Assignment ReportRP/1979-80/1/5.3/03Cooperation with Member statesin developing educationalstructures

FOR INTERNAL USE ONLY:NOT FOR DISTRIBUTION

SOMALI DEMOCRATIC REPUBLIC

A REVIEH OF THE G:EroRAPHYCURRICULUM AT LAFOLE COLLEGEOF EmCATION

by P.J.H. Clarke

United Nations Educational, Scientificand Cultural Organization

Paris, July 1979

Serial No.: m~/ED/SCM/79/168

Assignment ReportRP/1979-80/1/S.3/03~.ffi/ED/SG~/79/168(C1arke)11 July 1979

TABLE OF CONTENTS

Page

I.

II.

III.

IV.

V.

VI.

Introduction•..•••.•••.•.••••••••...••..•..••••..

Teaching and staffing resources ••••••.••••••••••

Definition of assignment •.•.•••••.••••••••••••••

Defining the problem - Findings ••••••••..••...••

Recommendations ..••••••...••.•••.••••.••.••....•

Acknowledgements ...••.....••.••.••.•.••••.••.•••

1

2

2

2

5

9

Annex: Curriculum of the Department of GeographyLafole College of Education.............. 10

I. INTRODUCTION

In response to a request from the Government of the Somali DemocraticRepublic, the Director-General of Unesco arranged, under the Organization1sRegular Programme for 1979-1980, for a consultant to visit the Somali DemocraticRepublic from 5 February to 5 March 1979 with the following terms of reference:

assess the requirements for the development of curriculum and materialsfor geography teaching in Somalia and draw up a development programmegeared to that effect.

The purpose of the visit was to review and make recommendations. Thesehave been made with a full awareness of the problems and constraints which existnationally in Somalia. The Government of Somalia is fully committed to a crashprogramme of teacher training at secondary level whereby a degree course of fouryears is now telescoped into two years, concentrating on quantity rather thanquality. Despite these factors, the writer feels that there is considerablejustification for a change in the programme within the present two-year systemand that such changes could only be of benefit to both staff and students. If auniversity is to be thought of as a laboratory of creative thinking then any reviewof a curriculum should start there with ideas and resources expanding outwards viaits students to the schools. It is also essential that there is provision forthese ideas in a productive working relationship between the university on one handand other interested parties on the other. Future trends are difficult to foresee,and much will depend upon priorities. For example, the country badly needs aninfrastructure of technical education. It could be that there may be the establish­ment of another College of Education in the North or at least a dormitory of theNational University. There is also the possible extension of the two-year courseback at least to three years. At the same time pressures in the early years ofsecondary school indicates that some sort of crash training programme for teacherswill be needed for much longer yet, and all of this is set against a background ofa continuing lack of finance.

In order to carry out this review the writer visited the Ministry of HigherEducation and Culture in Mogadiscio, the Curriculum Development Centre of theMinistry of Education, Benadir Secondary School Mogadiscio, Maerca Secondary School,Maerca and Afgoi Primary School. The Director-General of the university was avail­able for discussion on numerous occasions as was his deputy, together with theregistrar. He had talks with a number of other officials in the university and withthe Dean of Lafole. He talked with· every member of the geography department staffat some stage and sat in on some department classes. He visited the library atLafole and examined its reference material and discussed systems or ordering, filingand storage with the librarian. Similarly, the textbook store was examined in somedetail. Procedures for ordering of books and material were discussed with theChairman of the Department as was the ,college timetable and syllabuses. Externalvisits included Afgoi, the webi Shibeli river, a banana packing plant and irrigationprojects in the webi. other visits included the old port of Maerca, 100 Km fromMogadiscio and the fishing co-operative at Brava, 200 Km from Mogadiscio, which alsoinvolves a nomad settlement scheme.

