teaching
materials to facilitating the teaching activities for over several
weeks.
We had trainings for women
community leaders from all over Metro Manila for them to be para-teachers
as well as to involve the community itself in the execution of the
program. This year, we had classes at Barangay Pansol in Quezon City
and Apitong in Marikina. The issues and concepts that were discussed
ranged from alternative sources of fuel, electricity, reproductive
health and rice. The classes were held during weekends, which
enabled even usually busy young professionals to participate in the
activities.
The People’s Science School is
an attempt to bridge professionals engaged in science and technology
with communities that are looking for rational explanations and
alternatives to their situation. You can learn more of this program
at www.agham.org and join us in making science and technology serve
the Filipino people.
[Dr. Giovanni Tapang is a physicist and the current national
chairperson of Agham].
Prom.bound@gmail.com
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