Chemistry and Biology of the University College of Education at. La Foole ......
Geometry - Slementi di geometrнa analitica - Trigonometria - Numeri complessi -.
Restricted Technical Report RP/1979-80/1/4.4/02
SOMALI DEMOCRATIC REPUBLIC Participation in the activities of M e m b e r States in science and technology education
A Basic Science Faculty at the Somali National University
by Filippo Accascina Buri M o h a m e d H a m z a Livio Scarsi
Serial N o . F M R / E D / S T E / 8 0 / 1 4 5
Paris, 1 9 8 0
SOMALI DEMOCRATIC REPUBLIC
A BASIC SCIENCE FACULTY AT THE SOMALI NATIONAL UNIVERSITY
by Filippo Accasclna Buri Mohamed Hamza Livio Scarsi
Report prepared for the Government of the Somali Democratic Republic by the United Nations Educational, Scientific and Cultural Organization (Unesco)
U N E S C O
Technical Report Rp/1979-1980/1A* k/02 FMR/ED/STE/80/I14-5 (Accascina, etc.) 31 July I980 © Unesco,.1980 Printed in France
- i -
INDEX
List of abbreviations Summary of Recommendations INTRODUCTION .Origin of the Project Terms of reference Guidelines set by Somali National University authorities Programme of work Source of data and information Structure of the report Acknowledgements • REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMAL DEMOCRATIC REPUBLIC SCHOOL SYSTEM The School system in the Somali Democratic Republic Pre-University education in basic science . Vocational schools •••• . Secondary schools: ordinary and technical ••* . Summary ••• The Somali National"University . The College of Education - La Poole ••• General structure The basic science Programme ••• Location and experimental facilities Teaching language and textbooks Teaching staff Graduates in basic science disciplines •••' Summary •• •... . The Faculties of Agriculture, Industrial Chemistry, Economics, Engineering, Medicine and Veterinary Science General structure The basic science programmes Location and experimental facilities Teaching language and textbooks • Teaching staff Summary * » ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT THE SOMALI NATIONAL UNIVERSITY Rationale for the establishment of a 3SF Structure and objectives of the BSF Departments of the BSF; "general guidelines, courses offered; suggested curriculum Department of Mathematics Department of Physics • • •. • Department of Chemistry ••• Department of Biology FEASIBILITY STUDY FOR THE ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT THE SOMALI UNIVERSITY General Remarks • Purpose of the Basic Science Faculty Working hypothesis •••• • "
- il PAGE Language teaching ' Provisions for development and costs Department of Mathematics Department of Physics Department of Chemistry Department of Biology Provisions for overall costs SUMMARY OP RECOMMENDATIONS
• • ~ •
APPENDICES I II IH IV V VI
-
References • Pre-University Level, Statistical data •• Secondary School: Content of Basic Science Courses SHU College of Education, La Foole. Content of Basic Science Courses - 5NU - Scientific Faculties; Content of Basic Science Courses - SNU Faculty of Basic Science: Content of courses. offered
38 38 39 39 "^ "^ ^° 55 57 57 5« °2 77 85 88
- iii -
LIST OF ABBREVIATIONS
Somali Democratic Republic Somali National University
,
SDR ,
SNU
Basic Science Faculty
BSF
Basic Science
BS
Biology
B
Chemistry
C
Economics
E
Language
L
Medicine ...
.
M
Physics
P
Veterinary
V
Agriculture
for course codes, see Figure 12.
- A
- iv -
SUMMARY QF RECOMMENDATIONS 1. A Faculty of Basic Science (BSF) should be established within the Somali National University with the following purposes: i. Preparing of Basic Science Teachers for the Secondary School ii. Preparing of Basic Science experts in Mathematics, Physics, Chemistry and Biology iii.Post-graduate training in Basic Science disciplines iv. Course offering in Basic Science disciplines to the Scientific Faculties of the Somali National University v. Consulting and service offering to Governmental Agencies (e.g. in Informatics, Data Banks, Food control, Health . control ...) vi. Conducting research activity in the various related disciplines. 2. The Basic Science Faculty should be structured in four Departments, •(Mathematics, Physics, Chemistry, Biology). Each Department should, in turn, be subdivided into internal Sections, following the grouping in like activities. Each department shall also be autonomous for the' operation in its specific sector, but tied to the BSP for general policy and the provision of large facilities. Finally, each Department should, lastly, be guided by a Head of Department, while the Faculty should be controlled by a Dean. 3. The BSP should offer a degree (equivalent to the Italian "Laurea") with a four-year curriculum. Each Department of the ESP should . offer two types of degree: Basic Science Education (with a MajorMinor system), and a degree in the specific discipline of the Department concerned. k. The final location of the Basic Science Faculty should be in the - Somali National University new Campus. 5. The BSP should start operating during the Academic Year 1982, with the activation of the first two Semesters and of the service eourses to the other scientific Faculties of the SNU. Completion should be reached in 1985« 6. As a consequence of the offering of the Basic Science-Education Degree by the BSP, the Department of Mathematics, Physics, Chemistry and Biology of the University College of Education at La Foole should be merged in the new Faculty. 7. In the feasibility study of .the present Report, the BSP has been conceived with the main idea of rationalizing the employment of the existing facilities and human expertise, with a view to attaining full Somalization of the Faculty as soon as possible. Expatriates should be employed only when strictly necessary, where local expertise is unavailable, for training purposes or for maintaining the complement of teaching staff.
