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 supporters and collaborators. The 2026 Recommended List has 13 projects. Read the project summaries below (in alphabetical order).
Please contact us to support or collaborate with one or more of the projects.
| Project title | Target countries | Summary |
| AfNWA for STEM for Girls in Africa | All African continent | According to the latest report of the United Nations (UN) WOMEN, the number of women researchers in the world is on average < 30% and in Africa < 25% (UNESCO, 2019). Many factors could be responsible for the low number of women scientists (e.g., poverty and poor access to education, social constraints, cultural biases and believes, lack of female mentors and role models, etc.), however because of these difficulties we are missing out an enormous potential and talent that could benefit our society. We will never be able to achieve the UN Sustainable Development Goals (SDGs) without empowering girls and women, and this is where astronomy can play a crucial role (e.g., Mc Bride et al. 2018, Povic et al. 2018). The African Network of Women in Astronomy (AfNWA) is an initiative that aims to connect women (or individuals who identify as such) working in astronomy and related fields in Africa. It was established in September 2020 as one of the committees of the African Astronomical Society (AfAS). With AfNWA we want to ensure the future participation of girls and women at all levels in the development of astronomy and science across Africa. Today AfNWA has more than 150 members from over 30 countries, with ~ 80% (~ 20%) of female (male) members. Almost 80% of all members are young researchers, master and PhD students, indicating that having AfNWA is timing to offer the right support to all young researchers. Our main objectives are to: a) improve the status of women in science in Africa, and b) to use astronomy to inspire more girls to do Science, Technology, Engineering and Mathematics (STEM) and to empower them through their education, astronomy and science. The proposal submitted here is aligned with this second objective of AfNWA. Last year, in collaboration with the AfAS Education and Outreach Committee, AfNWA launched a call for seed funding to support outreach and education activities carried out in Africa focused on the use of astronomy and STEM as tools to empower girls living in disadvantaged communities and in difficult circumstances (e.g, in areas affected by past or present conflicts, remote and rural areas, non-formal settlements, refugee camps, IDP settlements, out-of-school girls, under-age mothers, etc.). The funding available was a “seed funding” with 250 – 300 euros per project. The feedback was impressive, receiving more than 30 proposals from diverse communities suggesting different activities to be carried out across Africa. Due to the limiting funding, we were able to support only 13 projects from 11 countries (see the video in 18) focused on girls in remote and rural areas exposed to high poverty, girls in IDP camps, and girls living in non-formal settlements. Giving the very positive previous experience, and the foundation of AfNWA as a unique platform in Africa, this year we want to re-open the call and support more projects focused on girls working and living in disadvantaged conditions, with the support of the OAD funding. |
| Astronomy Development in Rural Nigeria through Girl-Child Citizen Science Projects and Planetarium Sessions | Nigeria | The development of the science of astronomy and its awareness in Nigeria has been progressive over the past few years, especially in the cities, leaving out the rural areas with little or no information about astronomy due to lack of access resources and infrastructure. More needs to be done to engage remote schools in astronomy education for the girl-child. The girl-child in these remote areas need to be acquainted that the life of girl-child doesn’t end in the kitchen or medical related fields. This will encourage the girl-child especially the senior secondary students to consider picking up careers in astronomy and space science related fields, strategically increasing the number of female astronomers in Nigeria.
