Every year, the OAD receives numerous, good quality proposals that we are unable to support. We compile these projects on to a ‘Recommended List’, which is shared here for the benefit of potential funders. The 2025 Recommended List has 33 projects. Read the project summaries below (in alphabetical order).
Please contact us to support or collaborate with one or more of the projects.
| Title | Target countries | Summary |
| “Coaque Estelar: Community Empowerment through Astrotourism and the Promotion of the Equinoctial Line in the Ecuadorian Pacific Coastal Mountain Range” | Ecuador | “Coastro” is an initiative that arises from the activities our group has engaged in over the past 10 years in the area. It aims to transform the community of “Playita de Coaque” through astro-tourism, fostering sustainable economic opportunities, environmental conservation, and cultural preservation. Our team, composed of members from Slow Food ALMA, tourism students from ESPAM MFL, and Chachis from the Mache-Chindul Ecological Reserve, will implement this pilot project that will leverage the community’s privileged location on the coastal equator. The primary goal of the project is to promote sustainable development and improve the quality of life for the residents of “Playita de Coaque” by creating an astro-tourism destination. Through activities related to astronomical observation and raising awareness about the importance of the environment in Ecuador, the project will focus on developing a small community center that will serve as a sports space and host events, allowing locals to set up food stalls. Additionally, it will develop the community’s tourism potential by promoting astronomical observation activities and educational workshops that highlight the cultural and scientific significance of these natural phenomena. By actively involving the local population, job opportunities will be created, ensuring that local fishermen are the primary beneficiaries of economic development. Strategic training sessions will be implemented to address existing deficiencies and provide new knowledge on guidance and basic technical knowledge in astronomy that can be shared within the community. This will ensure that the local population is well-prepared to manage and execute the project effectively. Additionally, the community’s tourism potential will be developed, as it is located along the “Spondylus” tourist route, allowing for the promotion of astronomical observation activities for educational and recreational purposes. The community itself will take charge of the project’s implementation, fostering a sense of belonging and pride in their contributions. |
| “Explorers of the Cosmos: Astronomical stories and board games for children and young people.” | The project will take place in various regions of Chile. With a total territorial extension of more than 4,000 kilometers, Chile presents a great potential to generate a significant impact. | Chile is a highly centralized country, making it essential to develop educational and scientific outreach activities that democratize knowledge for people living in regions outside the metropolitan area. This project is part of the scientific outreach efforts that Fundación Astromanía carries out throughout the year. So far, we have published six children’s stories aimed at kids between the ages of 5 and 10. Each of these stories is led by female characters who teach scientific and astronomical content to boys and girls. This material is already available in public libraries across Chile. The goal of this project is to write and illustrate a seventh story and subsequently compile all seven into an illustrated book. Each story is available in Spanish and an additional language, with translations into English, German, Italian, French, Portuguese, and Mapudungun.
The project also includes the publication of two existing astronomy-themed board games: “Better Than an Astronomer’s Eye” and “Astrotrivia,” designed for young people aged 12 and older. In addition, we aim to develop a third card game focused on highlighting the role of women scientists throughout history. Once these educational materials are created, presentations will be held in at least six cities in northern and southern Chile, primarily targeting teachers to train them on incorporating this content into their classrooms. Additionally, complementary materials will be developed in virtual formats, including video tutorials, educational worksheets, and a dedicated website. All of this material will be integrated into a physical “educational kit” that will be distributed to at least 20 public libraries throughout Chile, ensuring greater access and reach. |
| “Stellar Educators: Ecuador Astronomy Training” | Ecuador | In Ecuador, primary and secondary education curricula include subjects related to astronomy, but teachers lack formal training in this area. This lack of training affects the quality of teaching, limiting the ability of teachers to convey adequate knowledge and, as a result, reducing students interest in the field of astronomy.
To address this gap, between 2018 and 2019, the Quito Astronomical Observatory, in collaboration with the Municipal Education Secretariat, trained 210 teachers from 21 municipal educational institutions. This initiative benefited 10,500 students by improving teaching quality and promoting the creation of astronomy clubs in public schools. Now, the “Stellar Educators: Astronomy Training in Ecuador” project is being launched, aiming to provide specialized training in solar astronomy to 200 teachers from rural areas in Pichincha, Imbabura, and Cotopaxi. The project proposes four training sessions per group, totaling 20 hours each, focused on solar astronomy. The training will include both theory and practical activities, and its implementation will enable the creation of astronomy clubs in the participating schools. In addition to training 200 teachers and establishing astronomy clubs, the project is expected to help identify future training areas through surveys of participating teachers. The knowledge acquired in astronomy can also have practical applications in sectors like agriculture. Understanding solar cycles and climate patterns can help local farmers improve crop management and adapt to climate changes, thus increasing agricultural productivity. The “Stellar Educators” proposal is designed to meet the needs of rural teachers, considering factors such as geographic location, previous experience, and available resources. Support from the Ecuadorian Ministry of Education is expected to help organize the logistics of the training sessions. In the previous training sessions in 2018 and 2019, topics covered included the history of astronomy, observational astronomy, celestial mechanics, the solar system, astrophysics, stellar magnitudes, galaxies, cosmology, and astronomical instrumentation. Although the Observatory is not currently conducting similar teacher training, it annually organizes the Ecuadorian School of Astronomy and Astrophysics, which in 2024 celebrated its 10th edition, encouraging teachers to participate and learn more about astronomy alongside experts in the field. |
| Anga Explorers for Development | Kenya | According to the 2022 annual tourism report, tourism in Kenya is a major sector that contributes up to 10% of GDP. Amboseli National Park is a popular tourist destination, especially during the dry seasons (June to October and December to March). While it generates significant revenue, it does not directly benefit the local community in terms of employment. As a result of socio-economic challenges including population increase, poverty, and collapse of migratory herds, the Amboseli community and the surrounding rural areas in SouthWest Kenya face a major crisis in sustainable income for their livelihood. The AED is an initiative aimed at reducing the poverty rate in the local communities within and around the park by creating job opportunities. This aim is achieved through: Baseline assessment – An assessment will be conducted before the project implementation to gather information about the percentage of locals employed in different sectors, the number of tourists in specific hotels, the adjacent community’s average income, and the type of local businesses. Astrotourism training – Amboseli National Park is an isolated area with minimum light pollution. AED aims to train approximately 30 hotel staff and local tour guides to leverage the clear night sky to generate income through activities such as, night sky viewing with telescopes. The project targets the hotels within and around the park. AED has confirmed 10 employed hotel staff in the Amboseli National Park and 20 unemployed locals who have agreed to be trained as astro-tour guides. Tracking and monitoring – AED will gather data using visitor surveys(to track the number of visitors specifically for astrotourism and visitor satisfaction), employment records(to track and monitor the number of new jobs created from astrotourism activities), financial reports(to track income generated by the locals from astrotourism), and stakeholder and local employees interviews(to track and assess the impact of the project). This data will be utilized to track the impact of the project during the initial peak season, which spans 4 months. Moreover, AED has plans to explore diverse revenue streams including sales of Maasai culture merchandise to strengthen the project’s financial viability further. AED has already reached out and established an agreement of framework with the park management and the locals on having the training within the park environment for sustainable astrotourism activities thereafter. The training is expected to run for 4 days and cover topics like; introduction to astrotourism and basics of astronomy, Solar System exploration, telescopes and astrophotography, light pollution and dark sky conservation, planetary observations, cultural astronomy, and entrepreneurship in astrotourism, amongst others. |
| ASTRO LIBRARY | Ghana | The ASTRO-LIBRARY project aims to enhance educational outcomes in Ghana by improving reading and learning facilities in schools, with a focus on astronomy and space science. Recognizing the critical role of reading proficiency in quality education, the project addresses the significant library resource gap identified by the Ministry of Education and the World Bank. Currently, only 25-28% of Ghanaian basic schools have a library or reading space, and even those often lack adequate materials. This initiative will establish mini-libraries in schools across all 16 regions of Ghana, initially targeting four schools where the team has previously launched astronomy clubs as a pilot project. These libraries will function as learning hubs, housing between 300 and 1,000 books on topics such as astronomy, space science, engineering, and other educational subjects. Braille books will be included to accommodate visually impaired students. For schools with existing computer labs, digital library books will be added to provide access to e-books and audiovisual materials, available on a local host machine without requiring internet access. The ASTRO-LIBRARY project leverages students’ curiosity about space to make learning more engaging and to provide a practical context for applying scientific concepts. This approach aims to boost students’ interest and proficiency in STEM (Science, Technology, Engineering, and Mathematics). The project will also include training for astronomy club patrons to ensure the sustainable management of both the clubs and libraries beyond the project’s duration. Through these enriched learning environments, the ASTRO-LIBRARY project seeks to improve literacy rates, foster a love of reading, and spark interest in science and technology. It addresses immediate educational needs while laying the groundwork for long-term academic and professional development, contributing to the Sustainable Development Goals. Our team, through previous initiatives such as the “Astronomy in Ghana” and “Promoting Astronomy in Ghana” projects, has established over 30 astronomy clubs in schools. In the long term, we aim to gradually integrate astronomy into the school curriculum through the work of club patrons/ teachers, some of whom have already begun incorporating hands-on astronomy activities into their classroom lessons. |
| Astro Savannah Wonders | Tanzania | The Mount Meru Astronomical Observatory (MMAO) seeks to develop astrotourism and school education programs that address several important community development issues including high poverty, low scientific literacy and a low diversity of skills for economic growth.