ACTION PROPOSED FOR I98I
a. Mame the BSP Dean and the Heads of the four Departments b. Constitute a "BSP Technical Committee" consisting of the BSP Faculty Dean, Department Heads, administrative experts, and a number of expatriate experts (two to four) with the following duties: 1. Perfection of curriculum planning details and course distribution for the Faculty 2. Identification and recruiting of teaching staff (Somali and expatriate) 3. Organization of infrastructures, with a view to starting activity in 1982 k. Coordination with the responsible persons within other SNU Scientific Faculties, the "Service Courses in Basic Science disciplines" scheduled for 1982 (Content of the courses, teaching staff, classrooms, facilities ... ) c. Provide for the closing down of the Basic Science activity at La Foole with 1982, (addressing the problem of students enrolled in 1981 and expected to graduate in I982).
FOR ACTIVITY DURING 1981, COSTS ARE EXPECTED TO BE IN THE REGION OP 80,000 US DOLLARS (60.OOO US DOLLARS FOR THE EQUIVALENT OF 12 man/ months OF EXPATRIATE EXPERTS AND 20,000 US DOLLARS FOR TRAVEL EXPENSES
v
- 1 -
j "INTRODUCTION Origin of the project 1.
At the request of the Government of the Somali Democratic Republic, the Director-General of Unesco arranged, under the Organisation's Participation Programme for 1979-1980» for the following two consultants to carry out a study of the feasibility of establishing a Faculty of 3asic Science at the •Somali National University: Professor Pilippo Accascina, Professor of Chemistry at the University of Rome, Italy, .whose mission lasted from 2 to 21 October, 1979; and Professor Livio Scarsi, Professor of Physics at the University of Palermo, Italy, whose mission lasted from 23 November to 13 December, 19792.
Their terms of reference required them to: i) Review the basic science degree programmes in the College of Education; ii) Review the basic science courses .now offered in the other existing faculties of the Somali National University and evaluate their content; iii)Explore ways and means of integrating existing facilities, staff, and equipment to establish a Faculty of Basic Science involving mathematics, physics, chemistry and biology; iv) Draw up a feasibility study for ar Faculty of Science'which, in addition to catering for the requirements of the university in basic science would also provide the foundation for the strengthening of science education throughout the country.
3.
On 6 October 19795 the President of the Somali National University desig. natéd Mr. Buri Mohamed Hamza, Head of the Department of Biology at the Somali National University's College of Education at La Foole,_to join the two consultants. k.
Guidelines laid down by the Somali National University Authorities
In a meeting on 6 October.1979 in Mogadishu, between the President of the Somali National University, Dr. Mohamed Hassan Mudei, the University Acting President Dr. Mohamed Abdi Nur, Professor Filippo Accascina, Dr. Buri Mohamed Hamza and Professor Livio Scarsi, the following guidelines were specified by the University Authorities. a. The planned Faculty of Basic Science should be structured on four departments: Mathematics, Physics, Chemistry and Biology. b. The curriculum should be based on a duration of four years. c. The Faculty should offer a degree equivalent to the Italian "Laurea" (same as for the other existing Faculties at the Somali National . University) for each of the disciplines corresponding to the Departments.
- 2d.
The curriculum for Chemistry in Basic Science should be differentiated from that presently given by the Faculty of "Chimica Industriale" which should in turn be restructured in future and characterized more specifically toward application in Chemical Engineering.
e. The Basic Science Faculty should take care of the courses related to basic science for the scientific Faculties presently operating at the Somali National University and to any others which might be activated in future (e.g. Marine Science). f. The teaching staff on Basic Science related disciplines for the Somali Democratic Republic Secondary School System should be recruited between the graduates from the Basic Science Faculty. As a consequence, the College of Education at La Foole should be restructured and charged specifically with providing courses in Education for the Basic Science Faculty. g. The choice of language for the new Faculty should be left open for the time being. Presently "while Somali is adopted in the Secondary School System, Italian is the language of the Applied Science Faculties at the Somali National University (with some courses in English at the Faculty of Agriculture) and English is the language at the University College of Education. h. The new Faculty should be located on the Campus of the University, now under construction. i. The Faculty, if approved, should start being operational by 1982, with some activities already beginning, in 1981, possibly on the campus of Gaher. j.
The Feasibility Study should provide indicative figures for the staff requirement along with a financial estimate.