The statistics form Zippa demographics (https://www.zippia.com/astronomer-jobs/ demographics/) shows there are more men (72.7%) than women (27.3%) working as astronomers in the United States. The proportion of women in Nigeria is far lower, at less than 10%. Gender equality and balance require more female scientists and astronomers, but the key question is how to get more women interested in astronomy? How can astronomy be made engaging for the younger generation of female secondary school students? To address these questions, this project adopting a workshop approach will use astronomy citizen science projects and planetarium sessions to engage its audience. The activities of this project will be executed in a 5-day summer workshop with female students from different rural schools in Anambra State, Nigeria . The citizen science projects that will be adopted during the workshop will be on: i. Search for Extraterrestrial Intelligence (SETI) using “NASA- Are We Alone in the Universe?” and “Vanishing and Appearing Sources during a Century of Observations (VASCO)”, ii. Asteroid hunt involving International Astronomical Search Collaboration (IASC), and iii. Astrophotography using anecdata application and automated telescopes provided by the project team. The planetarium sessions of this project will educate the participants on the universe, black holes, galaxies, light spectrum, and observational astronomy. Also, before the project execution, a 2-day teachers training program (TTP) will be conducted for the participating schools . This will equip them with the resources needed of astronomy for development, and sustainability of the project ideas over time. This project targets a total of 120 participants (106 students and 14 teachers) from four female secondary schools located in two local government areas in Anambra State, namely, Nnewi-North and Aguata LGA. At the end of this project, astronomy clubs will be formed at the participating schools with a supervising teacher, and constant support from the project team. The project will be convened at the Maria Regina Model Comprehensive Girls Secondary School, Nnewi, Anambra State. The collaborators of this project will be experts from the NASRDA-CBSS, Nsukka and ASMoE, Awka. |
| Astrotourism Development in West African Countries and Sites Mapping for Tourists | West African Countries – Nigeria, Cameroon, Mali, and Guinea | Astrotourism uses astronomy, stargazing and planet observation for tourism across the globe, but in West Africa, it is underexplored, which needs to be harnessed for cultural and economic opportunities. Countries like South Africa, Namibia, and Kenya have made strides in integrating stargazing with tourism; West Africa has yet to fully harness this opportunity (http://euronews.com/travel/2024/12/12/starlight-star-bright-the-rise-of-astrotourism-is-drawing-travellers-to-the-dark-skies-of-). Most West African countries have rich cultural heritage, dark skies and astronomy tourism infrastructures. The West African Regional Office of Astronomy for Development (WAROAD), through the collaborative effort of its partner countries (Nigeria, Cameroon, Mali, and Guinea), proposes to explore potential astro-tourism sites in these countries and proper cataloguing of these sites for tourism.
This project in partnership with WAROAD regional coordinators of Nigeria, Cameroon, Mali, and Guinea will use identified astrotourism facilities/sites for astronomy development in their countries. The West African countries involved will use astronomy infrastructures in their countries like telescopes and observatories; dark skies with minimal light pollution to view the night sky; and cultural heritages with traditions and folklores tied to celestial objects. This project will train local guides and the local communities on astrotourism. Involving local communities will help strengthen astrotourism by combining scientific sky observations with culturally meaningful experiences. Also, this project will provide optical telescopes to countries that need them for astronomy education and tourist activities. During the last WAROAD regional meeting dated 9th March 2025, the country coordinators of Mali and Guinea indicated the absence of functional optical telescopes in their countries. This project aims to provide these countries and more with telescopes, which will be used in their countries for astronomy education and public enlightenment. The major activities of this project will include the organization of astronomy activities at designated astrotourism sites and its geo-coordinate identification. The location and geo-coordinates of these locations will be properly mapped as astrotourism sites in West Africa. The astronomy activities at these identified tourism locations by WAROAD country coordinators will include open days for telescope use, visits to observatories for astronomy outreach, stargazing activities, and the study of constellations in the night sky of the northern hemisphere. |
| Cultivating Scientific Temper Through Astronomy in Student Communities of North Kerala | India | ASTRO Payyanur (Astronomical Studies, Training and Research Organization) is a volunteer-driven amateur astronomy society with 19 years of grassroots experience in astronomy outreach across North Kerala. Since its founding in 2006, ASTRO has conducted hundreds of free astronomy sessions in schools, colleges, libraries, and community spaces, engaging thousands of learners and promoting scientific temper in rural and semi-urban communities. Our centre, located on a hilltop in Payyanur, houses three telescopes (6-inch, 8-inch, and 10-inch), a model planetarium, and an emerging science exhibit space, serving as a hub for community-based science learning in North Kerala, India.
