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8/9/2019 Context and Rationale for Undergraduate Science Curriculum
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Context andRationale for
anUndergraduate
ScienceCurriculum
Natural & Systems Sciences
Aga Khan UniversityFaculty of Arts and Sciences, EA
8/9/2019 Context and Rationale for Undergraduate Science Curriculum
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The East African Context
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Forest conversion andexpansion humanse3lement on steep long
slopes
Land slides in Mt Elgon
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Deforesta;on of headwaters
Land degrada;on and sediment loading in the rivers
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Lake Victoria
Sediment plume (40-80 Km long)
Socio-ecological Collapse
0
10000
20000
30000
40000
50000
60000
70000
80000
1968 1973 1978 1983 1988
C a t c
h ( t
o n s
)
Year
Tilapine
Haplochromine
R.argentea
L.nilo@ca
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Hydro Politics/Conflict
Rainfall in the lake basin declined by10-15 % in therecent years
Egypt and Sudan noware entitled to 55.5
billion cm 3 annually Decline dry season baseflow and increasedsediment loading in allmajor riversA 2nd hydropower
plant, decline in lakelevels. Compliancewith the agreedcurve
Population of Egypt,Ethiopia and Sudan willincrease from 150M to 340Mby 2050
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Climate Change Hot Spots
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The East African Commons: Transboundary Resources
T h e G r e a t La k e s
Socio-Ecological Corridors Biological memory (resilience) Epidemiology
o HIV/AIDS (Lake Victoria Basin; epicenter)o zoono@c diseases (RVF)
Diffusion of innova@on (Bicycle/motorcycle)
Hierarchical systems (Spa@al/Ins@tu@onal) Mul@ple agent networks Mul@ple ins@tu@onal regimes
o State (policy/jurisdic@on)o Non state (markets/innova@on/knowledge)
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Science, Engineering and Policy Solu;ons
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Reduc;onist Approaches to Problems
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8/9/2019 Context and Rationale for Undergraduate Science Curriculum
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Science, Engineering and Policy Solu;ons
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Proposed Science Degree Programmes
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8/9/2019 Context and Rationale for Undergraduate Science Curriculum
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Integra@on through planned porosity
NSS DEBA
SSH
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Problem-based learning Present students with contextualized, ill-structured
problems and challenge them to nd meaningfulsolu@ons:
Engage curiosity and ini@ate self-directed learning;
Prepare students to think cri@cally and analy@cally;synthesize rather than assimilate content; integrateknowledge;
Develop an a tude of collabora@on, inquiry, informa@ongathering, evalua@on of evidence and reec@on;
Simulate methods of resolving problems in life and career.
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Curriculum Delivery Ques@on-and-answer dialec@cal approach of and
Plato and Socrates
Hegelian thesisan@thesissynthesis dialec@c
Metacogni@on (learning about learning)
o What is known about the problem?
o What needs to be known?
o What requires more learning?
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Career Opportuni@es Graduate School
Faculty Research Laboratories
Industry (Agriculture, Manufacturing, Energy, Mining Medical) Research Development Entrepreneurs
Local/Regional Public Service
Interna@onal Development/Conserva@on Organiza@ons
Teachers (High school, Middle level Colleges)
Science Communica@on
Public Policy
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Issues
High School science curriculum are different Tanzania and Uganda have an A-level (two
years a er O-level Kenya has an O-level curriculum Rwanda and Burundi
Implica@ons on the content of the founda@on
courses, especially math Exemp@ons (credits) or preparatory curriculum?
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Thank You