Eo

Restricted
Technical Report
RP/1979-80/1/4.4/02 SOMALI
DEMOCRATIC
REPUBLIC
Participation in the activities of M e m b e r
States in science and technology education
A Basic Science Faculty at the

Somali National University
by Filippo Accascina
Buri M o h a m e d H a m z a
Livio Scarsi
Serial N o . F M R / E D / S T E / 8 0 / 1 4 5
Paris, 1 9 8 0
SOMALI DEMOCRATIC REPUBLIC
A BASIC SCIENCE FACULTY AT THE

SOMALI NATIONAL UNIVERSITY
by Filippo Accasclna
Buri Mohamed Hamza
Livio Scarsi
Report prepared for the Government of

the Somali Democratic Republic by the
United Nations Educational, Scientific
and Cultural Organization (Unesco)
U N E S C O
Technical Report
Rp/1979-1980/1A* k/02
FMR/ED/STE/80/I14-5 (Accascina, etc.)
31 July I980
Unesco,.1980
Printed in France
- i -
INDEX
List of abbreviations
Summary of Recommendations
INTRODUCTION
.Origin of the Project
Terms of reference
Guidelines set by Somali National University authorities
Programme of work
Source of data and information
Structure of the report
Acknowledgements
REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMAL DEMOCRATIC

REPUBLIC SCHOOL SYSTEM
The School system in the Somali Democratic Republic
Pre-University education in basic science
. Vocational schools
. Secondary schools: ordinary and technical *
. Summary
The Somali National"University
. The College of Education - La Poole
General structure
The basic science Programme
Location and experimental facilities
Teaching language and textbooks
Teaching staff
Graduates in basic science disciplines '
Summary ...
. The Faculties of Agriculture, Industrial Chemistry,
Economics, Engineering, Medicine and Veterinary Science
General structure
The basic science programmes
Teaching staff
Summary *
ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT THE SOMALI NATIONAL

UNIVERSITY
Rationale for the establishment of a 3SF
Structure and objectives of the BSF
Departments of the BSF; "general guidelines, courses offered;
suggested curriculum
Department of Mathematics
Department of Physics .
Department of Chemistry
Department of Biology
FEASIBILITY STUDY FOR THE ESTABLISHMENT OF A BASIC SCIENCE

FACULTY AT THE SOMALI UNIVERSITY
General Remarks
Purpose of the Basic Science Faculty
Working hypothesis "
- il -
PAGE
Language teaching ' 38

Provisions for development and costs 38
Department of Mathematics 39
Department of Physics 39
Department of Chemistry "^
Department of Biology - "^
Provisions for overall costs ~ ^
SUMMARY OP RECOMMENDATIONS 55
APPENDICES 57
I - References 57
II - Pre-University Level, Statistical data 5
IH - Secondary School: Content of Basic Science Courses 2
IV - SHU College of Education, La Foole. Content of
Basic Science Courses 77
V - 5NU - Scientific Faculties; Content of Basic Science
Courses 85
VI - SNU Faculty of Basic Science: Content of courses.
offered 88
- iii -
LIST OF ABBREVIATIONS
Somali Democratic Republic , SDR

Somali National University , SNU
Basic Science Faculty BSF
Basic Science BS
Biology B
Chemistry C
Economics E
Language L
Medicine ... . M
Physics P
Veterinary V
Agriculture - A
for course codes, see Figure 12.

- iv -
SUMMARY QF RECOMMENDATIONS
1. A Faculty of Basic Science (BSF) should be established within the

Somali National University with the following purposes:
i. Preparing of Basic Science Teachers for the Secondary School
ii. Preparing of Basic Science experts in Mathematics, Physics,
Chemistry and Biology
iii.Post-graduate training in Basic Science disciplines
iv. Course offering in Basic Science disciplines to the
Scientific Faculties of the Somali National University
v. Consulting and service offering to Governmental Agencies
(e.g. in Informatics, Data Banks, Food control, Health
. control ...)
vi. Conducting research activity in the various related disciplines.
2. The Basic Science Faculty should be structured in four Departments,

(Mathematics, Physics, Chemistry, Biology). Each Department should,
in turn, be subdivided into internal Sections, following the
grouping in like activities. Each department shall also be
autonomous for the' operation in its specific sector, but tied to
the BSP for general policy and the provision of large facilities.
Finally, each Department should, lastly, be guided by a Head of
Department, while the Faculty should be controlled by a Dean.
3. The BSP should offer a degree (equivalent to the Italian "Laurea")

with a four-year curriculum. Each Department of the ESP should
. offer two types of degree: Basic Science Education (with a Major-
Minor system), and a degree in the specific discipline of the
Department concerned.
k. The final location of the Basic Science Faculty should be in the

- Somali National University new Campus.
5. The BSP should start operating during the Academic Year 1982, with
the activation of the first two Semesters and of the service eourses
to the other scientific Faculties of the SNU. Completion should
be reached in 1985
6. As a consequence of the offering of the Basic Science-Education

Degree by the BSP, the Department of Mathematics, Physics,
Chemistry and Biology of the University College of Education at
La Foole should be merged in the new Faculty.
7. In the feasibility study of .the present Report, the BSP has been
conceived with the main idea of rationalizing the employment of the
existing facilities and human expertise, with a view to attaining
full Somalization of the Faculty as soon as possible. Expatriates
should be employed only when strictly necessary, where local
expertise is unavailable, for training purposes or for maintaining
the complement of teaching staff.
ACTION PROPOSED FOR I98I
a. Mame the BSP Dean and the Heads of the four Departments
b. Constitute a "BSP Technical Committee" consisting of the

BSP Faculty Dean, Department Heads, administrative experts,
and a number of expatriate experts (two to four) with the
following duties:
1. Perfection of curriculum planning details and course
distribution for the Faculty
2. Identification and recruiting of teaching staff
(Somali and expatriate)
3. Organization of infrastructures, with a view to
starting activity in 1982
k. Coordination with the responsible persons within other
SNU Scientific Faculties, the "Service Courses in Basic
Science disciplines" scheduled for 1982 (Content of the
courses, teaching staff, classrooms, facilities ... )
c. Provide for the closing down of the Basic Science activity at

La Foole with 1982, (addressing the problem of students
enrolled in 1981 and expected to graduate in I982).
FOR ACTIVITY DURING 1981, COSTS ARE EXPECTED TO BE IN THE REGION OP

80,000 US DOLLARS (60.OOO US DOLLARS FOR THE EQUIVALENT OF 12 man/
months OF EXPATRIATE EXPERTS AND 20,000 US DOLLARS FOR TRAVEL EXPENSES
v
- 1 -
j "INTRODUCTION
Origin of the project
1. At the request of the Government of the Somali Democratic Republic, the

Director-General of Unesco arranged, under the Organisation's Participation
Programme for 1979-1980 for the following two consultants to carry out a
study of the feasibility of establishing a Faculty of 3asic Science at the
Somali National University:
Professor Pilippo Accascina, Professor of Chemistry at the