Despite Kerala’s strong literacy, students in Kannur and Kasaragod districts face serious gaps in hands-on Astronomy education. Most rural schools lack access to telescopes, planetariums, or inquiry-based science activities. For many children, this project will be their first telescope experience. At the same time, superstitions around celestial events (eclipses, comets, planetary positions) continue to influence communities, underscoring the need for science engagement. Teacher trainees also lack exposure to practical astronomy education, weakening their ability to foster curiosity in future classrooms. In 2026, in the 20th year of this journey, we aim to expand this mission in collaboration with the IAU Office of Astronomy for Development (OAD) with a flagship year-long project that will focus on cultivating scientific temper through hands-on astronomy education including observation through telescopes, reducing misconceptions using astronomy as a tool, addressing the persistent gap in experiential STEM learning among student communities of Kannur and Kasargod districts in Kerala, India. The project is aiming to benefit around 1000 well-diverse and direct student participants in 2026, with long-term impact sustained through permanent exhibits, upgraded equipment, and trained volunteers and school teachers. With OAD support, ASTRO Payyanur can scale its grassroots model into a stronger, sustainable initiative for student communities in Kasaragod and Kannur districts. These activities directly tackle poor access to experiential science education, counter misconceptions, and strengthen teacher and volunteer capacity building by using Astronomy and Sky-watching as tools. They align with SDG 4 (Quality Education), SDG 9 (Industry, Innovation & Infrastructure), and SDG 10 (Reduced Inequalities). |
| Dark-Sky on Air: Increasing Dark Sky Awareness and Tinkering Skills of Boarding School Students in Southern Sumatera (SumBagSel) with Sky Brightness and Weather Conditions Monitoring Initiative via Amateur Radio based Automatic Packet Reporting System | Indonesia | In Southern Sumatra, spanning Lampung, South Sumatra, Bengkulu, Jambi, and Bangka Belitung (total area: 211,566 km²), astronomy education and community engagement remain underdeveloped compared to thriving astronomy hubs in Northern Sumatra and Java. Despite the presence of institutions like the Sumatera Institute of Technology (ITERA) in South Lampung, low public awareness and limited resources hinder astronomy’s potential as a gateway to STEAM education. Schools and orphanages often lack resources to engage students in meaningful STEAM experiences at night. Yet, these same institutions could become hubs for citizen-science initiatives that could address local challenges like pollution and disaster preparedness if provided with simple, cost-effective tools, and mentorship. We propose a scalable and community-driven initiative to boost astronomy engagement and STEAM skills in Southern Sumatra through a Sky Brightness and Weather Monitoring Network. This project utilises low-cost devices, amateur radio technology (Automatic Packet Reporting Systems, APRS), and open-data platforms to empower students in these boarding facilities. To achieve the goal we intended, we plan 3 different activities. The first is hosting 1 day training of trainers (ToT) inviting trainers from AMSAT-ID (amateur radio satellite of Indonesia) as co-speakers. The ToT targets 50 people: university students, amateur radio enthusiasts, local astronomy clubs (KALA and IAAC) and youth community leaders around Southern Sumatera at Itera. The session will also be live-streamed at the OAIL youtube to spark interest region-wide and recorded for broader dissemination. The ToT will ensure that the trainers gain sufficient skill and materials to lead subsequent workshops and ensure consistent project delivery. The next activity is regional workshop. We will do 3 hands-on workshops at Central Lampung, South Sumatera, and Bengkulu, each 30 students and 15 teachers, with previously trained trainers. The workshops will be 2 days each, 4 modules: importance of dark sky and community-based initiatives, applications of open data, electronics, and amateur radio in astronomy and disaster management, Building and installing APRS-connected sky brightness and weather monitoring devices with affordable electronics, and basic programming tutorials to analyze and visualize collected data/ similar data. Each workshop will involve trainers from the ToT with Indonesian and local language as medium to ensure mentorship and local ownership. After 3 sessions are held, we will organise a hackathon, competition with prizes for students, targeting 30 groups as participants to establish regular online-check-in with trained participants to ensure device functionality and community engagement. With a larger scale hackathon, the awareness could spread in larger area. We will produce open-access training materials to enable replication in other regions and public data for innovative uses. |