This project, Astro-Savanna Wonders (ASW), will create partnerships with 4 tour companies and 16 accommodation providers in the Arusha and Kilimanjaro regions, offering up to 800 tourists the unique opportunity to experience Africa’s wild savannas and therefore, pristine night skies over the first two years of the project. These tours will take place in Tanzania’s national parks, near the facilities of tour operators, as well as at the MMAO observatory. In our astrotourism program, we will develop a tour guide training and certification program for tour companies looking to conduct astrotourism activities. This initiative will diversify job roles and enhance employability within the local workforce. We will also gather Tanzanian cultural astronomy knowledge and stories from local communities, transforming them into multimedia such as pamphlets, videos, and interactive content at the MMAO. Additionally, the program will introduce tiered observatory experiences tailored to diverse tourist interests and budgets, ensuring training both male and female staff to run these activities. These efforts will add new experiences and help stimulate the local tourism industry, ultimately bolstering economic resilience, reducing poverty, and improving livelihoods. We will complement our school education program by exploring new pricing models to offer custom educational programs to 2 private schools, while continuing to provide free education for students from disadvantaged communities. Since 2019, MMAO has educated over a thousand primary and secondary students from low socioeconomic backgrounds through its fifteen ambassadors, who have founded astro-science clubs in ten schools across the Arusha and Kilimanjaro regions. Working with private schools will help sustain MMAO’s activities and ensure long-term educational programming for all. The African-astro stories collected from local communities will blend traditional knowledge with modern astronomy to inspire appreciation for science’s role in Africa and encourage STEM careers in students. In both our tourism and education programs, MMAO will engage local communities in its activities, gathering their input to ensure the project aligns with the needs of the community. This program represents an exciting phase for MMAO, as we start to explore diversifying its funding sources and creating new income streams to ensure that our efforts of providing accessible education to those who need it most become more sustainable and scalable. Through our new ASW astrotourism and education programs, we aim to reduce poverty by fostering local economic growth, inspire scientific curiosity and contribute meaningfully to the region’s development. |
| AstroBioCamp: Sustainable Community Development Through Stargazing and Nocturnal Animal Learning | Indonesia | According to the 2024 census, Bantul Regency, including the Pundong area where Potrobayan campsite is located, has an unemployment rate of 3.78%. Despite efforts, about 1,500 young people remain outside the job market, with many underemployed. While the Potrobayan campsite attracts weekend visitors, the youth managing it have limited opportunities and lack skills to fully engage during the week.
The AstroBioCamp project aims to enhance this campsite by introducing educational activities in astronomy and biology. The area’s natural assets—dark skies and riverside ecosystems—are currently unexplored for tourism. The young organizers are eager to expand their knowledge but lack training in these fields. This project will provide hands-on training in observational astronomy and ecological exploration, diversifying the campsite’s offerings and creating new income-generating opportunities for the youth. The program will focus on maximizing the use of local resources, such as dark skies and riverside biodiversity, to promote sustainable tourism. Key Objectives of the project: 1) Enhancing Camp Activities: Workshops will teach observational astronomy techniques, such as stargazing, and responsible nocturnal animal observation. This will help create unique, science-based tourism experiences for visitors. In summary, AstroBioCamp will enrich the Potrobayan campsite by combining astronomy and biology, creating long-term educational and economic opportunities for local youth. This project will foster sustainable, science-based tourism while addressing underemployment challenges in Potrobayan. The project also offers the unique edutourism package in the area that can improve the economic condition of the youth. Planned Activities: |
| AstroGuides: Transforming Tours with Astrotourism | Botswana | Botswana’s diamond trade has generated significant wealth, elevating the country to upper middle-income status. However, this prosperity is uneven, leaving other sectors underdeveloped and the economy vulnerable due to limited diversification. Most jobs are concentrated in urban areas, contributing to a 25.9% unemployment rate in late 2023, with women making up 53.3% of the unemployed, predominantly from rural regions. This highlights the need for initiatives addressing unemployment and gender disparity, especially in rural regions. In many rural areas of Botswana, wilderness safaris are a key source of employment and economic activity. However, this sector is underutilized, limiting job opportunities. With some of the best dark skies, these regions offer a prime opportunity to diversify into astro-tourism, creating more local jobs. Astronomy studies in Botswana is still developing, leading to limited local knowledge about the cosmos. As a result, astro-tourism is absent from safari guide training programs. By incorporating astro-tourism, we aim to diversify tourism, engage more guides, and promote stargazing experiences. We are also encouraging greater participation of women to address the male-dominated tourism industry. The pilot program for this initiative will be implemented in collaboration with Ambire Training Services, a reputable institution in Kasane, Botswana, known for offering short courses, including safari guide training. The project will develop a comprehensive night sky astronomy program that covers celestial navigation, constellation identification, the importance of dark skies, and the integration of local astronomical myths and cultural stories. With the support of Ambire Training Services, we will seek accreditation for the short course certificate for this program. In the initial phase, staff at Ambire Training Services will undergo training to ensure they are fully prepared to deliver the new curriculum. The program will then be offered as a short course with certification to safari tour guides interested in integrating astro-tourism into their services. The first cohort of about 10 safari guides will receive admin support, with 60% of the spots dedicated to women to promote gender equality in the tourism industry. After training, we will continue mentoring graduates through their respective work experiences, allowing them to apply their new skills in the field. To ensure the project’s sustainability and success, we will implement a robust monitoring and evaluation framework. Regular assessments and feedback will enable continuous improvement of the program, ensuring it meets the evolving needs of the tourism industry. |
| Astronomy as a tool for addressing Mental Health in Tanzania | Tanzania | Problem Statement Tanzanian youth are facing a growing mental health crisis due to social challenges like drug addiction, alcohol addiction, crime, and suicide. These issues are compounded by limited mental health resources and societal stigma, necessitating innovative approaches to mental health support. Proposed Solution “Astronomy as a Tool for Mental Wellbeing” leverages the therapeutic and inspirational aspects of the cosmos to address mental health issues. The project will use stargazing, mobile planetarium experiences, virtual stargazing, and astronomy-based meditation to provide calming and reflective environments that promote mental healing and foster new interests, such as stargazing.Participant Selection Collaborating with local hospitals (e.g., Milembe Hospital), community leaders, and mental health organizations to identify youth struggling with mental health issues such as drug addiction, alcohol abuse, and trauma. Initial interviews will be conducted with participants and their families to establish a baseline understanding of their mental health status, needs, and backgrounds. This will also help assess their suitability for the intervention. Participants will be categorized into three groups: (1) those attending guided stargazing sessions, (2) those engaging in virtual sessions, and (3) a control group who will not immediately partake in the activities. Baseline Data Collection: Participants will undergo a pre-intervention psychological evaluation administered by the mental health care provider. These assessments will include standardized mental health surveys, such as the Generalized Anxiety Disorder (GAD-) for anxiety, Patient Health Questionnaire (PHQ) for depression, and self-reported stress levels. The surveys will capture baseline mental well-being, quality of life, and levels of stress, anxiety, and social interaction. Data will be used to create individual profiles for measuring progress throughout the project. Astronomy Sessions to be conducted i. Stargazing Safaris: ii. Local Lookup Nights: iii. Planetarium Sessions virtual Stargazing Expected Outcomes (a)Improved Mental Wellbeing: Measurement: Pre- and post-program mental health evaluations will compare participants’ levels of stress, anxiety, and depression. The psychological tools used during baseline will be reapplied to assess changes. Evaluation: Statistical analysis, including paired t-tests and regression analysis, will determine the effectiveness of the interventions on the participants’ mental health. Goal: At least a 50% reduction in self-reported anxiety, stress, and depression among participants. (b)Increased Interest in Astronomy and Inspiration. Measurement: Follow-up surveys will assess participants’ interest in continuing stargazing as a hobby or pursuing further knowledge in astronomy. Evaluation: The goal is for 60% of participants to express interest in pursuing stargazing or science-related activities as a new hobby. |
