Learning from the Experience –
The Global Water Experiment in
Developing Countries.
Beverly Bell, John Bradley and
Erica Steenberg
(77.2%)
(56%)
(22.8%)
(44%)
(19%)
(81%)
(http://water.chemistry2011.org/web/iyc)
SASOL Distribution in South Africa
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Primary & secondary rural, disadvantaged schools
205 schools and 800 teachers in total
Distributed through 5 centres in 4 provinces
Teachers trained on GWE (pH & Filtration)
Addition of Educational Pack (posters & booklet)
Water Saving Competition (School Water Audit) with
prize money of US$ 27 500 (for 6 schools)
• Teachers awarded Certificate of Leadership
Lessons learnt from SASOL
• Project administered on contract basis, but this
terminated when corporate aims were met.
• IYC and GWE aims were overshadowed by SASOL
aims.
• Logging assisted by providing fax, but not followed
through.
“The Global Water Experiment has provided the ideal entry point
for SASOL to engage with its local communities around water
stewardship and will be followed by a more holistic intervention
on environmental education around water issues”
Pamilla Mudhray, Manager: Community Affairs (South Africa).
(34.8%)
(65.2%)
Government and Parastatal
Distribution in South Africa
Department of Science and Technology (DST)
• Secondary Schools
• Equipment used for four public events
South Africa Agency for Science and Technology
Advancement (SAASTA)
• Received training and cascaded training
• No details available on use by schools or science
centres
Lessons learnt from DST & SAASTA
• Distribution by both encouraging since it signaled
high-level support.
• DST events: political aims were achieved
• SAASTA: political and societal aims achieved
• Neither encouraged full accountability and
participation.
Government
115
(71.4%)
(34.8%)
(65.2%)
South Africa
Educational Programme in Kimberley
• Winter Academy and National Science Week, 2011.
“Thank you for the opportunity to participate in the
Global Water Experiment – it was awesome!”
• Recommendations: Global Challenge and Experiment
Song
Donation to 21 Schools
• One set of data logged
• Timing of donation and recipient group not appropriate
(http://water.chemistry2011.org/web/iyc)
Nigeria
• 19 November – 9 December 2011
• 8 states in Nigeria, 52 secondary schools, 162
learners and 53 teachers.
• Chemical Society of Nigeria and Schlumberger (NG)
• Logistical arrangements delegated to states
• Data logged by providing internet on the day
• Extension activities: turbidity, nitrates, DO and
phosphates
Lessons learnt from Nigeria
• Partnership between Chemical Society and industry,
but industry did not have separate aims
• Strong organising team (all role players)
• Budget amounted to ± US$ 2400, but fundraising
also delegated
• Involvement of universities (venues), VIP’s (guests)
and extensive media coverage
• Only instance where gender equity received
particular attention
(http://water.chemistry2011.org/web/iyc)
Stichting C3
(Communication Centre for Chemistry)
• GWE mainly for primary schools
• Schools request guest lesson by water
expert/chemist
• C3 had list of experts and did the matching
• Once guest lesson had been organised, school
received equipment
• Reported problems with data logging, but other
feedback positive and enthusiastic
Technical University of Delft
(Botanical Garden)
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100 Grade 8 learners, May 2011.
Linked to theme: “Plants and Water”
pH activity only
Extended with microscope session, vegetable
indicators, greenhouse visit, etc.
• Further collaboration with Dept of
Biotechnology (TUD), C3 & Utrecht BG
Lessons learnt from C3 and TUD
• Both successful, but each with unique way of
participating.
• By using guest lessons, C3 guaranteed
integrity of chemistry content.
• TUD integration with own theme and
extension added value.
• Both established sustainability.
With thanks to:
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Co-authors, for valuable discussions
Participants who responded to questionnaires
RADMASTE team who kept meticulous records
South African National Research Foundation
for financial support to attend the conference