| Étoiles d’Espoir RDC26 | DRCONGO | In many disadvantaged areas of DR Congo, young people lack access to quality science education. Lack of equipment, pedagogical training and intellectual stimulation contribute to a growing disinterest in science, limiting their educational and professional prospects. The Étoiles d’Espoir – RDC26 project aims to rekindle scientific curiosity in children and teenagers aged 8 to 15 in Kongo central one of the regions in my country, using astronomy as an accessible, inspiring and culturally relevant learning vector. Astronomy, as a science of observation open to the universe, helps develop wonder, critical thinking and understanding of fundamental concepts in physics, mathematics and the environment. Proposed solution: We will organize astronomy workshops in schools or community centers in underprivileged urban and rural areas. These activities will include: ● Sky-watching evenings with mobile telescopes, ● Practical workshops (building models, lunar phases with simple objects, constellations), ● Celestial storytelling sessions combining science and local culture, ● The creation of school astronomy clubs supervised by trained students or teachers in the basics of astronomy and the use of an amateur telescope ● Educational mini-challenges to motivate participants. The project will cover three pilot areas (Mbanza ngungu, Matadi and Boma) and involve trained local animators, ensuring a lasting transfer of skills. It will aim to reach around 300 young people directly, and up to 1,000 indirectly via community clubs and events. |
| Intelligence & Astronomy 2025 | Greece | Despite the transformative power of Artificial Intelligence (AI) and its rapidly growing role in scientific discovery, most secondary-school students, educators and their families possess only a superficial or fragmented understanding of AI’s principles, tools and real-world applications—especially in the context of Astronomy. This limits their capacity to participate meaningfully in data-driven science, to develop critical digital-literacy skills and to imagine how AI could help tackle tomorrow’s challenges, from analyzing telescope data to predicting space weather. Intelligence & Astronomy 2025 (IA_2025) will bridge this gap by delivering a coherent, multi-layered programme of seminars, hands-on workshops and community outreach events that demystify AI and embed it directly within astronomical contexts. Through sequenced learning pathways—from no-code introductions to intermediate Python-based labs—we will empower learners to explore AI concepts, experiment with real astronomical datasets, and contribute to citizen-science initiatives.
The activities include (i) “Science Café” (open to the public with invited experts). [What is AI?” (machine learning, neural networks, big data, ethics, AI in Everyday Life” (eg. voice assistants, recommendation engines, smart cities, astronomy and science], (ii) “Hands-On Workshops” for teachers [“AI in Astronomy“ – AI & Astronomy, historical milestones, present-day sky surveys, future missions] and students [“Exoplanet Discovery with AI” & “Solar Activity Forecasting”] (pre-trained models in Google Colab—image-classification of stars vs. galaxies; interactive notebooks with step-by-step guidance. Build & train a simple Convolutional NeuralNetwork on small astronomy datasets (e.g. Hubble images, MNIST placeholder); explore transfer learning and basic anomaly detection. Hosted on GitHub, fully documented and reusable.). Dissemination & Impact Assessment. We will develop/publish on the the https://justourschool.wordpress.com/ site and also develop social-media (eg instagram, hastag, logo) campaign to share project outputs. We will conduct pre and post-event surveys to measure changes in AI literacy (target: +30 % self-reported confidence) and report findings in a final evaluation. By embedding AI directly within authentic astronomical inquiry—supported by tailored materials, progressive workshops and community-driven research—IA_2025 will foster a new generation of digitally empowered learners ready to explore the universe with intelligent tools. |