II. TEACHING AIID STAFFING RESOURCES

(a) Teaching at the College of Education

Lafole College of Education was built under the sponsorship of the Universityof Michigan, East Lansing, in 1964. It originally trained primary teachers butbecame the focal point of secondary training and part of the university in 1969. '.thecollege is the only unit of the university involved in the production of secondaryteachers. It is divided into a number of academic departments of which geography isone. Until about three years ago this was taught as part of social studies. Thereare approximately 1200 students and the medium of instruction is English, although

- 2 -

there have to be counterpart courses in Arabic for non-English speakers in somedepart~ents. The form of instruction inherited from the United States of Americais that of the semester system. Originally the course for the ordinary degree ofthe National University was four years but degrees are now awarded after two yearsof intensive study. There are two groups of students at present in the Departmentof Geography. These are "Majors" and "Minors". They both take all courses butMajors only undertake a research project in the second or sophomore year. Exami­nations are set by the university and these are internally validated. There is noexternal moderation. Grades are A-E with E being a fail. There is a mid-semesterexamination and compensation and resits are allowed. At present there are eightmembers of staff in the Geography Department, including both English and Arabicsections. The type of instruction is almost entirely that of the mass lecture.The college has a small library with a very limited reference area.

Responpibility at government level is with the Ministry of Higher Educationand Culture.

(b) Teaching in the secondary school

At present there is an urgent shortage of schools in the country. There areonly about eight in the greater Mogadiscio area. In some cases numbers of studentsare double the original plan. Shift teaching is commonplace particularly in Form 1at the point of entry. Somali is the medium of instruction from Forms 1-3 andonly Form 4 has classes in English. Teachers are trained at Lafole but in somecases graduate to the secondary schools after some time as primary teachers.

Responsibility at government level is with the Ministry of Education.

(c) Teaching in the primary school

Teachers are trained for one year only in a primary training institution runby the Ministry of Education. Schools have inadequate facilities and very largeclasses (60 is commonplace), and all teaching is in Somali. There seems to be noprogr~~e of integrated studies or of a link with secondary education. A systemof in-service training for teachers is in operation after they have qualified. Thisis designed for three months every year.

Responsibility at government level is with the Ministry of Education.

III. DEFINITION OF ASSIGNMENT

"The thorough reviewing of the geogra9hy degree programme at the College ofEducation. The national demand from the programme is a two-pronged objective:(a) the production of geography teachers for the secondary schools of Somalia. \

and (b) the production of scientists of geography, who would eventually managethe scientific and educational leadership required by geography education inSomalia."

(Extract from a letter from the former Chairman of the University, Mr. I.M.Abyan to the writer of 13 February 1979)

IV. DEFINING THE PROBLEM - FINDINGS

The geography course in the College of Education (Lafole)

This is a young department. Geography has only been taught as a distinctdiscipline for three years. There is little that has gone before in terms ofexperience to look for as guidelines.

- 3 -

Courses

(a) The main feature seems to be the unplanned nature of the courses. 15 coursestaken over the two years of the degree, the same as the original four-year course,would indicate severe overloading of the student's timetable.

(b)Theyinto

At present the majority of courses are of an abstract and theoretical nature.emphasize general principles but do not offer much opportunity to put thempractice in the local situation.

(c) There would appear to be a considerable Poverlapll between some of the coursesoffered. This might lead to some duplication of effort.

Teaching

(a) The existing teaching pattern consists, almost entirely of contact hours.These are inevitably in the form of mass lectures with as many as 84 students, insome cases, in both Freshman and sophomore years. With about 217 geography majorsin both sections, English and Arabic, and 8 members of staff, this gives a ratioof 1:27.

(b) A typical lecturer's load may be as much as 20 contact hours per week.

(c) Given that the guiding philosophy behind the programme very clearly stressesthe value of a scientific analysis of Somalia's problems and how man is adaptingto them, it seems that in this area of the discipline, there is some imbalance ofexpertise among the available staff of the department.

Teaching practice

Because of the nature of the course, no time is at present set aside forpractice teaching in the secondary schools. This means that some stuoents arriveat their schools, in their first teaching post, without any preparation in lessonformats and the varied teaching techniques to be used in the classroom. TheEducation Department at Lafole would appear to be severely stretched in coping witha variety of theoretical courses ranging from Principles of Education to Psycho109Y.

Resources

Resources represent a vital component within the teaching situation. Theymay be seen in terms of aids to teaching but in many cases they are essential facetswithin a department or a classroom. The blackboard is the most basic classroomresource but in geography at this level, maps and reference textbooks are of equalimportance.