University of Rome, Italy, .whose mission lasted from 2 to 21
October, 1979; and
Professor Livio Scarsi, Professor of Physics at the University

of Palermo, Italy, whose mission lasted from 23 November to
13 December, 1979-
2. Their terms of reference required them to:
i) Review the basic science degree programmes in the College of

Education;
ii) Review the basic science courses .now offered in the other
existing faculties of the Somali National University and
evaluate their content;
iii)Explore ways and means of integrating existing facilities,
staff, and equipment to establish a Faculty of Basic Science
involving mathematics, physics, chemistry and biology;
iv) Draw up a feasibility study for ar Faculty of Science'which,
in addition to catering for the requirements of the university
in basic science would also provide the foundation for the
strengthening of science education throughout the country.
3. On 6 October 19795 the President of the Somali National University desig-

. natd Mr. Buri Mohamed Hamza, Head of the Department of Biology at the Somali
National University's College of Education at La Foole,_to join the two
consultants.
k. Guidelines laid down by the Somali National University Authorities
In a meeting on 6 October.1979 in Mogadishu, between the President of the

Somali National University, Dr. Mohamed Hassan Mudei, the University Acting
President Dr. Mohamed Abdi Nur, Professor Filippo Accascina, Dr. Buri Mohamed
Hamza and Professor Livio Scarsi, the following guidelines were specified by
the University Authorities.
a. The planned Faculty of Basic Science should be structured on four

departments: Mathematics, Physics, Chemistry and Biology.
b. The curriculum should be based on a duration of four years.
c. The Faculty should offer a degree equivalent to the Italian "Laurea"
(same as for the other existing Faculties at the Somali National
. University) for each of the disciplines corresponding to the
Departments.
- 2-
d. The curriculum for Chemistry in Basic Science should be

differentiated from that presently given by the Faculty
of "Chimica Industriale" which should in turn be restruc-
tured in future and characterized more specifically toward
application in Chemical Engineering.
e. The Basic Science Faculty should take care of the courses
related to basic science for the scientific Faculties
presently operating at the Somali National University and
to any others which might be activated in future (e.g.
Marine Science).
f. The teaching staff on Basic Science related disciplines for
the Somali Democratic Republic Secondary School System
should be recruited between the graduates from the Basic
Science Faculty. As a consequence, the College of Education
at La Foole should be restructured and charged specifically
with providing courses in Education for the Basic Science
Faculty.
g. The choice of language for the new Faculty should be left open
for the time being. Presently "while Somali is adopted in the
Secondary School System, Italian is the language of the Applied
Science Faculties at the Somali National University (with some
courses in English at the Faculty of Agriculture) and English
is the language at the University College of Education.
h. The new Faculty should be located on the Campus of the
University, now under construction.
i. The Faculty, if approved, should start being operational by
1982, with some activities already beginning, in 1981, possibly
on the campus of Gaher.
j. The Feasibility Study should provide indicative figures for the
staff requirement along with a financial estimate.
Programme of work
5. The programme of work to meet, the Project requirements was organised as

follows, after discussion with the Authorities of the University and
with the approval of Unesco:
a. Data collection, in loco inquiry, briefings, general policy

discussions-, first draft of report: 1 October to 1 December,
1979.
During this period the following missions were carried out:
- Professor Filippo Accascina - in Mogadishu from 2 October
to 22 October
- Professor Livio Scarsi - in Mogadishu from 2U November to
12 December
b. Drafting of the final report: January-February I980.
Sources of data and information

6. Data,and information relevant to the Project have been obtained from the
following sources, either through direct consultation or by analysis..
of written documents:
- 3 -
'- The Somali National University '- The consultants had several
meetings with the University President, Dr. Mohamed Hassan Mudei,
the Vice-President, Dr. Mohamed Abdi Nur, the Deans and tha
Coordinators of the University Scientific Faculties, and tne
Dean and the Heads of the Science Departments at the College of
Education at La Poole.
- The Ministry of Culture and Higher Education
- The Ministry of Education: in particular the "Office of
Curriculum and Textbook preparation" and the "Department of
Technical and Secondary Educa-tion".
- The State Planning Commission
- The Somali Engineering Consulting Agency
- The United Nations Office in Mogadishu, incorporating the local
Unesco branch.
7. In Appendix I, references of the more relevant reports and documents

consulted are listed.
Acknowledgements
8. The consultants wish to express their appreciation for the. advice and the
assistance given to them by the Ministry of Culture and Higher Education
and in particular by the Minister Mr. Ahmed Ashkir Bootan; the President of
the Somali National University Dr. Mohamed Hassan Mudei; the University
Acting President Dr. Mohamed Abdi Nur; the Deans and Coordinators of the
various Faculties and in particular Dr. Abdirisacq Osman Hasan of the Faculty
of Industrial Chemistry; Dr. Ibrahim Mohamed Abdi of the Faculty of Economics
and Dr. Ali Abdirahman Hersi of the College of Education at La-Foole; the
Ministry of Education and in particular Mr. Abdiriman Timir Ali of the
Curriculum Office, Mr. Hasci Yasin Adan, Director of the Department of
Technical and Secondary Education; Mr. Mohamed Ismail Mohamed, Mr. Dahir
Beigsi Deria, Mr. Husein Osman Aware, all of the Secondary School Department;
the State Planning Commission and in particular its Chairman Dr. Ahmed Habib
Ahmed and Professor Beccari; the Engineering Consulting Agency and in
particular Dr. Ahmed Sherif; the United Nation Office in Mogadishu and in
particular the U.N.D.P. Representative Mr. Clav Svennevik; the Assistant
Resident Mr. S.B. Rajbhandary and Mr. Yusuf A. Abdillah, U.N.D.P. Senior
Programme Assistant. -
REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMALI DEMOCRATIC REPUBLIC SCHOOL

SYSTEM
The School system in the Somali Democratic Republic
9. Figure 1 Illustrates the General Education System in the Somali Democratic

Republic. The duration of schooling indicated is that adopted in 1978/79,
with the exception of the Primary School for which a duration of eight years
(to be enacted starting I980/8I) is indicated instead of the present six
years.
Pre-university education in basic science
10. Appendix H summarizes the essential statistical data regarding the

pre-university level. Although an introductory approach to basic science
at the level of elementary mathematics and of "scientific observations", is
- k -
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- 5-
already given in the primary school, the teaching of basic science

disciplines as such (mathematics, phrsics, chemistry and biology) takes
place in secondary education. In regard to the plans for a future
Basic Science Faculty, attention is drawn essentially to the secondary
level school.
Vocational schools
11. In the programmes of this type of secondary school, emphasis is placed on

the specific directions which each institution elects to follow. Technical
courses "are prevalent with-mathematics and other science disciplines being
taught with a view to practical application. The course level for basic science
does not normally involve the depth or specialization which would require a
teacher with full University training.
12. It is the opinion of the authors of the present report that, with a few
exceptions, teachers for the basic science disciplines in vocational schools
should normally be recruited from among graduates of secondary ordinary or
technical schools, after a specific qualification training lasting one or two
years. This training would be offered by the Basic Science Faculty at the
University.
Secondary Schools; Ordinary and Technical
13 The following observations and conclusions mostly concern the ordinary

schools; in the case of technical schools, conditions primarily depend on
the structure and orientation of the particular institutions involved. We can
say in general that in technical schools a greater emphasis is given to
application, leaving to Basic Science the role of providing a general scientific
" background.
1^. In the ordinary schools, out f a total of 36" hours/week, kcrf> are devoted to
basic science:, specifically 5 hours/week for mathematics and 3 hours/week
for each of the other related disciplines .(physics, chemistry and biology). The
approach is parallel for the four years students spend at the school, with each
discipline having a programme developed over those four years.
15 A considerable effort has been made in recent years to rationalize teaching,

taking into account the following two determinant factors:
a) The introduction of Somali as the-language of the Secondary Ordinary