| Kokino-Sky: From Ancient Skies to Modern Discoveries | North Macedonia | Young people in North Macedonia often lack access to inspiring science education and meaningful connections with their cultural heritage. Many express a desire to leave the country, reflecting a weakening sense of belonging and identity. Cultural literacy and awareness of local history are declining, while school visits to heritage sites have dropped due to reduced funding and exam pressures. At the same time, astronomy captures imaginations like few other sciences—its vastness, mystery, and visual appeal make it a powerful tool for education and empowerment. KokinoSky harnesses fascination with the cosmos to foster appreciation for heritage, strengthen identity, and support sustainable development through education and cultural tourism. Our project includes Kokino, a 3,800-year-old megalithic archaeo-observatory, a unique educational opportunity. Recognised by UNESCO and often called the “Stonehenge of the Balkans,” Kokino links ancient cosmologies with modern science. The site receives 10,000–15,000 visitors annually, mainly international tourists, showing strong potential for synergy between education and tourism. The pilot will involve a high school where the physics teacher is a collaborator, ensuring student engagement and continuity. While the school is not rural, it reflects typical challenges in Macedonian science education: limited resources, minimal astronomy exposure, and little integration of heritage into the curriculum. The project will include: -3-day student workshop: Day 1 astronomy and sky observations; Day 2 Kokino visit with cultural interpretation and night observations; Day 3 storytelling, heritage exploration, and creation of digital exhibits, refined at home. -teacher workshop with 10–15 teachers, held after student activities, to share lessons and produce open-access resources. Sessions will be filmed and made freely available online. We require a portable amateur telescope with camera and accessories. While not the focus, the telescope is a vital tool—enabling direct observation, astrophotography, and student-created materials. Since the Macedonian Astronomical Society has no telescope, this investment builds lasting national capacity. After the project, it will remain with MAS for school loans, mobile outreach, and future initiatives. The project aligns with Theme 1: Sustainable, Local Socio-Economic Development through Astronomy, by: -Encouraging exploration and pride in heritage, addressing youth disengagement and emigration -Supporting Kokino and similar sites for cultural tourism -Empowering educators with innovative, interdisciplinary tools -Ensuring gender balance, with equal participation and female role models -Inspiring youth to see themselves as part of a shared cosmic and cultural story. By showing students that the stars have always belonged to their sky and stories—not just to telescopes or textbooks—we help them imagine new futures as explorers and creators of their own scientific and cultural narratives. |
| Moving Planetarium | Nigeria | Many universities in southeastern and south-southern Nigeria lack access to immersive and practical tools for teaching and learning astronomy and space science. Most science departments offer only theoretical instruction with limited opportunities for visualization, hands-on engagement, or interdisciplinary exploration. This has resulted in low interest in space-related careers, weak science communication infrastructure, and minimal public outreach by institutions of higher learning. The absence of platforms for experiential learning in astronomy hinders innovation, critical thinking, and the growth of a scientifically curious and informed student population. Additionally, many schools in rural and peri-urban areas have never had access to a planetarium or hands-on astronomy outreach experience hence there are 2 functional planetaria in Nigeria (CBSS mobile planetarium and Afe Babalola Planetarium). This educational gap contributes to low interest in STEM (Science, Technology, Engineering, and Mathematics) subjects and careers. This show will inspire and lead to more students getting into STEM and by extension choosing careers in astronomy. It has been shown that increased GDP is linked to Astronomy development (Guevara et.al, 2005). To address the limited access to experiential astronomy education and weak science communication capacity within universities in southeastern and south-southern Nigeria. Hence, we propose a Mobile Planetarium Tour that brings immersive space science experiences directly to higher education institutions across the region. This solution leverages a portable, inflatable digital planetarium to: 1. Enhance science learning through visually rich, interactive shows that make abstract astronomy concepts tangible and exciting for students. 2. Build faculty and student capacity by offering workshops, establishment of astronomy clubs training on integrating astronomy into science education, using low-cost tools and open-source resources. 