(a) Textbooks - The college system maintains a textbook store with a variety ofmaterial for different courses. The problems seem twofold -

(i) there are not enough books for every student

(ii) they quickly become dated and are therefore inadequate and misleadingreferences.

(b) The library - The library at Lafole contains about 1~50 books but within thistotal there is a considerable imbalance between the subjects. The number of bookson the geography shelves seems totally inadequate for a department with the secondlargest number of students within the College. There is a small periodicals sectionbut there is no map room, very limited facility for storage and the seating capacityfor students is limited.

- 4 -

(c) Audio-visual aids - A visual aids course is offered at the college but itsequipment base seems limited. The room is kept under lock and key and is rarelyused. Equipment includes one slide projector but there is no library of slidesavailable for general use.

(d) There are duplicating facilities at Lafole within the office block.

(e) The Geography Department office is overcrowded. It has someavailable including "dated" w~1.l maps, a globe and a typewriter.virtually no sqelves for books, no space to store maps and littlestudents' dissertations.

basicTherespace

equipmentareto store

(f) It is not clear who is responsible for ordering and maintaining equipment,including textbooks, and who controls the budget for the provision of essentialservice equiPment. Ideally the haad of department should have some say, actinginconjun~tionwithhis colleagues and with the librarian. This does not seem tobe the ~ase.

(g) Much of the equipment at present in use is outdated. Some textbook materialis 20-30 ye~rs old. It is usually not disposed of since there is such a materialshortage that a philosophy of "something is better than nothing" appears to existwithin the department.

Summary - Courses, teaching, teaching practice, resources

(i) The "work load" is physically too demanding.

(ii) The content of courses is too abstract and theoretical.

(iii) Some overlap and duplication of work exists between courses.

(iv) There is minimal practical and fieldwork, an essential component of amodern geography course.

(v) The present programme can only be taught via mass lectures.

(vi) Staffing resources are severely stretched.

(vii) Time forbids the best use of available resources within the existingprogramme.

(viii) There is no provision at present for "teaching practice" in the schools.

(ix) The provision and control of resources is inadequate.

See the Annex for an outline of existing courses.

The geography course in the secondary schools

Although the task of this report is to review the geography curriculum in theCollege of Education, it is difficult to do this without making some observationson the present teaching of geograph~ in the secondary schools for the basic reasonthat one clear aim of the College Department is the continued production of second­ary school teachers. Any proposals for change in the College curriculum would have,it is hoped, a beneficial effect on the quality of future geography teachers.Nevertheless, it is not the purpose of this report to comment in detail on thesyllabus at present in the schools since this reflects very much the conditionsand constraints of the system and any change would involve internal politicaldecisions. The problems are many and are mainly concerned with resources, classsizes and certain inadequacies in teacher preparation. In the majority of secondaryschools~resources for geographers are minimal. Apart from classrooms shared with

- 5 -

a number of subject disciplines and a blackboard there may be nothing more thanone world globe available. Large-scale maps and atlases seem rare if not non­existent. Most schools do not have their own duplicating facilities, which severelycurtails the use of handouts. Classes in Somali medium (1-3) are now beingequipped with a series of geographies. These are pri~ted locally and whilst theirquality is not of the highest they do help to fill the gap. The fact that they areproduced by the Curriculum Development Centre is significant since it is throughthe meetings of subject committees, including geography, and composed of teachers,oinistry officials and lecturers from Lafole that these are constantly reviewedand revised. The main problem is with the English medium class IV. In theseclasses no textbooks are available and teachers resort to dictating from their owncopies.

Class sizes may be as high as 60 children and lack of teaching preparationseems to inhibit any attempt at improvisation. Teaching technique seems limitedto lecturing and note taking. The syllabus itself stresses general principles.It is basically a regional survey, though there is a course in local map work inForm 1 and a systematic approaGh in the latter years which could be usefullydeveloped into courses in local studies. The new books at present being producedby the Curriculum Development Centre are certainly attempting to emphasize theimportance of local geography.