| Astronomy as a Tool for Psychological Balance and Mental Wellbeing among Postgraduate Students | Nigeria | Across the globe, the pursuit of academic degrees has taken centre stage, and this has been amazing due to the wonderful innovative ideas and technologies developed from research. Though these academic achievements are important, there is a growing concern about the psychological wellbeing and mental health of students engaging in research. During the demanding stages of most postgraduate studies, most students undergo depression and exhaustion. For some unlucky students, they never recover from the experience. Some courses require more mental energy to pull through than others; this project therefore focusses on using astronomy as a tool for psychological balance and wellbeing among postgraduates of the University of Nigeria, Nsukka.
At the University of Nigeria, numerous studies have explored the impact of academic stress on mental health, academic performance, and mental health service utilisation. These studies have been conducted across various fields, from medicine to human kinetics. Notably, Idoko et al. (2021) found that 94.4% of their sample believed that students must be mentally healthy to function effectively, while 71.7% held the opinion that individuals with mental illness should not live in university hostels. (https://journals.lww.com/ijmh/fulltext/2021/26030/a_nigerian_tertiary_institution_students_.6.aspx). This project aims to use stargazing, astro-music (music from the stars for meditation), local astronomy-related cultural myths, constellations as metaphors for human connections and celestial events, admiration of the sun set and sunrise, appreciating the wonders of nature, mental health lectures, and the provision of psychological assistance as tools for psychological balance and mental health restoration. Also, intervention therapies like Attention-Restoration Therapy (ART), Mindfulness-Based Cognitive Therapy (MBCT), Cognitive Restructuring (CR), and physical exercise will be introduced as tools to enhance mental well-being and health. This project will be carried out in collaboration with the Centre for Basic Space Science and Astronomy (NASRDA), Nigeria, and the Department of Psychology, the University of Nigeria, Nsukka. This project will be a 2-day workshop with follow-ups targeted at postgraduate students of the University of Nigeria, Nsukka. The project participants will be selected through stratified sampling. Through a declaration of interest, the target audience will be selected from various departments, with 25% preference for science-orientated students and students from the Department of Physics and Astronomy. This project targets a total of 150 participants, with gender equality considered. The participants of the project will be selected through an online application process announced through the postgraduate students’ forum of the university. The selected participants’ studentship will be confirmed by the postgraduate school board. |
| Astronomy Development for the Girl-child using optical telescope in Nigeria | Nigeria | The project “Astronomy Development for the Girl-Child Using Optical Telescope in Nigeria” is a unique project geared towards awakening the interest of the girl-child for active participation in astronomical activities. The project was first carried out in Nsukka -Enugu State, Nigeria. The project yielded a positive result among the participants in the Eastern part of Nigeria. Hence, there is a need to carry out a similar project in Northern Nigeria. In Northern Nigeria, gender disparity in education is significant, with girls facing more barriers to education than boys. According to UNICEF and other organizations, girls are less likely to enroll in school and more likely to drop out, especially in rural areas. Cultural and social norms play a major role in discouraging girls’ education in Northern Nigeria, where early marriage, gender roles that prioritize domestic work for girls, and societal beliefs that devalue girls’ education are more prevalent. Girls are often seen as an economic resource for household labor which leads to many families prioritizing boys’ education over girls. Security threats and insurgency have disproportionately affected the girls. The kidnapping of schoolgirls by groups like Boko Haram has further worsened the situation. This further reduces opportunities for girls to continue schooling. The challenges for boys often revolve around economic hardship or involvement in labor, but they generally have better access to schooling compared to girls. Thus, the need to focus on the girl child education. In Africa, the study of astronomy is lagging compared to what is obtainable in the Western world. The story is not different in Nigeria as astronomy is not part of her secondary school curriculum. This project will bridge this gap by bringing astronomy education closer to the selected secondary schools in Sokoto State, Nigeria. This project will use astronomical concepts in line with SDGs 4 and 5 to promote quality education among girls-child. The project will organize a 3-days astronomical summit/ hands-on for one hundred (100) selected female secondary school students within the Sokoto State metropolis at the Usman Dan Fadio University Sokoto – Sokoto State. The project will imbibe the principles of optical astronomy to promote and educate the selected participants on the uniqueness of our universe, our solar system, and the use of the optical telescope for observational astronomy. The project will also educate the participants on the light spectrum and use the light spectrum activity cards to teach them how to calculate energy consumption. The project aims to achieve active participation of the female participants in citizens’ science and observations. Also, the project will promote the active involvement of the participants in Science, Technology, Engineering, and Mathematics (STEM).The project will follow up with the interested participants to ensure that they pick up careers in Astronomy and space science as well as STEM |
| Astronomy For Community Empowerment in Nepal-II | Nepal | The Astronomy For Community Empowerment in Nepal (ACEN) project in 2022 exceeded expectations, reaching nearly 5,000 individuals, including 54% female participation, through 6 clubs established in 4 provinces. This success, particularly among minority and marginalized communities, surpassed the initial goal of 1,200 participants. The project’s impact has sparked hope and interest in astronomy even in regions where it was previously considered impossible. As a result, there’s growing demand for astronomy education in classrooms, reflecting its popularity among Nepali students and enthusiasts. The interest in astronomy is so great that sometimes the ‘A’ in STEAM is confused as Astronomy instead of Arts. We therefore have opted to use the power of Astronomy to foster STEAM education in Nepal to contribute to sustainable development goal 4 i.e. quality education. The idea of this project is to create an astronomy club at a selected school, train students and help them communicate with their own communities to explore collaborative opportunities to share their knowledge. Nepal has a huge gap between community (public) and institutional (private) schools in terms of their teaching and learning approaches. Children from marginalized, underprivileged and underrepresented communities are mostly going to community schools. This gap is creating gender as well as educational disparities in the country. We plan to use astronomy as a tool and astronomy clubs as resource centers for creating a conducive environment for communication and collaboration among students from community and, institutional schools and their communities, where they both exist. We believe that it will help them be more critical towards these disparities and explore creative solutions to be a part of an equitable society. We are targeting community schools as they have less access to the resources compared to institutional schools. This project aims to help students develop leadership skills through Mentee turns into Mentor concept at workshops/training, establish astronomy clubs at their schools with the Telescope kit to conduct outreach activities in their locality/community. This project will help students at community schools build confidence to communicate and collaborate with other students while establishing astronomy clubs at two schools in each province. It will be implemented in 10 schools in five provinces, Sudurpaschim, Karnali, Lumbini, Koshi and Bagmati Province.The completion of an earlier version of ACEN revealed the growth of an astronomy enthusiast community including mentors (local high school graduates) and mentees (the target group). Their ability to communicate and collaborate effectively has given us a glimmer of hope to promote astronomy in other regions.These areas likely have many eager students but currently lack adequate support and resources. A 2-Day workshop will be organized for local mentors in Kathmandu, thereafter, the astronomy clubs will be monitored |
| Astronomy Winter School for Girls | South Africa | Women in Science, Technology Engineering and Mathematics (STEM) fields are underrepresented in South Africa. One of the reasons is due to lack of resources and facilities to inspire them mostly in rural areas. Our project will address this by developing models to inspire more girls into these fields using Astronomy in South Africa, mainly focusing on schools in rural areas.