School, while English, together with Arabic, is included in the
curriculum as a foreign language. For the Technical School, English
still remains the main teaching language.
b) The urgent need to expand secondary school capacity. For the
ensemble of the ordinary and technical schools enrolment is expected
to rise from about 7,000 in I977/78 to about 30,000 in the year
1981/82.
16. A first important step has been the projected publication of standard text-
books in Somali for the basic science disciplines. The syllabus for
mathematics, physics, chemistry and biology is reported in Appendix III, The
programmes adopted are quite extensive and detailed; if properly covered,
they should in practice be sufficient.to provide the necessary background for
later university studies or for immediate entry into productive sections of
the economy. In general, we can say that, with the provision of proper coverage,
the course content and programmes in Basic Science are at the level required
to meet the-standards of a modern nation.
- o -
17. The teachers for the secondary schools, are provided ; by the University
College of Education of La Poole. Figure 2 gives the staff enrolment
for the year 1978/79
Figure 2. TEACHING STAFF IN BASIC SCIENCE DISCIPLINES IN THE SECONDARY

ORDINARY AND TECHNICAL SCHOOLS ( 197^/79 T
School Mathematics Physics Chemistry Biology
Ordinary 101 57 ^7 - 31
Technical ! 15 11 k Ik
1
18. The grand total amounts to 286 teachers for basic science out of 692 for -
all disciplines for the ordinary school and correspondingly to kk out of
1V7 for the technical.
19. Up to I976* the graduates from La Foole followed a four-year curriculum

(see Sec. 2.3) From spot sailing and interviews, it appeared to the
authors of this Report that their level can be considered good to excellent,
in any case adequate to the teaching duties to which they are assigned in the
Secondary Schools. Starting in 197" the La Foole curriculum has been reduced
to a two-year duration, although programmes and course syllabuses have officially
been left unchanged. The compression to two years has derived from the need to
increase teacher enrolment to meet the demand created by rapid School expansion.
Although the balance between quality and quantity is positive, at present some
problems still exist.
20. One immediate difficulty is that of an acceptable coverage of basic science

programmes, which because of their dimensions and ambitious standards
require highly trained and experienced staff. A second is that primary schools
are now beginning to level off to a normal growth rate, whilst Secondary schools
are still expanding, rapidly.- After I985, primary school graduates will probably
find secondary schools have also attained numerical equilibrium. School
standards ought to be raised to a-higher level by that date; this will be
necessary throughout the system, but in particular for the. basic science
disciplines which constitute its backbone.
21. A full University degree (four-year curriculum) will be necessarily required

for new teacher intake. Refresher and requal.ification courses should then
be provided for previously enrolled teachers.
22. The subject of preparation of secondary school teaching staff for basic
science will be raised in the following sections, in connection with the
curriculum plans for the Basic Science faculty.
- 7 -
Summary
23. Mathematics, physics, chemistry and. biology are a substantial .

part of the curricular structure in the secondary school
system. !
2k. In the vocational school, the curricular structure does not

usually require a_ deep lsnowledge of basic science disciplines
similar to that of teaching staff at university level. The I
basic science teaching staff should be recruited from |
secondary school graduates with a specific qualification
training of one or two years, offered by the planned Basic j
Science Faculty.
25. In the secondary ordinary school, the extension and depth of

the syllabus for the basic science disciplines requires
teaching staff with specializations at university level. The
present teaching staff is composed of graduates from La Foole
College of Education, most deriving from the two-year
compressed programme enacted in 1976. The trading of quality
for quantity which resulted from the change to a two-year
programme from the original four years at La Foole seems to
have had negative results. In future the teaching staff
should be recruited from graduates from a full four-year uni-
versity programme as the one which will be offered by the
planned Basic Science Faculty.
The size of the teaching staff required in future years can be
deduced from the figures for 1979 (see Figure 2).
26." Technical secondary schools, because of their structure, defy

detailed assessment of staff requirements. The numbers of
basic science teaching staff (all from La Foole College of
Education) are shown in Figure 2. Here again, staff require-
ments for future years can be deduced from the 1979 figures.
THE SOMALI NATIONAL UNIVERSITY
The College of Education - La Foole
General structure
27. The College of Education was first established in 1963 as the National
Teacher Education Centre (NTEC) with the primary aim of producing
primary and intermediate school teachers.
28. In 1968, NTEC was upgraded to a full four-year degree-granting institution

with the major task of preparing students for Secondary School teaching;
the original NTEC programme was discontinued and its last batch of students
graduated in 1970.
-8 -
29 At present the College of Education is structured in four Divisions;
to each Division belong Departments corresponding to specific disciplines.
(Figure 3).
Figure 3. Structure of the College of Education
Division Departments
Social Sciences - History

- Geography
- Biology
Education - Physical education,

Health and Recreation
- Education
- Audiovisual Aids
Languages - English
- Arabic studies and
Religion
- Somali language
Science and Mathematics - Mathematics

- Physics
- Chemistry
- Biology
30. Students at the College of Education major in one field or discipline, as

represented by a Department subdivision, and minor in another, obtaining a
degree equivalent to Bachelor of Science (B.Sc). In addition to their major
and minor areas they are required to register for courses in professional
education as well as in general education. The general education requirements,
fulfilled by all students of the College irrespective of their major or minor
specialisations, are as follows:
English language, audio-visual aid, social - philosophy,

physical education for a total of 32 credit hours. The "credit
hours" value for a course is given taking into account the
number of hours per week, with a weighting factor related to
the relevance of the course. The courses in professional
education, for which the students are required to register,
include: introduction to education, philosophy and principles
of education, educational psychology, child development, and
measurement and evaluation, for a total of 12 credit hours.
31- Until 1976, the programme duration necessary to obtain a degree was four
years, each year being divided in two semesters of l8 weeks; starting in
I976, the programme duration has been reduced to two years with a subdivision
in six semesters, each of 1U weeks.
"The basic science programme
32. The basic science programme at La Foole is based on the Departments of

Mathematics, Physics, Chemistry and Biology.
-9 -
! a) Department of: Mathematics
The Department of Mathematics is part of the Division of Sciences ind

Mathematics. Figure k details the distribution of course offerings. With ,
the Major in mathematics, the College offers a Minor in physics or chemistry.
The course description is summarised in Appendix IV a.
b) Department of Physics
The Department of Physics is part of the Division of Sciences and '

Mathematics. Figure 5 details the distribution of course offerings. With the
Major in Physics, the College offers a Minor in Mathematics. The course
description is summarised in Appendix IV b.
c) Department of Chemistry
The Department of Chemistry is part of the Division of Science and

Mathematics. Figure 6 details the distribution of course offerings. With the
Major in Chemistry, the College offers a Minor in Mathematics. The course
description is summarised in Appendix IV c.
d) Department of Biology
The Department of Biology is part of the Division of Social Sciences.