The geography course in the primary school

The compartmentalising of the training of secondary and primary teachers seemsunfortunate since many primary teachers eventually become secondary teachers andtheir initial experience may form their basic approach to the teaching of geographywhatever further training they may undergo. Problems seem similar to those inthe secondary schools: lack of resources, overcrowded classrooms and an unawarenessof the value of local geography and the environment. At no time did the writer seeany attempt to explain and illustrate the function of the local village or school.History and geography are often taught by the same teacher, but not in any sense asintegrated social studies. The syllabus seems entirely concerned with generalprinciples. A course in nature study and the local environment might be a usefulsubstitute. The Curriculum Development Centre has produced some local texts forprimary classes.

v. RECOMMENDATIONS

(a) The college geography course

1.1 In the preceding section, this report has endeavoured to isolate the mainproblems in the geography course at Lafole as specifically as possible and thoserelating to secondary and primary education in rather more general terms. Thisselection includes recommendations for the College of Education which wouldhopefully benefit both secondary and primary geography teachers.

1.2 Year 1

Central to college problems and a recurring theme is the overloading of thetimetable and lack of opportunity for individual work. It is therefore proposedthat contact hours in both first and second years be reduced by at least 25 percent at first, eventually aiming as high as 50 per cent. There appear to betwo ways in which this might be achieved.

- 6

(i) In the first year, by scrapping the present system of attempting to coverevery aspect of geography and, by putting subject areas into groups, to ensureless overlap but at the same time show concern for those areas of thediscipline most relevant to the geography of Somalia. This would then becomea common course and would be the same for both "majors" and "minors". Mostof the geography at this stage would be of a general nature but the emphasisshould be, as far as possible, on the local environment. , The present courseon the geography of Somalia could be re-vamped t9 fit in with this grouping.Thus a consideration of the influence of ice movements related to physicalfeatures would not be a repeat of the secondary school syllabus and wouldonly be included if it has reference to the geography of Africa or Somalia(the importance of glaciation in the East African Highlands, for example).The result of a more riqorous use of time would enable departmental staffto teach to their strengths and release them for further work or planning.

(ii) The appointment of at least one extra member of staff with a specialism ingeomorphology and or agricultural geography and land use. This would seemessential.

1.3 The extra time gained by a reduction in face-to-face contact would be utilizedby lecturers in designing and operating planned "self study". Rather thaninstituting a separate course termed "Field Work" this would be built in asa principal component of the year's work. This work~ be planned and guidedby the staff with the lecturer acting as co-ordinator and prompter of question­ing techniques so important in the field of geography. Field studies wouldinvolve the lecturers playing a prominent role in leading them. For example,the new harbour at Mogadiscio should not be left to haphazard visits but shouldbe organized and led by the department. This is justified on the grounds ofthe inquiry nature of the discipline. The skills of "observation" and"recording" of data are of basic importance at all levels. At the present timethese are accorded minimal importance. Not only would these skills be utilizedbut it is through this approach that latent resources may be identified andused as samples in the development of local geography. In the first year,projects would be small but would be a basis for greater research in depth inthe second year. These might include some studies of the local fishingindustry, growth of "primate" urban conglomerations such as Mogadiscio andHargeisa, a geomorphological study of riverine features and their use (viz.Webi Shebeli) I small studies of agricultural development of every kind such asthe rice schemes, and local meteorological recordings. The College shouldbecome an accredited weather station with students observing and recordingdata. There should be a knowledge of basic surveying techniques with scaledmapping of the environment and use to be made of any resource data, i.e. fromthe Survey Department, the Department of "Trade and Statistics and the Ministryof Resources.

1.4 Year 2

The second year should have two principal objectives:

(i) continued production of competent geography teachers in secondary schoolsas a matter of course; but also

(ii) the production of graduates of sufficient expertise to provide the nucleusof geographical knowledge in depth upon which the country may depend. Thelatter is essentially a long-term aim but is none the less an urgentconsideration.

- 7 -

1.5 There would be a re-emphasis of the importance of the discipline inproviding key manpower at certain levels, particularly that of thescientific geographer with a keen awareness of the natural resources ofthe country and how best to develop them.

1.6 Thus there would be a strong element of geomorphology with a concern for theland forms of the country, the drainage systems, soils, and ecology.

1.7 There would be an element of ·how man comes to terms with the harshness of hisenvironment and how he makes the best use of it. The human, social andeconomic fact9rs confronting a developing country would be another priority.