To achieve this, we plan to host a one-week winter school program for around 20 Grade 9 girls during the June/July holidays, held in Acornhoek, Mpumalanga Province, South Africa. We selected Grade 9 because it is the pivotal year before students choose their specialized subjects for matric. These subject choices greatly influence their future career paths, making it an ideal time to inspire them to pursue STEM fields. Astronomy is a key subject in the program, being both inspirational and aspirational thanks to the many opportunities offered by South Africa’s leadership in SKA and optical/IR astronomy with SALT |
| AstroTes Kits and Resources for Blind, Visually Impaired and Low Vision Minorities in Cameroon | Cameroon | This project aim to provide specialized tools and resources to support blind, visually impaired, and low vision minorities (IDPs) in Cameroon. The project will focus on enhancing accessibility and inclusivity for individuals with visual impairments in minority communities (blind institutions hosting mostly internally displaced people) in Cameroon, ultimately empowering them to pursue education, and independent living.
Through the distribution of AstroTes Kits and resources containing essential tools such as solar system models with balls representing lunar craters with rough surfaces, providing information in braille, short audios (sonification), we seek to bridge the gap in access to modern technology and educational materials for visually impaired communities in Cameroon. |
| Astrotourism based on the Cosmovision of the Tatacoa Desert | Colombia | We propose to create a comprehensive inventory of all petroglyphs, pictograms, and sacred ceremony sites in the Tatacoa Desert that illustrate the cosmovision of its indigenous inhabitants. This inventory will serve as the foundation for developing an integrated astrotourism and cultural tourism strategy, combining cultural heritage with astronomical significance. By incorporating archeoastronomy and ethnoastronomy, we will explore how the indigenous peoples’ understanding of the cosmos influenced their rituals and cultural expressions, fostering a tourism experience. This approach will raise awareness about indigenous heritage, create economic opportunities for the local community, and preserve ancestral knowledge while educating visitors about both cultural and astronomical traditions in a seamless manner. Activities 1. Preliminary Research and Planning, Initial consultations with community leaders, local historians, archaeologists, and astronomers. Secure permissions and collaborations with local authorities communities. 2. Organize field trips to identify and document petroglyphs, pictograms, and sacred sites while recording their locations and conditions. Conduct interviews with indigenous elders and knowledge keepers to gather oral histories and interpretations of the sites. 3. Create culturally sensitive scripts and educational content that explain the cosmovision of indigenous peoples and its connections to astronomy. Train local guides in both the historical and astronomical significance of these sacred sites, ensuring that astrotourism and cultural tourism are interwoven. 4. Design tour packages and educational materials that highlight the cultural and astronomical significance of the documented sites. Explore the possibility of hosting archeoastronomy and ethnoastronomy tours, incorporating star-gazing experiences that connect visitors with the same skies that inspired the indigenous communities’ cosmological beliefs. 5. Conduct workshops and training sessions on sustainable tourism practices, the importance of cultural preservation, and the integration of astronomy into local tourism models. 6. Promotion and Outreach. Launch a promotional campaign that emphasizes the unique blend of culture and astronomy in the Tatacoa Desert, market the archeoastronomy and ethnoastronomy experiences, drawing visitors interested in both heritage and science. |
| Bringing the sky closer – improving literacy in rural communities through Astronomy | Ghana | In Ghana’s rural areas, significant literacy challenges and limited access to quality educational resources impede students’ academic and personal growth. Many students lack exposure to scientific disciplines like astronomy, which could enrich their learning experience and foster critical thinking. Low literacy rates in most rural communities compound this educational deficit and contribute to broader developmental gaps, hindering students’ future opportunities and economic growth. Consequently, these challenges perpetuate cycles of poverty and limit socioeconomic mobility in underserved communities. The Basic Education curriculum of Ghana includes basic astronomy; however, students in rural and underserved communities do not have the opportunity to experience these practically. Providing hands-on learning experiences and interactive activities will enhance literacy rates, improve access to quality science education, and stimulate interest in scientific inquiry. The project will implement two interactive field camps in Giana and Bosomtwe, targeting students aged 10 to 13 from five selected basic schools. A total of 10 students will be chosen based on their previous National Standardized Test Scores in literacy conducted by the National Council for Curriculum and Assessment of Ghana and two teachers from each of the five schools. Each field camp will span five days, coinciding with the school holiday period, and will include a variety of engaging activities. In the mornings, participants will engage in reading sessions focused on astronomy materials, utilising phonics to enhance their literacy skills. This foundational knowledge will prepare students for more complex scientific concepts. In the afternoons, students will participate in STEM activities, including basic robotics and hands-on experiments related to astronomy, fostering critical thinking and problem-solving skills. Students will view the night sky through telescopes in the evenings and share their experiences. The project will use a retrofitted van equipped with a “mobile planetarium”, telescopes, story books and science sets. This vehicle will simulate the night sky and allow students to observe real-time astronomical phenomena through telescopes, providing an immersive experience that deepens their understanding of scientific concepts. Pre- and post-camp assessments will be conducted to evaluate literacy improvements and participant engagement to measure the effectiveness of the project. Feedback will be collected to refine future activities. Through these combined efforts, the project aims to improve literacy rates, provide quality science education, and inspire a lifelong interest in astronomy. We aspire to foster a more informed, empowered, and economically mobile population by addressing educational challenges in these underserved communities. |
| Celebrating well-being using astronomy: Taking care of the Body, the land and the Planet Earth | Brazil | The current development model in southern Bahia state has severe socio-economic and environmental consequences due to the expansion of cocoa farming, predatory tourism, and real estate development. This has led to social exclusion, reduced well-being, loss of community ties, lack of access to basic rights, and growing inequalities. One third of the population lives in poverty, with 14.26% in extreme poverty. Additionally, there is a lack of public policies to support its 13,000 small-scale producers. In the city of Uruçuca, this is reflected in its low Human Development Index (0.616). Challenges also include limited access to education, inadequate nutrition, poor sanitation, and low levels of professionalization. Agriculture accounts for 18% of the local economy (Guimarães, 2019). This proposal, led by the Community Center Portal Mãe Mirra in partnership with the UESC (Santa Cruz State University) Astronomical Observatory, utilizes astronomy to foster unity and interconnectedness across the planet. It leverages natural cycles—from the human body to Earth and the Solar System—to integrate the macrocosm and microcosm, promoting scientific education and community well-being. The program encourages the appreciation of indigenous culture and ancient knowledge, fostering self-awareness, ecological interdependence, and a connection to nature. It integrates traditional cosmologies that view Earth as a sacred, unique entity, enhancing environmental awareness and inspiring new generations about sustainable agricultural production by valuing ecological practices. The project is designed for 4th and 5th-grade students at Rural Public School Domingos Correia, featuring 33 workshops, 1 scientific exposition, and 1 concert. While the primary focus is on children, family members will be indirectly involved through community events such as the Star Concert, science exhibition, and a few open workshops, promoting a broader understanding of astronomy and environmental care across generations. The activities focus on five areas: body care, Earth care through sustainable agriculture, planetary care, exploring our place in the cosmos, and ancestral heritage. This integrates environmental education, practical activities in sustainable food production, food security, nutritional education, home garden harvesting, meal preparation, concentration practices through natural breathing, sky observation, understanding solar and lunar impacts on agriculture, star gatherings, and exploring technologies developed by ancestors. This project aligns with the goals of the OAD (Office of Astronomy for Development) by leveraging the perspective of astronomy to enhance mental health and well-being, empower individuals and communities, and provide tools to address development challenges, particularly in relation to SDG 2 (Zero Hunger), SDG 3 (Good Health and Well-Being), and SDG 4 (Quality Education). |
| enSEÑAme astronomía | Mexico | Our problem is a vicious circle: there are no signs in Lengua de Señas Mexicana (LSM, Mexican sign language) related to almost all of the astronomical concepts and words (around 100) presented in the comparative lists published by the IAU Executive Committee Working Group on Astronomy for Equity and Inclusion, this only reflects how the Mexican deaf community do not have access to this information and they do not find the need to create the new signs because Astronomy (and Science in general) is something that is not present in their daily lives, even when they are interested in learning about these subjects. This also contributes to the reduction of the STEM areas as professional options, reducing diversity and representation in STEM areas for the deaf community.