3. Foster interdisciplinary interest by demonstrating how astronomy connects to physics, mathematics, environmental science, history, and cultural studies. 4. Promote science outreach, and communication by enabling universities to serve as outreach hubs, engaging both their student communities and the wider public. Planned Activities 1. Planetarium Exhibitions at University Campuses: Host immersive dome-based shows in selected universities, targeting science and non-science students, faculty, and the public. 2. Astronomy-Themed Lectures and Interactive Shows: Curate programs on space science, climate and earth systems, African star knowledge, black holes, and careers in astronomy. 3. Public Science Nights & Community Engagement: Hold public lectures or night-sky storytelling sessions. 4. Resource Distribution and Knowledge Exchange: Share digital resources, astronomy kits, and open-access materials. 5.Documentation and Impact Evaluation: Record the tour through videos, testimonials |
| Museum of History of Astronomy | Armenia, regional countries and international visitors | Armenia is one of the cradles of ancient science, where astronomical knowledge has been developed, preserved, and transmitted for millennia. From prehistoric observatories such as Karahunge (Zorats Karer) and Metzamor, to medieval scholar Anania Shirakatsi, and the modern Byurakan Astrophysical Observatory (BAO), Armenia’s contribution to astronomy is both ancient and ongoing. Despite this rich heritage, knowledge of Armenia’s astronomical past remains fragmented and largely inaccessible. While BAO hosts a memorial museum dedicated to Viktor Ambartsumian, there is no comprehensive institution presenting Armenia’s full astronomical heritage in a way that serves education, community empowerment, and sustainable development. Armenia faces challenges in science education and public engagement. Access to informal STEM learning is limited, especially in rural and underserved areas, and young people often lack inspiring platforms to connect with their scientific heritage and contemporary research. At the same time, Armenia’s rich cultural and scientific resources—including ancient observatories, petroglyphs, medieval manuscripts, and modern astronomical instruments—are underutilized for science tourism, limiting opportunities for local income, job creation, and community development. The absence of a dedicated astronomy museum prevents these resources from addressing these developmental gaps. We propose establishing the Armenian Astronomy Museum on BAO premises by renovating 250 sq. meters of existing space. This approach avoids costly new construction while revitalizing BAO’s facilities. The museum will integrate Armenia’s ancient, medieval, and modern astronomy into an immersive, interactive space enhanced by digital technologies, including VR/AR, touchscreens, and educational games. Exhibits will include: -Models of ancient observatories (Karahunge, Metzamor) -Rock art with astronomical significance (petroglyphs) -Ancient Armenian calendars (e.g., Hayk’s calendar, 2492 B.C.) -References to astronomical phenomena in historical manuscripts (eclipses, comets, supernovae) -Contributions of medieval Armenian astronomy, including Shirakatsi’s works and sky maps -BAO’s instruments, discoveries, and achievements of world-renowned Armenian astronomers The museum will transform Armenia’s astronomical heritage into a platform for human development: -Science Literacy & Education: Engaging students, teachers, and families in STEM learning outside the classroom, fostering curiosity and lifelong learning. -Youth Empowerment: Opportunities for young people as volunteers, guides, and trainees in science communication, heritage preservation, and tourism skills. -Community & Economic Development: Increased tourism to Byurakan generating income for local businesses and creating employment opportunities. -Cultural Identity & Pride: Showcasing Armenia’s heritage globally, inspiring future generations. |
| Stars Without Borders: Astronomy for Healing, Hope, and Belonging | United States, serving undocumented students from Latin America, West Africa, Southeast Asia, and Caribbean communities through Freedom University. | In Georgia, undocumented students face systemic exclusion from public universities, financial aid, and support services, creating barriers to educational advancement and contributing to chronic stress, anxiety, and isolation. This project addresses these dual challenges by creating a healing-centered astronomy program that integrates college-level science education with emotional support and cultural connection.