2.0 Work would be focused on existing resources, which are primarily in the fieldof agriculture and fisheries. Any plans for the development and extension ofthese resources should be within the scope of the geographer. Intensivestudies of irrigation systems in the Webi Shebeli and Juba inter-riverine areascould look at opportunities for further development. Investigations intosoil salinity in same places and into the efficiency of an irrigation systemwhich is responsible for a fall in sugar cane output in 1970-71 in theShebeli river area. Physical geographers could be concerned with the problemsof sand dune irrigation which affect many approaches to the coastline. Onthe economic side, an interest in" the growth of the primate city, the locationof industry, the continued extension of the country's communication systemsand further opportunities for trade in the growth of port facilities.Questions such as, how do you best utilize the facilities of Maerca now thatbananas are exported through the new port of Mogadiscio? are within thegeographer's field of concern. On the human side, there is the continuedproblem of nomadism which should be viewed as an integral part of Somaliculture and not merely as an obstacle to be removed. Bow to ensure thatschemes of settlement in agriculture and in fisheries are productive to thenation as a whole. Quantitative techniques could be used in the demarcationand control of human and animal diseases and pests. A first priority ofthese techniques in Somalia might be to pinpoint medical problems incollaboration.with the Faculty of Medicine.

2.1 An essential component of the second year would appear to be a new type ofcourse with its two main aims in the areas indicated above. Bow this couldbe effected would be the responsibility of the department itself but it isrecommended as an essential "core" element to be taken by both "Major" and"Minor" students.

2.2 Together with this (and this is subject to staffing and space availability),there would be not more than ~ electives from any number of courses thedepartment may be able to offer. These again to be taken by both "Iv1ajors"and "Minors".

2.3 Finally, the present "project" undertaken by "Majors" only should bestrengthened. It would focus particularly on the students' interests. Withreduced contact time being an essential prerequisite of such an approach moretime would be available for the co-ordination and carrying out of such researchas also for department staff to strengthen their own research interests. Someof the topics already presented show an awareness of the value of such work.In most cases they need to be able to make greater use of their own resources,particularly local references. Examples such as "Transportation system inSomalia!' "Industrial land use of Mogadiscio" and "Rural to urban migration"could make much better use of local data if more time were available.

- 8 -

2.4 This report would recommend the reintroduction, if possible, of a teachingpractice element within the ·e.ducation course at the College. At the moment,students are at a considerable disadvantage in schools whether teachinggeography or anything else. Alternatively, if this is not immediatelyfeasible there should be a course relating specifically to the methodologyof geography teaching together with some opportunity in the practice ofclassroom skills through the medium of simulation exercises or microteaching.

Recommendations

(b) Resources

1.1 If, as is recommended, there is a move, however gradual, to more individualisedwork, the whole question of textbooks and reference books needs to be re­examined. This report would recommend a gradual phasing out of course booksfrom the textbook store with a corresponding increase in library referencematerial. Use of the library as a centre for research and reference would beencouraged and one aim would be to build a Resource Centre into it. A limitedborrowing system might be in force but timetabled periods in the library wouldbe expressly for the purpose of using reference material.

1.2 The Department would endeavour, in co-operation with the library, to build upits own stock of resource material. Essential elements within this would bea stock of current large-scale maps of Somalia possibly in the 1:50:000 series.Wall maps should be updated and kept together in a wall map box. A projectorshould be obtained and maintained by the Department, and a library of slidematerials should be initiated. Students' individual projects should be storedso that they can be utilized continuously. Any pictorial or written materialshould be collected and stored for use on Department courses. Eventually, ifresources can be established, a borrowing system for materials to be used inschools shall be created.

1.3 The Geography Department at Lafole has the second largest number of studentsin the College. Existing premises are extremely inadequate. What is neededurgently is a separate geography room equipped with map tables and blackoutfacilities, together with a room to be designed for storage of materials butalso with facilities for eventually manufacturing a variety of aids and teachinspacks. Any external resources available would be focused specifically on thisaspect. Geography, as much as science, needs its own premises and thisconsultant recommends that urgent consideration be given to this.

1.4 Although this is an internal matter the writer feels that the position ofordering of materials and textbooks should be somewhat clarified so that atleast the Head of Department knows the limits for ordering books and equipment.There should also be some method of consultation together with colleagues andthe librarian to ensure that all publishers' notices are received and seen.