Our proposed solution is the creation and online publication of videos in LSM explaining these concepts, so the deaf community become familiar with them, then our deaf community working group will propose a sign for these words so the Mexican deaf community will approve or create and propose a new one. We will work with a group of the deaf community in Puebla to create these videos and they will propose the corresponding sign. We will work in a series of sessions, ideally with the deaf community that already took part in the first part of the project because they are already acquainted with these concepts. The first stage of the project was part of the Women and Girls in Astronomy Program 2023 of the North American Regional Office of the Office for Astronomy for Development and funded by the Heising-Simons Foundation. Its outcomes were: a series of 9 in-person workshops with deaf people in which the 125 words and concepts of the comparative lists were explained and a YouTube channel with some videos in LSM: https://www.youtube.com/@enSENAmeastronomia During the sessions we will discuss the concept, answering questions related to them and maybe doing some activities as reinforcement so they have the clearest idea of the concept so they can explain it using LSM, and then propose a sign for it. After the discussion, we will record the videos explaining the concept and the proposed sign. The video will be uploaded in our YouTube channel @enSENAmeastronomia and we will invite the deaf community across Mexico to approve the proposed sign or propose a new sign. Almost at the end when we will have the most robust set of astronomical signs in LSM, we plan to visit special education and/or mainstream schools with deaf children and have some astronomical activities and workshops. We also plan to create an astronomy educational guide for teachers working with deaf people (children and adults). |
| Eritrean Astronomy & Science for Youth | Eritrea | Eritrea has expanded access to primary and secondary schooling but lacks adequate resources for impactful science and technology education. The EASY project addresses this gap by integrating astronomy and science-based activities to empower students and foster curiosity and discovery. Building on a successful 2023 pilot program that introduced a small telescope at the Ministry of Education’s Student Educational Discovery Center (MOE-SEDC) in Asmara, this initiative will enhance the public center’s capacity to support hands-on learning, build scientific literacy, and provide mental health benefits through structured activities.
The challenge stems from limited engagement, particularly among young women, and a lack of resources for intellectual development. Ministry of Education data shows that only 2 out of 10 students complete Grade 12, underscoring broad educational disengagement. EASY aims to counteract these trends by creating opportunities for discovery, offering positive outlets for mental relief, and sparking interest in scientific fields for improved academic outcomes. The project will introduce a computerized telescope along with robotics, programming, and electronics kits to enhance technical learning and encourage critical thinking. Training workshops, hands-on sessions, and community stargazing events will be conducted for students and teachers. Public outreach will include astronomy nights and student-led demonstrations to spark a sense of discovery among students and the broader community. Leveraging Eritrea’s naturally dark skies, these events will feature Q&A sessions and outreach best practices to stimulate curiosity and interactive learning. The telescope becomes more than an educational tool—it connects an isolated region to the broader universe, offering mental relief through awe and making abstract concepts tangible. Student ambassadors, particularly young women, will play a key role in outreach, promoting gender equity and ensuring broader participation in scientific fields. Project assessment will focus on participant perspectives, tracking engagement, participation, and feedback on how students connect topics to their lives. Collaborations with local and international partners will help sustain and expand the project, creating pathways for continued STEM engagement beyond formal schooling. The initiative will partner with the RORA Digital Library Network, a collaborative effort between the Ministry of Education and the Eritrean Diaspora, to distribute translated materials to schools and rural areas. Establishing the Eritrean Astronomical Society will support long-term engagement and student-led initiatives, enhancing the MOE-SEDC’s capacity to impact youth and the broader community. This initiative will cultivate a local ecosystem for aspiring learners, equipping young Eritreans with skills and motivation to explore science and technology, ultimately empowering them to shape their futures. |
| Girl Child Space Science Development | Nigeria | Technology advancement can be said to be improvements and continues technology development, that brings about innovative and new services, products, and means that brings about transformation for sustainable developments. Technology advancement, if not harnessed in a positive channel, can bring numerous challenges to the mental well-being of young people, particularly the girl child. These can be as a result of excessive screen time (on social media such as unnecessary time spent on Facebook, Instagram and Tiktok), social isolation, online harassment, and cyber-bullying which brings about technology advancement and can also lead to emotional distress, anxiety, depression, disrupted sleep patterns, and overall well-being of the younger ones. This project has to do with harnessing technology advancement in a positive and responsible ways, by helping the younger ones, especially the girl child through astronomy to navigate the digital world, promoting their overall well-being and empowering them through astronomical activities for sustainable development. The project tend to train the participants with astronomical skills and knowledge to be creative and productive. It will involve training and workshop in which the participants will be trained on how to use their mobile phones and laptops with adequate software applications to track and identify asteroids and near-earth objects. They will also be trained on how to use locally and affordable made materials to produce some astronomical and Space Science and technology models such as the small mini satellites, basic space science tools, solar system models and beads, and astronomical 3D pictures that can also serve as a source of revenue. Since during the program, there would be talks on why to engage in astronomy most of the time instead of wasting most of their time on unnecessary social media and useless cryptocurrency activities which is already a trend in the region. This project can encourage them to see reasons to do research and even work remotely online from the knowledge/skills they acquired. This project targets 200 young female students from 10 different secondary schools, who will be divided into 5 groups and each group attended to on a specific day of the 5 days with training and workshop. The aim is to produce girls capable of solving real time and human problems using their talents. The project will be both on the project venue and also online to give access to students that might want to participate online. The target audience are females because there is a wide gap between the ratio of males to females doing astronomy. The project is to help in bridging the gap (gender equality) as well as encouraging the girl child to participate more in space science and astronomy activities in the Nigeria because females doing astronomy are few in the country. |