Figure 7 details the distribution .of course offerings. With the Major in
Biology, the College offers a Minor in Chemistry. The course description is
summarised in Appendix IV d.
33 The four departments of Basic Science are located at La Foole, within the
Campus of the College of Education, near Afgai, about 30ton.from the Somali
National University Campus of Gaher and from the S.N.U. campus under construc-
tion.
3I+. Each of the Departments of Physics, Chemistry and Biology can count on a
hall for practical demonstrations, equipped with basic instrumentation
only suitable for the elementary level.
35 No experimental research activity is possible, due to the absence of adequate

modern instrumentation.
Language teaching and textbooks
36. English is the language adopted, both for textbooks and teaching.
Teaching staff
37 The teaching load of the courses at the four Basic Science Departments is
borne by Somali and expatriate lectures. The staff situation is given in
Figure 8.
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FIGURE 8. STAFF AT TEES SOMAL NATIONAL UNIVERSITY COTTAGE QF EDUCATION -

LA FOQLE. BASIC SCISNCS DISCIPLINES, ACADEMIC YEAR 1979
Depart nient No. of Faculty Nationality Qualifications

Members
Mathematics 3 . Somali 1 M.Sc; 2 B.Sc

1 German Dem.Rep. M.Sc.
3 Indians 2 Ph.D.; 1 M.Sc
3 Somali 1 M.Sc; 2 B.Sc.

Chemistry 1 Indian Ph.D
1 Germ.Dem. Rep. Ph.D
3 Somali 2 M.Sc; 1 B.Sc.

Physics 2 Germ.Dem. Rep. 1 M.Sc; 1 B.Sc.
1 Indian M.Sc.
Biology 2 . Somali 1 M.Sc; 1 B.Sc

1 Germ. Dem.Rep. Ph.D.
Total 21 11 Somali 5 Ph.D

5 Indians 9 M.Sc
5 Germ.Dem. Rep. 7 B.Sc
38. At the time of writing, there are ten Somali lecturers from La Foole
who are undertaking postgraduate studies abroad in different specializa-
tions in basic science disciplines:
FIGURE 9. SOMALI LECTURERS FROM LA FOOLE BASIC SCIENCE DEPARTMENTS

TRAINING ABROAD
. Department No. of
lecturers ~,5W Programme Country abroad
p-
Mathematics M.Sc 3 U.S.A.; 1 U.K.
Physics 3 Ph.D.; M.Sc; Denmark; U.K.;

U.S.A.
Chemistry 1 M.Sc U.K.
Biology 2 M.Sc Denmark; U.K.

- 15 -
203
TOTAL
200
!
O '.0
1980
JAN.
CM CM to m
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1977
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1976
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- 16 -
Summary
39 The basic science programme at the College of Education La Poole

is carried out by the Departments of Mathematics, Physics,
Chemistry and Biology. The Departments offer a Degree equivalent
to a B.Sc. with a major-minor system between the four disciplines.
kO. The programme is primarily designed to prepare students for careers

in secondary school teaching.
^1. The programme duration necessary to obtain a degree used to be four

years (over 8 semesters of 18 weeks each); it has now been reduced
to two years (over 6 semesters of 1^ weeks each). In principle the
number of courses and the course content has been left unchanged; .
in the opinion of the authors of the present report, the level of
preparation of graduates has lowered sensibly.
k2. No active research in the basic science fields is carried on at the

College Departments, both because of the lack of proper instrumenta-
tion and because of the heavy teaching load imposed on the staff.
k-3. Of the staff presently operating in the four departments (21 lecturers),
about 50$ is Somali. A sizeable effort for training lecturers abroad
is under way; the universities and colleges chosen for the training
programme (mainly M.Sc. degree level) are in English-speaking areas
(U.S.A., U.K., Denmark).
kh, English is the language used in the Basic Scienee Departments.
k-5. The graduate output per year is in the order of 20 for each discipline,
corresponding roughly to 20 - kO$ of the teachers presently enrolled
in the secondary ordinary school in the corresponding discipline.
The output value appears to be sufficient for the needs of secondary
schools in the years to come.
k-6. The course offering and the course content is adequate, with the
provision of a proper average (difficult'to obtain with the two
year compression), for the needs of training teachers for the
secondary schools. However, it appears insufficient for the require-
ments of a specialist on his own in the various basic- science
disciplines; the same can be said about the basic science course
level necessary for at least a part of the Applied Science Faculties
of the National University.
The Faculties of Agriculture, Industrial Chemistry, Economics, Engineering,

Geology, Medicine and Veterinary Science
hj. The Somali National University was founded in I969 with the two Faculties
of Law and Economics and the College of Education, La Foole. In 1971 the
Faculties of Industrial Chemistry and Agriculture were added, while in 1973
the Faculties of Engineering, Medicine and Veterinary Science began functioning.
- 17 -
k8. In the Academic year 1979-80 the new Faculty of Language enrolled its
first students. In the development plan for Somalia 1979-81 "Marine
Science" is included as a Faculty planned for the University.
k-9. The realisation of the university of Somalia has been assisted by Italy
which provided financial and organisational programmes through the
Technical Cooperation Department of the Ministry of Foreign Affairs.
General" structure
Faculty of Agriculture Faculty of Economics Faculty of Law

M
" Industrial Chemistry College of Education Faculty of Languages
" " Engineering (1st year)
!' " Geology
n n Medicine
" " Veterinary Science
50. The student population in 1979 was about 3000, with an intake of 800
students per year.
51. The Faculties of the SNU offer a k-year degree in the various disciplines. '
The level of the degree is equivalent to the Italian Laurea, which lies
between the "Bachelor" (B.Sc.) and the "Master of Science" (M.Sc). The
College of Education curriculum was of two years' length until 1976: since then
it has been compressed to a two-year curriculum (see Section 23l6).
52. The enrolment at the SNU is done by competition and is open to-all secondary
school graduates. Living expenses, textbooks and other facilities are
provided by the Somali Government.
53 The academic year is divided in two semesters (July-December and January-