Summary

Recommendations for the college course and resources

(i) Face-t~face contact time to be reduced by as much as 25 per cent initiallyand eventually by as much as 50 per cent.

(ii) The strengthening of department expertise by an extra appointment, probablyin the field of geomorphology and land use.

(iii) Extra time to be utilized by planned self-study.

(iv) Course structure to be thoroughly reorganized with a common first year and aII core ll element running through into the s~cond year.

•

(v)

(vi)

(vii)

- 9 -

The second year to comprise a compulsory core element plus a reduced numberof electives (nor more than two) if possible. Individual work to concen­trate on research projects (Majors only).

A teaching practice element to be reintroduced in the education programme.

Textbook store to be replaced by increased library reference material.

(viii) Geography Department to build up its own stock of resource and visual aidsmaterial. Eventually to create its own "Resource Centre 11 •

(ix) External resources should be focused on the expansion of facilities in theGeography Department. In particular a geography :room and store.

(x) Head of Department to have greater knowledge of the budgetary limits inordering books and equipment.

See Annex for outline of proposed Alternative Course.

Two General Recommendations

(i) The university should encourage more contact with other universitydepartments, particularly in Africa and the Middle East, through seminarsand staff participation in conferences. There should be every opportunityfor staff to attend overseas courses.

(ii) External moderation and validation of examinations should be sought ideallyfrom another African or Arab university.

VI. ACKNOWLED~~NTS

The writer wishes to thank the following for their help and unfailingcourtesy: the former President of the Somali National University, Mr. I.M. Abyan,the Vice-President, Mr. M.A. Noor and the Registrar, Mr. Nurrein Sh Abrar, the Deanof Lafole, Mr. M.E. Bullaleh and the Chief Librarian, Mr. Hassan Mwrfa, the Headof the Unesco section of the Ministry of CUlture and Higher Education, Mr. AbroedJaina Said, the Head of the Curriculum Development Centre, Mr. Timir Ali Abdi andhis assistant Mr. Mohamed H. Warsame; the Headmaster and Staff of BenadrirSecondary School, the Headmaster and Staff of Maerca Secondary School and theHeadmaster and Staff of Afgoi Primary School. He is indebted particularly toMr. Ahmed Abdi D'ar of the Department of Geography at Lafole who acted as hiscounterpart and daily organizer, to the Chairman of the Department, Mr. Osman M. Nurand to the following members of the Department:{) Mr. Mohammed Abdi Ismail, Mr. AbdiUhaf Dahir and Dr. Deka. He would also like to record his thanks to the UNDPResident Representative, Mr. Olav Svennevik and to the Senior Programme Adviser,Mr. Yusuf Ahmed Abdulla.

- 10 -

ANNEX

Curriculum of the Department of Geography, Lafole College of Education

(a) Existing structure of courses offered in 1978/1979

Courses to be taken by all students over 2 years.

<:::::: In two partsPhysical Geography

. Introductory Elementfor Freshmen

Weather and Climate

Maps and Mapping

Economic Geography

Human Geography

Geography of Africa

Political Geography

Geography of Somalia

Introduction to Geology

Continental Geography (Europe and Asia)

Continental Geography (The Americas)

Continental Geography (The Near East)

Practical and Statistical Geography

Resources and Planning Geography(Sophomore year only)

Plus Senior Project

Small Researchin the last Semester(Geography Majors only)

Methodology of Geographical research(one semester only. The last but onein Year 2).

..

- 11 -

(b) An Alternative Programme

Year 1 Year 2

Climatology

World Geography

Physical Geography

Plus

A New Course?ScientificGeography ofSomalia.Compulsory UnitMajors and Minors

Plus

Research ProjectMajors only.

Not more than twoelectives. Majorsand Minors

19Elementary CartographyJ~Introduction to Geology

tAfricai"omalia } ~

Human/Economic/politiCal} wQuantitative Techniques

1.

2. Reduce contact hoursby as much as 25 per centand increase fieldworkelement accordingly

2. Reduce contact hoursby as much as 25 per cent.Field and individual workincreased accordingly.

3. Plus some element ofmethodology

3. Plus some element ofm.ethodology.