Programme of work 5. The programme of work to meet, the Project requirements was organised as follows, after discussion with the Authorities of the University and with the approval of Unesco: a.
Data collection, in loco inquiry, briefings, general policy discussions-, first draft of report: 1 October to 1 December, 1979. During this period the following missions were carried out: - Professor Filippo Accascina - in Mogadishu from 2 October to 22 October - Professor Livio Scarsi - in Mogadishu from 2U November to 12 December
b.
Drafting of the final report:
January-February I980.
Sources of data and information 6.
Data,and information relevant to the Project have been obtained from the following sources, either through direct consultation or by analysis.. of written documents:
- 3 '-• The Somali National University '- The consultants had several meetings with the University President, Dr. Mohamed Hassan Mudei, the Vice-President, Dr. Mohamed Abdi Nur, the Deans and tha Coordinators of the University Scientific Faculties, and tne Dean and the Heads of the Science Departments at the College of Education at La Poole. - The Ministry of Culture and Higher Education
7.
-
The Ministry of Education: in particular the "Office of Curriculum and Textbook preparation" and the "Department of Technical and Secondary Educa-tion".
-
The State Planning Commission
-
The Somali Engineering Consulting Agency
-
The United Nations Office in Mogadishu, incorporating the local Unesco branch.
In Appendix I, references of the more relevant reports and documents consulted are listed. Acknowledgements
8. The consultants wish to express their appreciation for the. advice and the assistance given to them by the Ministry of Culture and Higher Education and in particular by the Minister Mr. Ahmed Ashkir Bootan; the President of the Somali National University Dr. Mohamed Hassan Mudei; the University Acting President Dr. Mohamed Abdi Nur; the Deans and Coordinators of the various Faculties and in particular Dr. Abdirisacq Osman Hasan of the Faculty of Industrial Chemistry; Dr. Ibrahim Mohamed Abdi of the Faculty of Economics and Dr. Ali Abdirahman Hersi of the College of Education at La-Foole; the Ministry of Education and in particular Mr. Abdiriman Timir Ali of the Curriculum Office, Mr. Hasci Yasin Adan, Director of the Department of Technical and Secondary Education; Mr. Mohamed Ismail Mohamed, Mr. Dahir Beigsi Deria, Mr. Husein Osman Aware, all of the Secondary School Department; the State Planning Commission and in particular its Chairman Dr. Ahmed Habib Ahmed and Professor Beccari; the Engineering Consulting Agency and in particular Dr. Ahmed Sherif; the United Nation Office in Mogadishu and in particular the U.N.D.P. Representative Mr. Clav Svennevik; the Assistant Resident Mr. S.B. Rajbhandary and Mr. Yusuf A. Abdillah, U.N.D.P. Senior Programme Assistant. -
REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMALI DEMOCRATIC REPUBLIC SCHOOL SYSTEM • The School system in the Somali Democratic Republic 9.
Figure 1 Illustrates the General Education System in the Somali Democratic Republic. The duration of schooling indicated is that adopted in 1978/79, with the exception of the Primary School for which a duration of eight years (to be enacted starting I980/8I) is indicated instead of the present six years. —
Pre-university education in basic science
10. Appendix H summarizes the essential statistical data regarding the pre-university level. Although an introductory approach to basic science at the level of elementary mathematics and of "scientific observations", is
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- 5already given in the primary school, the teaching of basic science disciplines as such (mathematics, phrsics, chemistry and biology) takes place in secondary education. In regard to the plans for a future Basic Science Faculty, attention is drawn essentially to the secondary level school. Vocational schools 11. In the programmes of this type of secondary school, emphasis is placed on the specific directions which each institution elects to follow. Technical courses "are prevalent with-mathematics and other science disciplines being taught with a view to practical application. The course level for basic science does not normally involve the depth or specialization which would require a teacher with full University training. 12. It is the opinion of the authors of the present report that, with a few exceptions, teachers for the basic science disciplines in vocational schools should normally be recruited from among graduates of secondary ordinary or technical schools, after a specific qualification training lasting one or two years. This training would be offered by the Basic Science Faculty at the University. Secondary Schools; Ordinary and Technical 13« The following observations and conclusions mostly concern the ordinary schools; in the case of technical schools, conditions primarily depend on the structure and orientation of the particular institutions involved. We can say in general that in technical schools a greater emphasis is given to application, leaving to Basic Science the role of providing a general scientific " background. 1^. In the ordinary schools, out óf a total of 36" hours/week, kcrf> are devoted to basic science:, specifically 5 hours/week for mathematics and 3 hours/week for each of the other related disciplines .(physics, chemistry and biology). The approach is parallel for the four years students spend at the school, with each discipline having a programme developed over those four years. 15» A considerable effort has been made in recent years to rationalize teaching, taking into account the following two determinant factors: a) The introduction of Somali as the-language of the Secondary Ordinary School, while English, together with Arabic, is included in the curriculum as a foreign language. For the Technical School, English still remains the main teaching language. b) The urgent need to expand secondary school capacity. For the ensemble of the ordinary and technical schools enrolment is expected to rise from about 7,000 in I977/78 to about 30,000 in the year 1981/82. 16. A first important step has been the projected publication of standard textbooks in Somali for the basic science disciplines. The syllabus for mathematics, physics, chemistry and biology is reported in Appendix III, The programmes adopted are quite extensive and detailed; if properly covered, they should in practice be sufficient.to provide the necessary background for later university studies or for immediate entry into productive sections of the economy. In general, we can say that, with the provision of proper coverage, the course content and programmes in Basic Science are at the level required to meet the-standards of a modern nation.