| Girls in STEM | Mozambique | Women in Mozambique are reluctant in taking careers in STEM despite the efforts undertaken by the government and other institutions to promote equal opportunities for both women and men to undertake professional careers in STEM. Notably, between 2013 to 2017, the total number of women who enrolled in STEM courses in their higher education represents 3.6%, out of the 42% of women who entered higher education. One of the reasons for this scenario is the social stereotype, that science courses are not meant for women, this thought is rooted in the minds of most Mozambican girls and their family members, therefore, the first step to solve this problem is to carry out actions that aim to change this mentality in girls. To address this gap, our proposed project aims to spark interest in young girls to pursue careers in STEM through talk-sessions, practical-based activities, and a mentorship program for a year in selected schools from marginalised communities. Moreover, to promote a sense of community in the program, we intend to engage Community Based Organisations, in this case the Community Association for the Development of Women (ACODEMU). The project will consist of visits to 20 previously selected schools on the outskirts of the city and province of Maputo. Each school will benefit from a half-day workshop consisting of activities such as talks, and practical activities related to Astronomy. The talks will be split into three, with the following topics: Talk 1: The path to becoming an astronomer in Mozambique. Talk 2: The role of women astronomers to the development of African countries. Talk 3: STEM courses in Mozambique, applicability and employability. This project was carried out in a pilot form in one school on the 3rd of May 2024, using a seed grant of 250 euros from the AfNWA. Due to the highly positive impact of the pilot activity, we intend to replicate it in a larger number of schools. Some pictures of the activity can be found on the social media pages of the Mozambican Astronomical Society (Associação Moçambicana de Astronomia). The practical activities will include assembling an optical telescope, using glasses with solar filters to observe the Sun and creating of solar system models to tap into their creativity and practical skills. At the end of the visits, we will continue to support the girls through mentoring. The mentoring will be carried by all invited speakers and the members of the team and will consist of two hours per month until they go for their admission exames. To support the girls in the process of choosing the university and course for higher education and in preparing them for the admission exams. In Mozambique, to enter public universities one must take an admission exam and have a very high grade to pass. Efficient communication vehicles between the girls and the mentors will be established, so that they can access the best preparation resources. |
| Hand-On Training Workshop on Astronomy and Space Science for Trainers in Togo | TOGO | After a long and hard struggle undertaken by the Togolese Association of Astronomy (T2A), to promote the marvellous field of astronomy and space science in Togo, the Togolese population, and especially young people, have been totally captivated by these fields. Furthermore, the Togolese educational stakeholders have finally understood the importance of these formidable domains, not only in promoting scientific fields, but also and above all in their contribution to the development of a country like Togo. Not only Astronomy and space science being a multi-disciplinary field, but also, it is a domain where scientific and technological knowledges are better used. We found that teaching this field in Togo would help, without any doubt to better develop science and technological skills and knowledges for Togolese students. This could also bring school students more interested in Scientifics and technological series and subjects. The T2A, through many exchanges with Togolese education stakeholders across the country, has been able to convince them to give a particular place to astronomy and space science teaching in the Togolese curriculum from 2025 – 2026 school year. But, to better achieve our goals, we need first to train both teacher trainers and teachers to better welcome this new program. That’s why, we initiated this project entitle: Hand-On Training Workshop in Astronomy and Space Science for Trainers in Togo (HOTWA2ST). This pilot project aims to organize, in collaboration with the general secondary education directorate, a 15-days workshops on astronomy and space science for 150 teacher trainers (education inspectors and school principals) across the country. Our main activities during the workshops are in two levels: -The revision, amendment and validation of the new Astronomy and Space Science program by the beneficiaries; -Hand-on training workshop itself where the beneficiaries will be trained on how to use the local materials and the new technologies for better teaching science in general and the new Astronomy and Space Science program in particular. To ensure sustainability of the project, the trainers will in turn be responsible for training teachers who will teach the new astronomy and space science program throughout the country. This continuation of actions will be ensured by the Directorate of General Secondary Education and the Minister of Education which are partners of this project. |
| Indigenous Astronomy for SDGs | Indonesia | Education gaps between big cities and areas far from the nation’s capital are a phenomenon that might happen in Indonesia, including in the Amfoang region, Kupang district, of East Nusa Tenggara province. Difficulty accessing updated learning materials, inadequate teachers, and difficult geographical conditions make education in the Amfoang area lag. The presence of a national observatory in the Central Amfoang sub-district is expected to increase space literacy in the six sub-districts in the Amfoang region, including maintaining the legacy of indigenous astronomical knowledge. Astronomy, as one of the ancestral cultural heritages of the Amfoang tribe, is an internal part of the tribe, but nowadays many of the younger generations do not know about it. Therefore, the proposers want to start opening the minds of middle school students and teachers to basic astronomical concepts such as the movement of celestial bodies, day and night, tides, calendars, and eclipses. The project is divided into 4 activities: (1) preparation: proposers make prototypes, materials, and presentations, and do administrative things before implementing the project; (2) survey: proposers visit schools in 6 sub-districts, religious authority, and elders to introduce the project and ask the potential participants (middle school students and teachers) about the astronomy-related materials that they are interested in; (3) implementation of the project: proposers provide material on the basic astronomical concepts that they are interested in, as well as indigenous astronomy, through 4-day workshop; (4) online and in-situ monitoring: proposers accompany, monitor, and observe middle school students and teachers participating in the workshop when they share the knowledge they gained during the workshop with friends at their schools. When students and teachers who participate in the workshop share their knowledge with their friends at their schools, the education gap, especially in astronomy science, between big cities and areas far from the nation’s capital can be reduced. |
| Mobile Planetarium: the universe in motion | Peru | Áncash is a region of Peru. Its capital, Huaraz, is a city located at 3,000 meters above sea level and serves as a hub for tourists who wish to explore the Callejón de Huaylas, the Huayhuash Mountain Range, the Chavín archaeological site, and the Huascarán National Park. It has an approximate population of 118,137 inhabitants, and despite the increase in tourism in recent years, it remains a small city compared to other regional capitals. It lacks shopping centers and movie theaters, and the local universities do not offer science degrees, so in comparison to other regions, there are no amateur astronomy clubs or science outreach activities. Even though there are tourist circuits that allow camping and stargazing, astrotourism is not a common practice.