June) with a final examination section at the end of each semester. An
exception to this is the College of Education for which the two years are
divided into three periods, each of l6 weeks.
The basic science programme
5^ In the present structure each scientific Faculty provides on its own for
the organization of the courses, in the four basic disciplines. Exceptions
to this rule are the Industrial Chemistry and Geology Faculties, which offer
identical courses in mathematics, physics and chemistry.
55 Figure 11 shows the distribution of basic science courses in the. scientific

faculties. (Appendix V lists the contents of the courses).
Mathematics '
56. This discipline is, at present, fundamental in all the seven scientific
faculties although with different levels of emphasis. The faculties of
Engineering, Chemistry, Geology and Agriculture offer two courses in different
semesters with programmes which are quite similar.
57 The Faculties of Medicine and Veterinary Science dedicate to Mathematics

one reduced course of only 50 hours which mainly deals with statistics and
does not take into consideration the fundamentals of algebra and calculus. It
seems,- on the .other hand, that a modern conception of medicine must consider
mathematics together with physics as basic compulsory courses.
18 -

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58. The Faculty of Economics offers two semestral courses in the fundamentals
of mathematics and a third one in applied,mathematics (financial and
statistics).
59. In a structure of the Somali University revised to include the planned
Basic Science Faculty, the various courses in mathematics can be
organized by the Department of Mathematics of the new Faculty. This would
have the advantage that teachers would work in the same department with the
possibility of using facilities such as the central library, computer, etc..
Physics
60. Physics at present is a fundamental discipline in six of the seven University
faculties, with the exception of the Faculty of Economics. Physics is
given greater emphasis by the Industrial Chemistry and the Geology Faculty,
which offer one course in the second semester and two courses in the third
semester. In addition, the Industrial Chemistry Faculty has a well -equipped
teaching laboratory. The Agricultural Faculty has one semestral course in
physics, with some simple practical experiments, while the Engineering Faculty
currently--organises the Physics Laboratory.
61. The content, and the extension of programmes are relatively similar for
Chemistry, Geology and Engineering and - approximate to the standard
curricular requirements fulfilled by European Physics Departments.
62. The Faculties of Agriculture and Veterinary Science offer a compressed

programme of one semester (120 hours), while the Medicine Faculty offers
a reduced course of only 6o hours.
63. The Physics Department of the planned Basic Science Faculty could take care
of the organisation of the physics courses of all the scientific faculties,
an arrangement which would eliminate the high cost of conducting different
inventories in the various faculties. Furthermore, essential research activity
could be carried out in the same Department, making use of its general facili-
ties, equipment, computer, workshop, central library, etc.
Chemistry
6k, The fundamentals of chemistry are taught in six of the seven faculties, the
exception being the economics faculty. The Faculty of Economics should
certainly institute a basic chemistry course covering the merceologic aspect
of the economic sciences.
65. Leaving out the Industrial Chemistry Faculty, for which chemistry is the
professional discipline, all the other faculties set aside a large
percentage of teaching time in the first and seoond semester for chemistry.
Programmes are very similar qualitatively with the exception of veterinary
science and medicine. In the second and third semester, the Faculty of Geology
follows the same programme as the Faculty of Industrial Chemistry, without,
however, offering laboratory facilities to students Among the other scientific
faculties only agriculture and veterinary science offer facilities of this
nature.
66, The present level of chemistry teaching needs to be rationalised and up-
graded, particularly in view of the high cost of chemical laboratories and
related equipment. Prospective" measures should include the establishment of
a Department of Chemistry as part of the planned Basic Science Faculty.
- 20 -
Biology
67. The basic biological disciplines of botany, zoology, physiology and biology
are currently taught by the Faculties of Veterinary Science, Medicine and
Agriculture only. Industrial chemistry, geology and engineering provide
practically no courses related to biology. It seems to the authors of this
Report that the Faculties of Industrial Chemistry and Geology should offer at
least one or two courses related to basic biology, considering the modern
aspects of biochemistry, genetics and molecular biology. The latter disciplines
are all connected to the field of applied chemistry and to the modern develop-
ment of hydrology and marine science.
68. The Faculties of Industrial Chemistry, Geology, Engineering and Veterinary

Science are located in the outskirts of Mogadishu in the Campus of Gaer 7th
Km; the Faculty of Agriculture is about 30 km. from Mogadishu in Afgoi; the
Faculty of Medicine is near the General Hospital; and, the Faculty of Economics
is in Mogadishu at the Central University site.
69. The new campus will be completed for I982. It consists of kO buildings of
about 500 sq.ra. each.
70. At present the laboratories in the basic disciplines are not numerous and
are distributed as follows:
' MATHEMATICS CHEMISTRY PHYSICS BIOLOGY

(computer)
Agriculture None Yes Yes Yes

Ind. Chemistry None Yes Yes None
j Engineering Yes None . In Constr. None
Geology None None None None
Medicine None None None Yes- !
Veterinary Science None ' None None. Yes !
i Economics None None None None I
1
71. In the Scientific Faculties of the SNU, the adopted language is Italian,
with the exception of same courses which have already been socialized
(5-10%).
72. it has to be said that the language of education is still a serious problem
of the SNU: the course of one semester (in effect k - 5 months), offered
to students with no previous knowledge of Italian appears to be too short.
73. The textbooks are in Italian, the majority of then: being Italian translations
of an original English edition.
Teaching staff
7^. The teaching staff of the Scientific Faculties of the SU is formed in great
majority by Italian teachers on leave from Italian universities for one or
two semesters.
21
75 The i post-graduate training of SNU graduates consists of a period of two

years spent abroad (Italy) attending specialisation courses in Italian;
universities. Por example graduates at present working in the Industrial
Chemistry Facialty as assistants (about 6) or as teachers (general chemistry,
analytical chemistry, physics-chemistry, measurements) are of a fair standard.
Some of these could take charge of the organization of the chemistry service
courses in the planned BSP, and eventually of certain specialised disciplines.
76. For mathematics, physics and Biology, the only available teachers for the
future are those who have taken their degree outside Somalia, or who are
now abroad for a M.S. or Ph.D. The number of graduates in academic careers in
BS in Somalia (for industrial chemistry) or abroad (studying for iMS or Eh.D)
are shown in the following table:
Chemistry 10
Physics 2
Mathematics k-
Biology 3
77 Courses in the various Basic Science disciplines are presently

offered in the scientific faculties of the Somali National
University; there is no "Degree" programme in any of the
Basic Science disciplines (the only exception being "Industrial
Chemistry").
78. Teaching and/or research Laboratories in Basic Science disci-
plines are not available to students of all faculties but are
normally the property of an individual Faculty and restricted
to use by its students. The Faculty of "Industrial Chemistry"
has its own well-equipped laboratories for Chemistry, and a
Physics Lab. The Faculty of Engineering is assembling a.
Laboratory of Physics; the Faculty of Agriculture also owns a
small Physics Lab. together with facilities for Chemistry and
Biology; similar situations exist in the Medicine and
Veterinary Faculties.
79 The planned Basic Science Faculty should be able to concentrate

all these facilities, rationalizing the entire structure and
making the facilities available to the entire University.
80. Presently the teaching staff in Basic Science disciplines is