- o 17. The teachers for the secondary schools, are provided ; by the University College of Education of La Poole. Figure 2 gives the staff enrolment for the year 1978/79• Figure 2.
TEACHING STAFF IN BASIC SCIENCE DISCIPLINES IN THE SECONDARY ORDINARY AND TECHNICAL SCHOOLS ( 197^/79 T
School
Mathematics
Ordinary Technical
!
Physics
Chemistry
101
57
^7
15
11
k
Biology
-
31
Ik
1
18. The grand total amounts to 286 teachers for basic science out of 692 for all disciplines for the ordinary school and correspondingly to kk out of 1V7 for the technical. 19. Up to I976* the graduates from La Foole followed a four-year curriculum (see Sec. 2.3)• From spot sailing and interviews, it appeared to the authors of this Report that their level can be considered good to excellent, in any case adequate to the teaching duties to which they are assigned in the Secondary Schools. Starting in 197°" the La Foole curriculum has been reduced to a two-year duration, although programmes and course syllabuses have officially been left unchanged. The compression to two years has derived from the need to increase teacher enrolment to meet the demand created by rapid School expansion. Although the balance between quality and quantity is positive, at present some •problems still exist. 20. One immediate difficulty is that of an acceptable coverage of basic science programmes, which because of their dimensions and ambitious standards require highly trained and experienced staff. A second is that primary schools are now beginning to level off to a normal growth rate, whilst Secondary schools are still expanding, rapidly.- After I985, primary school graduates will probably find secondary schools have also attained numerical equilibrium. School standards ought to be raised to a-higher level by that date; this will be necessary throughout the system, but in particular for the. basic science disciplines which constitute its backbone. 21.
A full University degree (four-year curriculum) will be necessarily required for new teacher intake. Refresher and requal.ification courses should then be provided for previously enrolled teachers. 22. The subject of preparation of secondary school teaching staff for basic science will be raised in the following sections, in connection with the curriculum plans for the Basic Science faculty.
- 7 -
Summary 23.
2k.
25.
Mathematics, physics, chemistry and. biology are a substantial . part of the curricular structure in the secondary school system. In the vocational school, the curricular structure does not usually require a_ deep lsnowledge of basic science disciplines similar to that of teaching staff at university level. The basic science teaching staff should be recruited from secondary school graduates with a specific qualification training of one or two years, offered by the planned Basic Science Faculty.
!
¡ I | ¡ j
In the secondary ordinary school, the extension and depth of the syllabus for the basic science disciplines requires teaching staff with specializations at university level. The present teaching staff is composed of graduates from La Foole College of Education, most deriving from the two-year compressed programme enacted in 1976. The trading of quality for quantity which resulted from the change to a two-year programme from the original four years at La Foole seems to have had negative results. In future the teaching staff should be recruited from graduates from a full four-year university programme as the one which will be offered by the planned Basic Science Faculty. The size of the teaching staff required in future years can be deduced from the figures for 1979 (see Figure 2).
26." Technical secondary schools, because of their structure, defy detailed assessment of staff requirements. The numbers of basic science teaching staff (all from La Foole College of Education) are shown in Figure 2. Here again, staff requirements for future years can be deduced from the 1979 figures.
THE SOMALI NATIONAL UNIVERSITY The College of Education - La Foole General structure 27.
The College of Education was first established in 1963 as the National Teacher Education Centre (NTEC) with the primary aim of producing primary and intermediate school teachers.
28.
In 1968, NTEC was upgraded to a full four-year degree-granting institution with the major task of preparing students for Secondary School teaching; the original NTEC programme was discontinued and its last batch of students graduated in 1970.
-8 29« At present the College of Education is structured in four Divisions; to each Division belong Departments corresponding to specific disciplines. (Figure 3). Figure 3.