In Peru, there are three planetariums: two located in Lima, to the east and west of the city, and one in Cusco, meaning that the immersive experience offered by a planetarium is limited for most Peruvians. According to studies by the International Planetarium Society, planetariums create an immersive learning environment that allows the public to understand complex astronomical phenomena in a three-dimensional space, unlike flat screens. Spatial abilities can be developed with less effort, as the transition between two-dimensional and three-dimensional concepts is facilitated. Additionally, they have an emotional and inspiring impact, which predisposes users to learn, fosters an emotional connection with science, and can increase interest in STEM fields, not only through the impact of the presentations but also through the geometry and technology they showcase. In this context, the “MobPla” seeks to harness the benefits of the planetarium experience by bringing its services to schools, community centers, municipal plazas, and other public spaces. It is supported by the CosmoAmautas project, the Student Astronomy Group of the National University of Engineering, and Science Clubs – Peru. This initiative aims to promote skills development, democratize education, encourage STEAM careers, and provide tools for growth in various contexts. |
| Museum of History of Astronomy | Armenia, regional countries and visitors from other countries | Armenia is one of the cradles of ancient science, and astronomical knowledge was developed in ancient Armenia as well. Contrary to its small territory and relatively small population, Armenia was and is rather active in astronomy. Astronomy in Armenia has been was popular since ancient times,: there are signs of astronomical observations coming from a few thousand years ago. Among the astronomical activities that have left their traces in the territory of Armenia are: the rock art (numerous petroglyphs of astronomical content), ruins of ancient observatories (two of them, Karahunge and Metzamor are especially well known; Karahunge is the Armenian twin of the Stonehenge and is considered even older), the ancient Armenian calendar, astronomical terms and names used in Armenian language since II-I millennia B.C., sky maps from Middle Ages, and most important, one of the largest modern observatories in the region, the Byurakan Astrophysical Observatory (BAO) with its 2.6m and 1m Schmidt telescopes. The Byurakan Astrophysical Observatory (BAO) has the in-house-museum of its founder and the great Armenian astronomer Viktor Ambartsumian (1908-1996). However, there is no general museum for BAO. Our idea is to establish a museum not only for the history of BAO but for the whole Armenian astronomy in general, as we have many astronomical heritage items that cannot be displayed in one single location (petroglyphs, calendars, etc.). The aim is not to build a completely new building, rather we suggest to organize such a museum on existing BAO areas, which will need some slight renovation. The total floor area that needs to be renovated of this floor is 250 sq. meters. We plan to display the following in the museum the following: ● ancient observatories (mock-ups of Metzamor Hill, Zorats Karer observatory, etc.); ● rock art (Armenian petroglyphs of astronomical nature). It is well-known that astronomical petroglyphs (rock-art) are widely spread in Armenia, however, there is no single location to have full understanding of this cultural heritage; ● Armenian calendars: ancient (Hayk’s, starting in 2492 B.C.), big and small chronologies. They are rather important astronomical heritage, however they are not properly presented; ● astronomical items found in the Armenian historical documents (Halley’s Comet, Crab Nebula, etc.); ● Armenian medieval astronomy (Anania Shirakatsi’s (612-685) astronomical heritage, sky maps, astronomical instruments, etc.); ● BAO history (instruments, posters for famous astronomers, achievements, etc.). We plan to have a modern museum with digital presentations, games, Virtual and Augmented Reality (VR/AR). BAO old instruments will be displayed. Posters for each of BAO famous astronomers (Viktor Ambartsumian, Beniamin Markarian, Grigor Gurzadyan, Marat Arakelian, Ludwig Mirzoyan, Elma Parsamian, Romela Shahbazian, et al.) will be made. |
| Promoting the Astrotourism as an alternative for socio-environmental and economic development in the region of Brigadeiro hill range, Brazil | Brazil | One of the most pleasant activities we can practice is looking up at the starry night. Unfortunately, this has been so long disturbed by the unappropriated artificial lightning, with impacts over the human health, wildlife and ecosystems. At the same time, the search for dark sites invites for the astrotourism. Performed far from the big cities, this pratice sets the wildlife parks and reserves as the perfect places. In Brazil, many environmental protected areas are located in the neighborhood of small cities and communities, needy of economic development as well as educational and science activities. Therefore, one could expect that the astrotourism may promote delightful moments for the tourist by supporting the development of the local economy in a sustainable perspective. The current undertaking of our team, Astrotourism in Brazilian Parks – APB (UFRJ) project, lays on the region of Brigadeiro hill, where is located at the State Park of Serra do Brigadeiro (PESB), Minas Gerais, Brazil. However, over the last decades regional socioeconomic indicators suggest that Brigadeiro Hill region is under relevant social vulnerability, Several municipalities surrounding PESB exhibit a critical human development index and the exodus, produced by the lack of jobs, opportunities and education. Our work explores the application of astrotourism development to mitigating this problem. Although tourism is currently in early stages of development, there is a growing interest from the community to consider astronomical activities as a factor for economic and social development, by generating income and valuing traditional culture. Our target audience to this proposal comprises environmental professionals and volunteers, farm producers, tourism professionals, amateur astronomers, students, teachers and others educational employers. Among the activities intend to Brigadeiro Hill region to address the problems cited, we highlight that lectures, workshops and training courses that will include basic concepts of astronomy, the identification of the starry sky, mythologies and their cultural aspects, workshops with telescopes, support for planning astroturistic activities and to stimulate others to visit the night sky of the region. Several activities will play at PESB Center Visitors. Educational activities will be specifically performed focusing on hands on Astronomy, interpretative hiking and ecological walks that are predicted to engage local communities. Given the interdisciplinary approach, astrophotography activities will be also performed as itinerant and will consist of an exposition of astrophotography, named “the Sky of Brigadeiro hill”, which will be focused on schools and PESB visitors. Additionally, our team have been working to promote PESB as a dark sky park certified by DarkSky International. This effort seeks to reinforce the actions already carried out and will certainly have a positive impact on the promotion of sustainable tourism. |
| Schools Anti-Trafficking Education and Advocacy with Astronomy | Nigeria | The problem of human trafficking, especially among vulnerable populations such as school-aged children in Northern Nigeria, remains a pressing global issue. Despite efforts to combat it, many children still fall victim to this heinous crime, often due to lack of awareness and education. To address this, a proposed solution involves integrating anti-trafficking education with astronomy programs in schools. By combining anti-trafficking education with astronomy, we aim to leverage the universal appeal of space and the night sky to engage students in learning about their rights, personal safety and the dangers of human trafficking. This interdisciplinary approach not only educates students about the vastness of the universe but also empowers them with knowledge and awareness to protect themselves and their peers from exploitation. Activities under this initiative would include interactive workshops where students would be given the first taste of basics of astronomy, space science and technology while also discussing topics such as consent, safety and recognizing potential trafficking red flags. Hands-on activities would provide opportunities for students to bond with their peers and educators while reinforcing key messages about staying safe and vigilant. Our target is to select 1000 students from different secondary schools in Gombe State, North East Nigeria for the exercise. There will be 5 different days where a group of 200 learners go through the learning process. This is more likely to increase their interest in space research and space-based technology. We will run through presentations and exercises between 10:00 and 18:00 to prepare the pupils for the night observation session. The night observation session will run from 19:00 to 20:30 and the exercise closes by 20:45, there should be a 10 mini telescope for the night star viewing for 10 learners each group 30 minutes and the program will be running during the mid-term breaks Additionally, the programs involve parents, teachers and the wider community in supporting anti-trafficking efforts, as most schools are close to their homes. The safety of the learners is guaranteed as the wider community is involved. Educational materials, pamphlets and posters, will be developed and used to supplement classroom discussions and provide ongoing support for students. By integrating anti-trafficking education with astronomy programs, we not only foster a love for science but also equip students with the knowledge and skills to protect themselves and others, ultimately contributing to the prevention of human trafficking and the promotion of safer communities in Northern Nigeria. For this project to have the maximum impact and reach, we plan to collaborate with the National Agency for the Prohibition of Trafficking in Persons (NAPTIP). We have already contacted the agency and we are awaiting their response. It is necessary to involve expert’s in-charge of anti-trafficking from the onset. |