80$ composed of Italian professors; the assistants are Somali
graduates after 1975 At present about 20 Somali graduates
are abroad (mainly in Italy) for training and specialization
(M.Sc. equivalent); it is expected that some of these post
graduates will be enrolled in the University teaching staff.
ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT THE SOMALI NATIONAL

UNIVERSITY
Rationale for the establishment of a Basic Science Faculty ~*
8l. Mathematics and other basic science disciplines (physics, chemistry and
biology) play a determinant role in the cultural and professional formation
of all persons- involved in a technical or scientific sector.
- 22 -
82. No applied sector can be conceived without a supporting basic science ;

infrastructure. Four main points, bearing on the basic science involvement
in key sectors of national life, should be considered; all of them demonstrate
the need for a rational and coherent approach, starting with the establishment
of a Basic Science Faculty at the National University.
Basic science in the secondary school
83. Basic Science disciplines constitute the backbone of the secondary school
curriculum; they take up about kO$ of teaching time. Rapid growth in the
sector, which requires equally a massive teacher enrolment, has induced a crash
programme at the College of Education with a change from the four year structure
previously adopted to the present one of two years, with the consequence, on the
other hand, of lowering the standard of the graduates from La Foole. The
situation will be somewhat different in the future. The levelling-off of the
regime of student enrolment in the early 80's and the requirement of higher
teaching standards deriving from the development of the Country will call for
an intake of teachers with full University preparation and possibly for a
retraining of the older staff.
Basic Science courses at the Scientific Faculties of the University
8^. Basic science courses represent over 50$. of the curriculum for the first
two semesters for the Faculties of Engineering, Industrial Chemistry, Geology,
(Marine Science), Agriculture, Medicine, Veterinary Science and Economics. For
some Faculties, this situation extends to the third semester.
85. The course content is very similar in all of the Faculties. At present,
inter-faculty coordination for the Basic Science courses is very poor if
not inexistant; occasional sharing of teachers for Joint courses is regarded
as an irksome imposition.
86. Fifteen Basic Science teachers are employed by the Somali National "University
each year. Of these, about eight are Italian teachers and the rest Somali.
87. The main inconveniences of the present situation appear to be:
a) The University Scientific Faculties use basic science courses as

prerequisites for their specific disciplines, while no Basic Science
discipline is specific to any of the Faculties (with the broad
exception of Industrial Chemistry). The result is that graduates
from each of the present Faculties (again with the exception of
Industrial Chemistry) are not specialists in any of the Basic Science
disciplines and are therefore not suitable for enrolment as Basic
Science teachers.
b) Basic science teaching staff at the Somali National University could
be provided by a programme of training abroad; this is what is
presently being done, independent of any systematic or organically-
planned scheme.
88. Both points a. and b. tend to postpone any goal of Somalization indefinitely,
at least as far as basic science teaching staff is concerned.
c) Each Faculty, with minor exceptions, limits itself to the minimum in
providing basic science facilities. The result is that there are
no central facilities for independent research or for updating the
capabilities of the teaching staff within each Faculty.
- 25 -
General Priorities
89. With the progression of the national development programme, the demand
for specialists in the various basic science disciplines will grow
higher. Significant examples can be listed:
- Mathematics - Direction and operation of Computer centres,

Computer System Analysis; Mathematical models; Statistical
Analysis; Planning and Forecasting; Data banks; ....
- Physics - National Standards Bureau; Quality control for
Industrial production and import-export; Advanced technology;
Energetics;
- Chemistry - Merceological Analysis; Pharmaceuticals; Food
quality control; Ecology programmes ....
- Biology - Health programme; Clinical Analysis Laboratories;
Biochemistry and Biophysics; Environmental protection;
90. There is a need for more graduates and for a centralized structure (rep-
resented by the Faculty) supporting advanced research activity.
Integration of existing facilities and co-ordination of ongoing

programmes
91. At the moment, activities related to basic science are scattered over
various areas.
i. The College -of Education at La Foole operates the Departments of

Mathematics, Physics, Chemistry and Biology, with the function of
preparing teachers for Secondary Schools. The severe teaching load
and the limited facilities available exclude research activity.
ii. Facilities of small and medium importance are divided between the
various scientific faculties of the SNU. These facilities are
seldom used, and operated with objectives purely limited to the
immediate teaching needs of the particular faculty involved.
iii.Building provisions (together with equipment procurement plans)

exist at the new University Campus; for example, buildings are
under construction for a Department of Physics and a Department of
Mathematics, neither with any attachment to any of the specific
Faculties now existing. Building for several Biology-oriented
Laboratories are under construction in the new Campus for the
Faculties of Medicine, Veterinary Science and Agriculture.
iv. A programme of scholarships for training graduates abroad in basic

science disciplines is under way at the SNU College of Education.
Similarly, scholarships for graduate or postgraduate training abroad
are sponsored by other SNU Faculties.
92. In general, there is no coordinated plan for solving the overall problems
of the system. The only rational solution must be the establishment of a
single institution to handle the whole sector.
Structure and objectives of the Basic Science Faculty
93. The Basic Science Faculty of the National University should be structured In.
four departments:
- 2h -
- Department of Mathematics
- Department of Physics
- Department of Chemistry
- Department of Biology
94. Each Department should be subdivided into sections according to the nature
of its various activities.
95. Each Department should be independent in terms of the operation of its

specific sector, but tied to the Faculty in. terms of general policy and
large shared facilities (Central Library, workshops, Computer Centre et alia).
96. The existing basic science Departments of the College of Education should be
merged into the planned structure of BSP.
OBJECTIVES
97- The main objectives of each of the four Departments may be summarized as
follows:
a. They should offer courses which fit the needs of the students of
the Basic Science Faculty and of the other scientific faculties
of the NSU (Agriculture, Biology, Industrial Chemistry, Geology,
Economics, Medicine, Veterinary Science). This will be done by
running "ad hoc" general basic courses for Faculties such as
Medicine and Veterinary Science, which have particular needs; for
the other Faculties and for the students of the BSF, it seems
advisable to offer the same propaedeutical courses, introducing
diversifications only if necessary and useful.
b. They should prepare a fraction of the students of BSF for careers in
secondary school teaching, introducing them to the core of the
discipline chosen as a "MAJOR" area.
c. They should give the necessary background in one of the four disci-
plines for careers in research and Job opportunities in Industry or
Government agencies.
d. They should sponsor seminars for requalification and refreshment of
secondary school teachers.
e. They should initiate a relevant research programme making the best use
of the available laboratory facilities.
f. They should organise post-graduate training courses for graduates
wishing to dedicate themselves to academic careers and to research
activity.
g. They should collaborate with Somali Government Agencies, Ministers,
Industries and foreign organisations in research programmes for
the development of the Nation.
DEGREES OFFERED
98. The Basic Science Faculty should offer a Degree Equivalent to the "Laurea"
offered by the Italian State Universities. The Degree should have two
aspects:
Educational: Laurea in Basic Science Education, with Degree in:

Mathematics
Physics
Chemistry
Biology
- 25 -
General: Laurea in Basic Science, with degree in:

Mathematics
Physics
Chemistry
. Biology
99 I n order to accomplish this, while at the same time offering the secondary
school teacher a broad interdisciplinary background for his degree in Education,
the "Major-Minor" system is suggested. The "Major" area of the curriculum should
be in one of the four disciplines of the BSF and the "Minor" area in one or two of
the other three disciplines as indicated below:
Laurea in BS education -'MATHEMATICS: MAJOR in Mathematics

MINOR in Physics
" '' " " " MAJOR in Mathematics
MINOR in Biology & Chemistry
Laurea in BS-Education - PHYSICS: MAJOR in Physics
MINOR in Mathematics
" " "" " " MAJOR in Physics
MINOR in Chemistry & Biology
Laurea in BS-Education - CHEMISTRYr MAJOR in Chemistry
MINOR in Biology
" " " " " MAJOR in Chemistry
MINOR in Mathematics & Physics
Laurea in BS-Eduction - BIOLOGY: MAJOR in Biology
MINOR in Chemistry
MAJOR in Biology
MINOR in Mathematics & Physics
100.The BSF will indicate the courses requested in each MAJOR and MINOR area. In
the following sections some curricula are given as possible examples.
101.The curriculum for the laurea degree in BSF would cover four academic years,
each academic year being divided into two semesters. Each semester would
provide 18 weeks of classes, four weeks preparation for a final examination and
colloquia, two weeks of examinations and two weeks vacation.
Departments of the BSF: General guidelines, courses offered and suggested

curriculum
102.The curriculum for the Degree in Mathematics should be divided into two main
branches leading.to specialization in "Applied Mathematics" and "Education",
with the first two years in common.
105It seems reasonable to place "Applied Mathematics" under the heading

"INFORMATICS and COMPUTER SCIENCE". In fact, the increase in commercial and
technological inter-exchanges with other countries, together with the expansion
of the national economy, will call in the future for greater use of automatic
computation and statistical data treatment. This methodology is vital for a
nation like Somalia, which leans heavily on centralised planning.
1C4.Moreover, it is likely that Somalia will soon need to streamline to bureau-

cratic administration procedures by setting up a computerised data bank
systems and large Agencies operating in Somalia will shortly require the same
services.
- 26 -
105Thus "the Department of Mathematics should dispose of a Computer Centre.

. Such a Centre, apart from its didactical and training role, could also
satisfy the needs of the other Faculties and provide the technical staff
required.
106.Pour to five courses are offered each semester. For Mathematics-oriented

degrees, the main contribution derives from the Department of Mathematics,
the other Basic Science departments contributing the "Minor" and complementary
courses.
107In addition, a course in "Social Science" will be given each semesterj

this,is not shown in the curriculum programme listed below. The curriculum
is concluded by a Thesis of about one semester duration, during the fourth year.
I08.The common "Propaedeutical biennium" is meant to give a valid background in

general mathematics. Basic Physics, Chemistry and Biology is also offered,
the courses in each being offered by their respective Departments. It is
further suggested that courses in two foreign languages be given; for one of
them the language suggested is "English", as the commonly accepted international
vehicle for the exchange of scientific information. The choice of the other
should depend on the language adopted for teaching in the Basic Science Faculty.
109Figure 12 gives the list of courses offered by the Department of Mathematics.

The list must be considered as a possible example.
110.The course contents are briefly summarized, in Appendix VI.'
111.Figure 13 specifies the curricula for the Degree; this Table must also be
considered as a possible example.
112.The "Service courses" shown in Table 12 and Table 13 can be offered with
minor modifications, to the other scientific Faculties and Departments of
the Basic Science Faculty. The courses should be split into parallel sessions
if the number of students attending the classes has to be reduced to a manageable
size. Diversification, when and if necessary, could easily be introduced during
the exercise hours.
Department of Physics
ll^.The main fields to which the Physics Department should devote its attention
are as follows: Energetics, Earth resources, Geophysics, Material science,
Meteorology. Institutional activities could be: National Bureau of Standards
activities (e.g. time and frequency standards); quality control, in industrial
products; assistance to government agencies in the area of advanced technology.
Besides the activity as specifically related to the Department, Physics should
be deeply engaged in support activity for the Scientific Faculties of the
National University and the Basic Science Faculty.
Ilk.The general remarks made for mathematics in para.102 also apply to Physics.
Figure lit- gives the list of courses offered by the Department of Physics.
This list should be considered as a possible example.
115The course contents are briefly summarized in Appendix VI. Figure 15

specifies the curricula for the Degree; this Table should also be
considered only as a possible example.
Department-'of Chemistry
116.The Department of Chemistry, like the other three Departments of the Basic
Science Faculty, will offer "service courses" to the Scientific Faculties
of the Somali National University. Relative to the other faculties, that of
- 27 -
Industrial Chemistry will obviously be more closely connected to the BSF

Chemistry Department. In order to.avoid any dispersion, duplication or wasting
of financial resources, careful collaboration must be pre-arranged between
the two institutions.
II7.Two different classes of specialists should be provided in the field of

chemistry:
- Chemists for careers in teaching in the secondary schools and for

careers in government agencies and research laboratories.
- Chemists for careers in existing and future industries
II8.The chemist in either one of the two classes should reach a high level of
preparation in basic chemistry. Moreover, the chemist aiming at a teaching
or a research career should have a deeper knowledge of basic general science
(physics, mathematics, biology) and sufficient additional training in education.
The chemist for the industrial career should be familiar with the problem
connected with industrial processes, chemical plants, technology, etc. together
with some training in economics, marketing and business.
119.The different requirements therefore call for different curricula at the

University. In the industrialised countries, the first class of chemist is
trained in the Faculties of Basic Science (Chemistry Dept.), while the second
class is trained in the Faculties of Industrial Chemistry and/or of Chemical
Engineering.
119.At present only the Faculty of Industrial Chemistry is operating in Somalia.