Structure of the College of Education
Division
Departments
Social Sciences
- History - Geography - Biology
Education
- Physical education, Health and Recreation • - Education - Audiovisual Aids
Languages
- English - Arabic studies and Religion - Somali language
Science and Mathematics
- Mathematics - Physics - Chemistry - Biology
30. Students at the College of Education major in one field or discipline, as represented by a Department subdivision, and minor in another, obtaining a degree equivalent to Bachelor of Science (B.Sc). In addition to their major and minor areas they are required to register for courses in professional education as well as in general education. The general education requirements, fulfilled by all students of the College irrespective of their major or minor specialisations, are as follows: English language, audio-visual aid, social - philosophy, physical education for a total of 32 credit hours. The "credit hours" value for a course is given taking into account the number of hours per week, with a weighting factor related to the relevance of the course. The courses in professional education, for which the students are required to register, include: introduction to education, philosophy and principles of education, educational psychology, child development, and measurement and evaluation, for a total of 12 credit hours. 31- Until 1976, the programme duration necessary to obtain a degree was four years, each year being divided in two semesters of l8 weeks; starting in I976, the programme duration has been reduced to two years with a subdivision in six semesters, each of 1U weeks. "The basic science programme 32. The basic science programme at La Foole is based on the Departments of Mathematics, Physics, Chemistry and Biology.
-9 !
a) Department of: Mathematics
The Department of Mathematics is part of the Division of Sciences ind Mathematics. Figure k details the distribution of course offerings. With , the Major in mathematics, the College offers a Minor in physics or chemistry. The course description is summarised in Appendix IV a. b) Department of Physics The Department of Physics is part of the Division of Sciences and Mathematics. Figure 5 details the distribution of course offerings. With the Major in Physics, the College offers a Minor in Mathematics. The course description is summarised in Appendix IV b.
'
c) Department of Chemistry The Department of Chemistry is part of the Division of Science and Mathematics. Figure 6 details the distribution of course offerings. With the Major in Chemistry, the College offers a Minor in Mathematics. The course description is summarised in Appendix IV c. d) Department of Biology The Department of Biology is part of the Division of Social Sciences. Figure 7 details the distribution .of course offerings. With the Major in Biology, the College offers a Minor in Chemistry. The course description is summarised in Appendix IV d. Location and experimental facilities 33» The four departments of Basic Science are located at La Foole, within the Campus of the College of Education, near Afgai, about 30ton.from the Somali National University Campus of Gaher and from the S.N.U. campus under construction. 3I+. Each of the Departments of Physics, Chemistry and Biology can count on a hall for practical demonstrations, equipped with basic instrumentation only suitable for the elementary level. 35« No experimental research activity is possible, due to the absence of adequate modern instrumentation. Language teaching and textbooks 36. English is the language adopted, both for textbooks and teaching. Teaching staff 37» The teaching load of the courses at the four Basic Science Departments is borne by Somali and expatriate lectures. The staff situation is given in Figure 8.
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- 31 -
FIGURE Ik. FACULTY OF BASIC SCIENCE - DEPARTMENT OF PHYSICS COURSE' W I R I N G S
Code
Name
of
hours/' week
Course
lecture
Exere.
3
152
3
6
152
5 -
3
152
3
P 32
Analitical Mechanics
6
P 33
Laboratory of Physics I
P 41
Physics
III
Total/serr ester
P 42
Laboratory of Physics
6
152
P 52
Mechanical Statistics
6
3
162
P 53
Modern Physics
P 51
Theoretical Physius I
5 6
3 3
Atomic and Molecular Physics
6
3 .
162 152 152
P 61
Biophysics
6
3
162
P S3
Nuclear Physics
6
162
P 71
Reading Course
P 72
Electronics
3
3 9 6
162
_;P 52
P 61
II
Ful].
Thesis
152 i i
time
I Service
Courses.
XP'21
Basic Physics
I
6
3
152
XP 31
B sic Physics
II
6
3
162
5
3
152
XP 01
Basic Physics ( Med. and Vet.)
•
*
NOTE: For explanation of Code, see Figure 12
- 32 -
FIGURE 15. FACULTY CP BASIC SCIENCE - DEPARTMENT OP PHYSICS Suggested Curriculum for the Degree in Physics and the Degree in Physics - Education
Senester
a.S.
Physics
3.S.
Physics - Education
CotTTnon Courses
1 st
2 nd
3 rd
XM XM XS XC XL
11 Calculus I 12 Geometry I 13 Sasic Biology 11 Sasic Chemistry __ Language
XV XM XP XL
21 Calculus II 22 Geometry II ' 21 Basic Physics I ___ Language
XP P M P
31 32 32 33
Basic Physics II Analitical Mechanics Mathematical Statistics I Laboratory of Physics I
P P M M
41 42 42 63
Physics III Physics Laboratory II Computer Programming I Physical Mathematics
4 th
P 52 Mechanical Statistics P 53.Modern Physics. 5 th
5 th
XE __ Education Course M _ Math.Course (Minor Math.) B Biol.Course (Minor'Chem.Siol.