| Space 4 Her | Kenya | The Space Academy is designed to empower high-school female students in Kajiado County by using Astronomy to address key developmental challenges in STEM education. This program will run for one year, delivering weekly sessions over 10 weeks each term, focusing on practical skills and knowledge in astronomy and space sciences. Key Developmental Challenges Addressed Gender Disparity The program aims to combat cultural practices that prioritize early marriages over education, particularly among the Maasai community. By showcasing successful women in STEM and offering hands-on experiences, the academy will inspire girls to pursue careers in science and technology, highlighting the long-term benefits of education. Limited Infrastructure and Resources The Space Academy will provide access to advanced learning materials, technology, and hands-on experiences that are often unavailable in traditional schools. This initiative will improve infrastructure and attract investment in STEM education, empowering girls to explore space-related fields. Socioeconomic Barriers Addressing economic challenges, the program will offer scholarships and resources to alleviate the financial burdens that hinder girls’ education. It will focus on bridging the gap between rural and urban educational opportunities, ensuring all students have access to quality learning. Curriculum Issues The academy will complement existing curricula with hands-on STEM applications, moving beyond theoretical knowledge. Students will engage in practical experiments and projects that connect learning to real-world contexts, fostering critical thinking and problem-solving skills. Governance and Policy Issues By setting a standard for quality STEM education, the Space Academy will influence educational policies and advocate for consistent funding and support for rural schools. The program will demonstrate the impact of targeted investments in education. Lack of Industry-Academia Linkage The academy will forge partnerships with space agencies and technology firms to provide students with internships, mentorships, and practical projects. This will enhance their preparedness for STEM careers and bridge the gap between education and industry demands. Program Structure Duration: One year, with 10-weekly sessions through three school terms. Frequency: Weekly sessions (total of 10 sessions per term). Content: Each session will focus on different aspects of astronomy, space sciences, and related STEM fields, incorporating hands-on activities, guest speakers from the industry, and collaborative projects. Expected Outcomes Empowerment of young girls through education and exposure to STEM. Increased interest and participation in space sciences and technology careers. Improved educational infrastructure and resources in Kajiado County. Stronger connections between students and industry professionals. This Space Academy initiative aims to create a transformative educational experience, eq |
| Starlight Initiative | The target audience of our project consists of the city of Brasov, Romania. The idea can be adapted to any sky culture, however, we limit ourselves to this city due to the pilot status of the project. | One of the disadvantages of a constantly developing world is the invariable disregard for sustainability. The city of Brasov, Romania is no exception, as in exchange for its industrial progress, ecological factors have been greatly affected. Local authorities resorted to various measures, such as closing factories with high pollution levels and providing facilities for PET recycling, however, issues continue to arise. Brasov deals with two problems that greatly affect citizens’ lives: lack of recycling, and aggressive lighting in urban areas. Our proposal aims to counter these problems while spreading awareness about their repercussions: Starlight Initiative is a project designed to fight excessive waste and light pollution by educating the participants about the importance of recycling and the wonders of the night sky. It is a one-year activity that takes the shape of a celestial treasure hunt in which participants make their telescopes. The mission is divided into two stages, each promoting sustainability criteria. The first stage involves selecting participants with knowledge from various branches (physics, social sciences, art) and educating them about building a telescope. Each team consists of three participants with different roles (such as Engineers, Astronomers, and Researchers) with exactly 10 teams in the contest. Following a training session about reusing recycled materials, the participants will be offered instructions on elementary optics and building a reflecting telescope from cardboard and plastic, recycled materials which help significantly reduce the telescope’s budget. Teams can modify it, yet the optical elements will be identical for all. Participants will learn first-hand about how essential recycling is for their day-to-day lives. These ideas are also promoted on the project’s social media accounts, where followers can view and learn them themselves. The second stage extends over one year and consists of the teams’ treasure hunt, an agent for solving both sustainability problems at once. During this period, teams will use their telescopes and smartphones to photograph celestial objects from Romanian star culture. They will be tasked with completing mission reports to document their journey, earning scores depending on their quality. The hunt works as a pretext to determine local authorities to close lights in the proximity of the observation sites since organised observation sessions are among the few exceptions for guaranteeing lights closing inside the city. Statistics about the lowered light pollution levels will be made and used to further persuade the city hall to continue similarly closing lights. Between observations, teams will participate in workshops about astronomy and sustainability. The Starlight Initiative will be documented through social media accounts, where we will post about the mission’s development. This ensures outreach at a minimum of local level, promoting the applied sustainability principles. |
| Stellar Horizons: Setting up Low-Cost mobile Planetariums in Rural Southwestern Nigeria | Nigeria | Problem: In many rural areas of southwestern Nigeria, there is a significant lack of access to quality science education resources. Schools often struggle with inadequate facilities and limited exposure to practical ,and hands-on learning experiences, particularly in the field of astronomy. This educational gap hampers students’ interest and proficiency in science, technology, engineering, and mathematics (STEM) subjects, which are crucial for personal and national development. Furthermore, rural communities have limited opportunities for cultural and educational enrichment, contributing to a broader social and economic disparity between urban and rural areas. The absence of these resources stifles curiosity, weakens scientific literacy, and hampers the academic performance of students in STEM-related subjects. Consequently, many students struggle to engage with science in a meaningful way, limiting their career prospects and potential contributions to Nigeria’s technological advancement. This also exacerbates the urban-rural divide, as urban areas generally have better access to educational enrichment programs.Proposed Solution: The “Stellar Horizons” project aims to address this educational deficit by setting up 5 community mobile planetariums in rural areas of southwestern Nigeria. The planetariums will each serve as an educational hub, providing an immersive and engaging environment for learning astronomy. This initiative will not only enhance science literacy among school children but also serve as a community resource for all age groups, fostering a culture of curiosity and lifelong learning. The project will inspire students, support teachers, and promote community engagement in science. Part of the proposed activities include educational program development, which will entail extra-curriculum design specifically for the planetarium program. We hope to develop an interactive and engaging curriculum tailored to different educational levels, including planetarium shows, hands-on workshops, and observational nights. This curiculum will be run as an extra-curriculum, thereby will require no approvals from the education board. Training: We will have a 1-day training local educators, and interested community leaders to operate the planetarium equipment and deliver educational programs. Provide ongoing support and professional development to ensure effective program delivery. School Visits and Public Shows: Establish a schedule for regular school visits, integrating the planetarium experience into local school extra-curricula. Offer public shows and special events, such as viewings of meteor showers and solar eclipses, to engage the broader community. Evaluation and Feedback Mechanisms: To ensure the project’s effectiveness, a system for ongoing evaluation will be implemented. This will include pre- and post-program assessments for students to measure knowledge gains, as well as feedback sessions with teachers and community members |
| Training in effective data exploration from a multisensory approach: universal design and social impact | The project is prepared for the country’s Spanish speakers, starting in Argentina; it includes translating all materials, intending to extend the proposal to any place globally. | The study of nature in general is done visually, this includes data from large scientific databases (such as Sloan Digital Sky Survey-SDSS, All-Sky Automated Survey for Supernovae-ASAS-SN, amongst others) or astrophysical facilities (such as the European Organization for Nuclear Research-CERN, the Institute of Physics of the 2 Infinites-IP2I and the Pierre Auger Observatory). Typically, this is done through data modeling which leads to results being analyzed in a standard manner. Visualization helps with the interpretation of the results, but it only ensures access to those who are not visually impaired. Despite the potential presented by both sound and haptic perception to transmit information, there is still no consensus on the parameters to use to transform different datasets into sound and tactile signals. Consequently, attempts at perception assessments and training are even further relegated. A focus on the use of multisensory displays in the field of research in astronomy and astrophysics with the aim of promoting accessibility for people with disabilities is necessary. Most of the development is dedicated to education and dissemination of science, as is the case of activities in museums and special exhibits. The proposed research aims to explore the effectiveness of data exploration from a multisensory approach, using sound and tactile representation techniques to complement traditional visualization techniques. This approach has the potential to make scientific data more accessible to a broader audience, including people with visual and other sensory disabilities; it can ultimately be applied to any field of study where data analysis is necessary, like engineering or education. In this case, not only for development but also education and outreach activities will be taken into account to produce a social impact of the project. Special “Kits of multisensorial devices, tools, and resources” in STEAM will be part of the proposal, as well as training courses and exhibitions in different environments and for different audiences. The data that will be translated for all includes mathematical functions, astronomical and astrophysical data, social data, and images, among others. |
| Workshop on Radio Observations with CBSS 3.7m Radio Telescope | Nigeria | Problem Astronomy research in Nigeria faces significant challenges, including limited funding, inadequate infrastructure, and a shortage of skilled personnel. The broader lack of research and training facilities across STEM fields contributes to this, limiting opportunities for skill development and innovation. To address these gaps, CBSS acquired and installed Nigeria’s only functional 3.7m radio telescope in August 2023, providing students with essential tools for radio astronomy research and contributing to the development of skilled human resources in the country.Solution We are proposing a week-long workshop titled “Unlocking the Secrets of Space: A Hands-on Workshop for Students”. We have plans to institutionalize WROCBSSRT in Nigeria through the annual Federal Government budgetary provisions. We would draw Undergraduate and Masters physics/astronomy, and computer science students from Nigeria universities. A call for applications to this workshop will be made and advertised at all Nigerian universities. This workshop aims to introduce the participants to practical observational radio astronomy and to give them hands-on experience in data science skills. The data recorded during this workshop would also be reduced and analysed with the students. This will make them gain data science skills needed in today’s industry. Activities Scientific Objectives |