Our semester-long pilot combines three core components: (1) weekly planetarium sessions equivalent to AST 100 coursework covering celestial motion, planetary systems, stellar evolution, and cultural sky lore; (2) reflective peer-based support incorporating journaling, creative expression, and mental health awareness; and (3) a dark sky retreat for stargazing and community building away from urban stress. Astronomy serves as both scientific content and healing modality. As the night sky transcends borders and legal status, offering shared experiences that counter isolation. Cultural constellation stories validate diverse backgrounds while college-level content provides academic foundation often denied to participants. The IAU’s Astronomy for Mental Health guidelines inform our approach, emphasizing how space science fosters reflection, connection, and resilience in stressed communities. Expected outcomes include improved emotional well-being, increased science literacy, stronger community bonds, and a replicable model demonstrating astronomy’s potential for healing and inclusion. This innovative approach directly addresses educational exclusion while supporting mental health through culturally responsive, identity-affirming science education. |
| STEM Winter School for Girls | South Africa | Women in Science, Technology, Engineering, and Mathematics (STEM) remain significantly underrepresented in South Africa, particularly in rural areas. One major contributing factor is the lack of resources and exposure necessary to inspire and support young girls in these communities. Our project aims to address this gap by using astronomy as a tool to encourage and empower more girls to pursue STEM fields, with a specific focus on schools in rural regions.
To realize this goal, we plan to host a one-week winter school for approximately 20 Grade 9 girls during the June/July school holidays in Acornhoek, Mpumalanga Province. Grade 9 was chosen as the target group because it marks a critical juncture in the South African education system, where learners select subjects that will determine their career pathways in matric and beyond. Reaching students at this stage provides a unique opportunity to influence their choices toward science-based careers. The winter school program will primarily focus on astronomy lessons, complemented by activities in other STEM subjects, including physics, mathematics, and chemistry. Participants will take part in hands-on projects and attend inspirational talks delivered by women professionals in astronomy. They will also receive career guidance and participate in educational visits to leading astronomy facilities across South Africa. Astronomy has been chosen as the central theme because it is both inspirational and aspirational. South Africa’s global leadership in astronomy, through flagship projects like the Square Kilometre Array (SKA) and the Southern African Large Telescope (SALT), provides a powerful platform to capture the imagination of young learners and expose them to the vast possibilities within STEM. Selection of Participants Post-Program Impact Learning Components |
| Tactile Experience II: Astronomy for the Blind and Visually Impaired School Children | Nigeria | Education is meant for all and not limited to race, tribe, or the disabled in society, according to the United Nations Sustainable Development Goals (SDGs) on education. This project aims to ensure that children with special needs in our society are not left out of understanding the basics of our universe. This project proposes to take astronomy education to the blind and visually impaired children of Bethesda Home and School for the Blind (https://bethesdahomefortheblind.com/), Lagos State, Nigeria. This institution fills societal gaps in supporting individuals living with blindness by providing full accommodation, clothing, education, and vocational training for the blind. This project will be carried out with the guidance of special needs tutors using oral, pre-recorded audio, text readers, and hands-on educational methods (tactile model) for a better understanding of astronomy. The Centre for Basic Space Science and Astronomy-National Space Research and Development Agency, Nigeria (CBSS-NASRDA), and the Lagos State Ministry of Education will assist in the execution of the project. CBSS-NASRDA has trained scientists and the necessary educational materials that will help in this project, as they host the IAU West African Regional Office of Astronomy for Development (WAROAD). The Lagos State Ministry of Education will help in the printing of materials and logistics support for the project. This project will last for 4 days, as it will be conducted in different phases. Before the project execution, a one-day training for teachers, assistants, and facilitators will be conducted for the successful execution and continuation of the project post execution. The project resources will be left for the school for continued learning. The project will borrow a leaf from a previously executed project by the project team, Astro-Tac (https://astro4dev.org/tactile-astronomy-workshop-for-bvi-students-in-nigeria/ ), and others, like a touch of the universe and amazing space tactile astronomy. The activities of this project will increase participation in STEM-related activities among participants. |