P 51 Thecret.Physics I
C 41 Physical Chemistry I P 62. Atomic and Malee.Physics XE _ _ Education Course M Math»Course
|P 61 Biophysics |p
53 Nuclear Physics
XE P S3 M B ' C
C 44 Theoretical Chemistry ? th ! P 71 Reading Course IP 72 Electronics
3 th ¡
P 51
.Thesis
Education Course Nuclear Fhysics(Minar.Matn.) Ma th. Cour se O/inor. Math. ) Biol.Course (Min r Chen.Biol. Chen.Course ( "
33 -
FIGURE lo. '
Code
C 21 C 31 C 32 C 33 C 41 C 42 C 43 C 44 C 51 C 52 C 51 C 52 C.53 C 71 C 72 C 73 C 31 C 63
XC 11 XC 21 XC 22 XC 31
FACULTY CF BASIC SCIENCE - EEPARTMETCT OF CHEMISTRY. " COURSE Ob'b'KHlNU
Name
of Course
•Chemistry Laboratory Analitical Chemistry Organic Chemistry I Inorganic Chemistry I Physical Chemistry I Inorganic Chemistry II Organic Chemistry II Theoretical Chemistry Physical Chemistry II .Spectroscopy Advanced Inorganic Chemistry Ceti cal f.'ethods Electrochemical Methods Advanced Organic Chemistry Advanced Chemical Laboratory Advanced Physical Chemistry
hours/ week lecture Exere.
Total/semester
3'"
5
162
5 6 9 5 3
6 5 3 6
6 9
• . 6
6 3 S 3 3 6 3 S
3 6
215 215 152 162 162 215 162 162 162 108 162 . 152108 216 103
'.
6 • o
9 — Full time 9
Thesis 'Organic Chem. Lab.
3
Service Courses. Basic Chemistry Basic Inorganic and Organic Chem. Basic Physical Chemistry Organic Chemistry .( far BSF Biol. I
6 5 6 6 .
3 3 3 3
215
152 162 152 152' i
NOTE: • For explanation of Code, see Figure 12
- 3k. FIGURE 17. FACULTY OF BASIC SCIENCE - DEPARTMENT OF CHEMISTRY Suggested Curriculum for the Degree in Chemistry and the Degree in Chemistry-Education
jenester
B.S. Chemistry-Education
B.S. Chemistry Common
Courses
XE 11 Basic Chemistry XÍ.1 11 Calculus I XB 13 Basic Biology XL Language
1 st
2 nd
3 rd
4 th . i
XI.: 12 Geometry I
C XC XM XP
21 Chemistry Laboratory. 22 Basic Physical Chemistry 21 Calculus H 21 Basic Physica I
C C C XP
31 Analicical Chemistry 32 Organic Chemistry I 33 Inorganic Chemistry I 31 Basic Physics II
C C C C
41 Physical Chemistry I 42 Inorganic Chemistry II 43 Organic Chemistry II 44 Theoretical Chemistry
C 51 Physical Chemistry II B 61 Biochemistry 5 th I C 52 Spectroscopy. ! C 53 Electrochemical f/.eth. . .5 th
XE B M
Education Course Biol.Course'( minor Biol-) Math'jCourse (Minor.Math»? hys
X£
Educatiob Course
C 51 Advanced Inorg.Chem. C 62 Optical Methods C S3 Organic Chem. Lab.
B P
C 72 Advanced Cham.Lab.
XE
C 73 Advanced Phys.Chem. •
5 th •
C 81
Thesis
Biol.Cour se (Minor Biol., Phys.Course (Miner V.ath.Phys
-
C 71 Advanced Organic Chem. 7 th
k
Education Course
8
Biology Course(Minor Biol.)
P
Phys.Course (Minar Math .Phys
- 35 -
FIGURE 18. FACULTY QF BASIC .SCIENCE - DEPARTMENT OF BIOLOGY COURSE Ub'ji'EHDTGS
Code
B 3 3 B B B a B B B B B B B
XB X3 XS X3 . X3
21 22 31 32 • 41 42 5i 52 53 51 52 71 73 61
11 12 13 14 15
NOTE:
Name
of Course
Zoology Botany Plant anatomy and morphology Development biology Microbiology and immunology Vertebrate comparative anatomy Comparative animal physiology Genetics General Ecology Biochenistry Plant physiology Cell biology ~ f.'arine biology Thesis
Service Courses. Basic zcólogy Basic botany Basic biology Gens-al zoology General botany
For explanation of Code, see-Figure 12
hours/ week lecture
ExETC.
3 3 3 3 3 2 3 3 3 3 3 3 3
'5
full
3 - 3 3 3 3
S 5 5 5 5 S. 3 3 3 3 3 3 time
5 5 S 3 3
Total/semester
152 152 152. 152 152 144 152 108 103 108 10S 108 105
152 152 152 108 • 103
- 36-
FIGURE 19. FACULTY OF BASIC SCIENCE - DEPARTMENT CP BIOLOGY Suggested Curriculum for the Degree in Biology and the Degree in Biology-Education
Semester
B.S.
B.S. Biology-Education
Biology CommonCourses XB 11 8asic zoology XB 12 Basic botany XM 11 Calculus I XL Language
1 st
B 3 XM XL XP
21 Zoology 22 Botany 21 Calculus II Language 21 Baslo Physics I
3 rd
XC XP B B
11 31 31 32
Basic chemistry and lab. Basic Physics II Plant anatomy and marph. Development biology
4 th
XC M B B
21 32 41 42
Inarg. and Org.Chemistry f.'atherr.atical Statistics I Microbiology and ijwnunology Vertebrate comparative anatomy
2 nd
5 th
B 51 Comparative animal physiology B 52 Genetics E Education course B 53 General ecology C Chem,Course (Minor Ch C 32 Organic chemistry I P. Phys.Course (l.'dn.f.'ath
5 th
B 51 Biochemistry C 31 Analytical Chemistry 3 62 Plant physiology
7. th
3 th
. I - XC 22 Basic Phys.Chem. B 73 f.'arine biology
E C !.*
Education course Chem.Course(l.',inar Chem Math.Caurse(Minar U'azh
E P C
Education Course Phys.Course(Winorfäth Chem.Course(Minor Chem
B 71 Cell biology
B 31
Thesis
- 37 e) The final location of the Basic Science Faculty will be in the Somali National University new Campus. The Project for the new Campus is based on a structure of Departments, instead of on the present structure which is strictly based on Faculties. The presumed designations of the ko buildings now under construction (each with an area of 500 m ) are as follows : Faculty of Departments
Buildings
Humanistics and Economics Geology Mathematics Physics Veterinary Science Engineering Agriculture Medical Biology Chemistry (Industrial)
5 3 2 •
2
7 7 6 3 5 ko
Total
130.The Basic Science Faculty should be allocated the buildings already mentioned for its Departments in the General University Plan (two for the Department of Mathematics and two for the Department of Physics). As to the other buildings, since, the Basic Science Faculty will offer "service courses" to the Faculties of Agriculture, Industrial Chemistry, Geology, Engineering, Veterinary Science, Medicine and Economics, a revision should be made of the criteria for distribution of the ko buildings under construction. Requirements of space (m2) for each of the Departments are estimated below. Any- political decision on these conclusions is left to the Somali Authorities. f ) Teaching staff. With the prerequisite of full somalisation of the -Faculty as soon as possible, the teaching staff will initially consist of the present Somali personnel teaching Basic Science disciplines at the University (Scientific Faculties and College of Education) and of teachers presently training abroad in Basic Science disciplines. The various expatriate experts and consultants in the country are also included. g) The estimates of scientific equipment quoted in the following refer to global needs, with the obvious implication that some saving (of the order of 20-3).
- 38 Langaage teaching 131.When the Basic Science Faculty is fully operative its teaching language will be Somali, as in any other NSU Faculty. On the other hand, during the preparatory years (more than five and possibly up to ten years) expatriate teachers will be present, together with the Somali staff; for this and other reasons, which will be clarified later, the authors of this Report suggest the adoption of a two-language system (Somali + a foreign language). 132.The following points have to be taken into consideration: i. Somali is the language adopted for primary ahd secondary instruction, ii. English and Arabic are taught as foreign languages in the Secondary Ordinary Schools iii.In the University, the following languages are used in the various faculties: Faculty of Agriculture: Italian and English Faculties of Geology, Engineering, Industrial Chemistry, Medicine, Veterinary Science, Italian Faculty of Economics: Italian and Somali College of Education La Foole: English and Somali iv. With reference to the proposed Marine Science Faculty, it would seem advisable for English to be adopted as the medium of instruction for all subjects v. In the Unesco Report FMR/ED/HEP/79/126 (page 151) on "Post graduate training" the authors say: "The question arises as to what the language policy should be with respect to post-graduate education at the National - University. The President of the University and the other senior staff members whom the mission consulted were of the unanimous opinion that the language of instruction for postgraduate training should be English. The mission is also of this opinion, as the use of English would facilitate interaction with many post-graduate training programmes. elsewhere in the world and would ensure that a large body of published literature in many academic and professional fields of study could become readily available to the staff and students of the University". The considerations in favour of the English language are quite reasonable, in the opinion of the authors of the present report. On the other hand, historical reasons and the rules of the Technical Cooperation Treaty between Somalia and Italy, foresee Italian as the teaching language in the University Faculties assisted. 133-As a conclusion, the choice of a two-language systems-seems not only advisable but unavoidable. A compromise between a purely "Somali-English" and a purely "Somali-Italian" system could be the following, at least for the next five or six years: Somali-English: Somali0Italian:
for the students of the Basic Science Faculty: for the services courses offered to the Italianspeaking faculties.
Provisions for development and costs Í3^.For the four Departments of the Basic Science Faculty, the following information is included in this report.
- 39 Figures 23, 25,,27, 29: containing the "Progression of activity with time" for the period. 1982-1985. The year 1982 is taken as the year of commencement. Figures 2k, 26, 28, 30: containing the "Prevision of Development and cost" Please note that in these tables "Internal" or "in-house" costs are not evaluated. The cost for 1 year of an expatriate teacher or expert is taken as US $ 60.OOO - a general average for Europe or the U.S.A. Moreover, the cost of the "Buildings" is not generally assessed. Department of Mathematics 135.Figure 23 and'Figure 2k give the "Progression of Activity with time" and the "Provision for development and costs respectively. Building procurement I36.In the present planning for the new SNU campus under construction, the following provisions are made for a specified Department of Mathematics": Building of about 500 m 2 (identified as k.2
a) with:
i) Area marked as "drawing/class-room" (convertible to a classroom with capacity for 120 pupils). ii) 2 x 60 seat class-rooms iii)3 x. 35 seat class-rooms iv) Offices for secretarial personnel and about eight offices for teaching or research staff. Building of about 500 m 2 ( identified as l i a ) shared with the Faculty of Economics, with about 5C# of the area designated as a computer centre and annexe facilities. Suggestions and comments 137«The Department of Mathematics could be satisfactorily located in the two available buildings, provided the following modifications were made: - Conversion of the "Drawing/class-room" of Building k-2 a into a normal class room (to be used for service courses). - Conversion of one 60-seat class-room and one 35-seat class room in Building k-2 a to offiees. This would accommodate local secretarial offices and teaching and research personnel. - AllocatIoK~of the Lii^rary to Building l i a (Computer Centre Area) possibly sharing the space with the Library of the Faculty of Economics. Department of Physics 138.Figure 25 and 26 give the "Progression of Activity with time" and the "Provisions for development and cost" respectively. I39«Well-equipped didactic laboratories are presently located within the Faculty of Industrial Chemistry, the Faculty of Engineering and the Department of Physics at the College of Education (total approximate value: 50.000 US $). A rational solution would seem to call for a concentration of this material within the-new Department at the BSF.
- ko Building Procurement l^O.In the„present planning for the new Campus of the SNU, the following provisions are made for the Department of Physics: i
- Building of about 500 m 2 (identified as 5-b c ) . The building allocation is planned for three Didactics Laboratories (about 100 m 2 each) + storage rooms, services and office space for eight staff members - Building of about 500 m 2 (identified as 5-5 c) where provision in made for the Library, office rooms for Direction, Secretary and ^ Administration -*• places for three staff members; 3 x 60 seat classrooms; 2 x 30 seat class-rooms. Suggestions and comments lUl.The Department of Physics could be satisfactorily located in the two Buildings (5-k c and 5-5 c), introducing the following modifications: - Transformation of one of the three didactic laboratories into a research area; - Transformation of 2 60-seat class-rooms into 1 x 120-seat class-room - Transformation of one of the 30-seat class-rooms into office space for the teaching and research staff. Department of Chemistry 1^2 .Figure 27 gives the "Progression of activity with time" and Figure 28 "Provisions for development and cost". - Building acquisition: the five buildings marked "Cheraistrynin the new Campus under construction were originally intended to be used for the operation of the present Faculty of "Industrial Chemistry". On the other hand, the addition of a Chemistry Department within the Basic Science Faculty calls for a redistribution. The present team of consultants leave this problem to the consideration of the SNU authorities. The presumed areas needed by the Department are indicated as follows: - Class-rooms: " 1 x 120 places; 2 x 6o places; 2 x 35 places (for a total of about 350 m 2 ) . - Didactical laboratories: h.x. 100 m 2 (for a total of about UOO m ) - Research laboratories:
for a total of about 200 m 2
- Office rooms for teaching, research and secretarial staff:
about 200 m'2
- Workshops, storage rooms, service areas: up to a total of about 150 m IU3.A grand total of about 1500 m 2 will be necessary for the completed Department. This would correspond to three of the modular buildings which constitute the new campus units. The area required is apparently incompatible with that available at the new Campus; it is suggested that the size of the Department be reduced to 1000 m 2 or two buildings when the new construction programme is considered. ikk.Figure 28 is confined to an approximate cost for furnishing (outdoor expenses), Department of Biology 1^5.Figure 29 gives the "Progression of Activity" and Figure 30 the "Provision for Development and cost" for this department.
- in - Building acquisition; as in the case of the Chemistry Department, no provision was made in the initial planning for the new university campus. On the other hand, the interaction of the new Department with the activities of other University Faculties, such as Medicine, Veterinary Science and Agriculture is so evident that a possible redistribution of areas should be considered. As in the case of Chemistry, this is left to the consideration of the University Authorities. 1^6.The space needed by the Department is approximately as follows: Class-rooms:
1 x 120 seats; 2 x 6o seats 2 x 35 seats, for a total of about 350 nr
Didactical laboratories: k x 100 m ; for a total of about UOO m^ 2 Research Laboratories: for a total of about koo m Office room for Teaching; Research and Secretarial Staff: about 200 m 2 Workshops, storage rooms, service areas: up to about 150 m 2 ll-
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