The existing Faculty (started in 1971) offers a compromise curriculum
between the requirements of the two classes mentioned above. The preparation of
Secondary School Teachers of Chemistry is specifically assigned to the College
of Education at La Foole; severe degradation of the graduate level has
inevitably resulted from thecompression of the curriculum from four to two
years.
120.The establishment of a Department of Chemistry at the Faculty of Basic Science

would by consequence rationalize the entire area. The new institution would
assist in the preparation of the "general" chemist, leaving to the Faculty of
Industrial Chemistry the preparation of the chemist for the industry. The
Faculty of Industrial Chemistry could use the first two years of the curriculum
of the BS Chemistry degree (see Figure 17) and concentrate on industrial courses
in the last two years.
121.Figure 16 gives the list of courses offered by the BSF Department of

Chemistry; Figure 17 lists the curricula suggested for the Degrees. These
tables should be considered as possible examples.
122.The course content is briefly summarized in Appendix "VI.
123.The Department of Biology of the Basic Science Faculty will offer courses
with content related on the one side to the general aspect of modern molecular
biology and on the other to the African, and in particular Somali, botanical and
zoological environment.
- 12^.The fields of main interest to the Department should cover several aspects
of the needs of the country. These would include biological analysis, food
- 28 -
conservai:ion, tests on imported biological products, chemicals^ pharmaceuticals

and biological compound control, research in tropical botany, zoology and
medical entomology.
125.In its didactic and general activity, the Biology Department should supply
in-depth support activity for the SNU Scientific Faculties.
126.The general remarks of Paragraph 102 also.apply to Biology. Figure l8 lists

the courses offered by the Department and Figure 19 gives the curricula
suggested by the various degrees. Both Tables should be considered as possible
examples.
127.A brief summary of the content of some of the more relevant courses is given
in Appendix VI.
FEASIBILITY STUDY FOR THE ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT

THE SOMALI NATIONAL UNIVERSITY
General Remarks
128.Purpose of. the Basic Science Faculty
i) Preparing of Basic Science teachers for the Secondary Schools

ii) Preparing of Basic Science experts in Mathematics^ Physics,
iii) Post-graduate training in Basic Science disciplines
Iv) Course offering in Basic Science disciplines to the Somali
National University Scientific Faculties
v) Consulting and service offering in Governmental Agencies (e.g.
Informatics and Data Banks, Food control)
yi) Conducting research activity in the various related disciplines.
Working hypotheses
129~Estimates of manpower, services and anticipated costs, shown in the following

. tables, are worked out under the following premises:
a) The Basic Science Faculty will be structured in four Departments:

.Mathematics, Physics, Chemistry and Biology.
b) The Curriculum, to obtain a Degree will be of four year duration over
eight semesters. Each Department will offer degrees in Basic Science
Education (with a Major-Minor system) and In the specific discipline
of the Department.
c) As a consequence of b) the Departments of Mathematics, Physics, Chemistry
and Biology of the College of Education at La Foole will be merged in the
new Basic Science Faculty.
d) To avoid costly duplications, the present Industrial Chemistry Faculty of
the Somali National University will be more specifically oriented towards
industrial applications and will refer to the Basic Science Faculty
Chemistry's courses in the propaedeutical first two years (see also
Guidance lines started by the Somali National University Authorities).
- 29 -
FIGURE 12. FACULTY OF BASIC SCIENCE - DEPARTMENT OF MATHEMATICS COURSE
ueyKHlNGS
\ hours/ week
Code Name of. Course Total/semester
lecture Ex ere.
1/ 31 Algebra I 6 3 162
M 33 Numerical Analysis I 6 3 162
M 41 Algebra II 6 3 . 162
M 42 Computer Programming 3 6 152
1.1 32 Mathematical Statistics I 6 3 162
M 44 history of Matbematics 6 - 103"
!/ 51 Advanced Calculus 6 3 162
M 52 Advanced Programming 3 6 162
M 53 Numerical Analysis II 6 3 162
M 43 Mathematical Statistics II 5 3 162
!. 6 1 Computer Science I 3 3 103
oernetics and Information
'M 6 2 C y Theory 6 3 162
M 63 Physical Mathens tics 6 3 152
M 64 Optimisation Methods 3 3 105
t 73 Computer Science II 3 3 106
M 74 Mathematics Logic 6 - 103
M 75 Mathematical Economics 3 3 103
Il 71 Reading Course I - 9 162
M 72 Reading Course H ' - i 9 162

M 81 Thesis Full time
. . . .
Service Courses.
XI 01 General Mathematics (Med.and V e t . . 6 3 152
XM 11 Calculus -1 6 3 1S2
xi.: 2 1 Calculus II 6 3 162
XM 12 Geometry I 3 3 108
XM 22 Geometry H 6 3 162

N ote: Explanation of the Code symbols
First letter: M = coarse offered by the Dept. of Mathematics

First number: Order number of the Semester
Second number: Order number of the course in the Semester
If an X appears in front of the code, the course is a Service Course" also
offered to'other Departments or Faculties
30
FIGURE 13. FACULTY CF BASIC SCIENCE - DEPARTMENT OP MATHEMATICS

Suggested Curriculum for the Degree in Applied
Mathematics and the Degree in Mathematics-Education
B . S . Applied Mathematics B . S . f.!athema tics-Education

Semester
Common Courses
XM11 Calculus I
1 st XM12 Geometry I
XB13 Basic Biology
XC11 Basic Chemistry
XL Language
XM21 Calculus II
2 nd XM22 Geometry II
XP21 Basic Physics I
XL Language
M31 Algebra I.
3 rd M32 Mathematical Statistics I
XP31 Basic Physics II
M33 Numerical Analysis I
M41 Algebra II
4 th M42 Computer Programming
M43 Mathematical Statistics II
M44 History of Mathematics
M51 Advanced Calculus

M52 Advanced Programming XE Education Course
5 th
M53 Numerical Analysis II P53 Modern Physics (Minor Fhys.)
F51 Theoretical Physics I PS1 Theor.Physics l( " " )
C Chem.Course (Minor Chem.Biol
B Biol.Course ( " "
M62 Cybernetics and Inform.Theory

S th M63 Physical Mathematics
M51 Computer Science I XE Education Course
MS4 Optimisation Methods P33 Phys.Lab (Minor. Phys.)
%
n
P Phys.Course ( "
C Chem.Course (Minor Chem.Sic>1

B Biol.Course
M7t Reading Course

7 th M72 Reading Course XE Education Course
M73 Computer. Science H P Phys.Course (Miocr Fhys.)
M74 Mathematical'Logics - ' P Phys.Course ( " 1
j
M75 Mathematical Economics C Chem.Course (Miner Chem.3i3l

B Eial.Course ( "
8 th 31 Thesis
- 31 -
FIGURE Ik. FACULTY OF BASIC SCIENCE - DEPARTMENT OF PHYSICS

COURSE' W I R I N G S
hours/' week Total/serr ester

Code Name of Course
lecture Exere.
P 32 Analitical Mechanics 6 3 152

P 33 Laboratory of Physics I 3 6 152
P 41 Physics III 5 - 3 152
P 42 Laboratory of Physics II 3 6 152
P 52 Mechanical Statistics 6 3 162
P 53 Modern Physics 5 3 162
P 51 Theoretical Physius I 6 3 152
_;P 52 Atomic and Molecular Physics 6 3 . 152
P 61 Biophysics 6 3 162
P S3 Nuclear Physics 6 3 162
P 71 Reading Course - 9 152
162 i
P 72 Electronics 3 6
i
P 61 Thesis Ful]. time
I
Service Courses.
XP'21 Basic Physics I 6 3 152
XP 31 B sic Physics II 6 3 162
XP 01 Basic Physics ( Med. and Vet.) 5 3 152
*
NOTE: For explanation of Code, see Figure 12

- 32 -
FIGURE 15. FACULTY CP BASIC SCIENCE - DEPARTMENT OP PHYSICS

Suggested Curriculum for the Degree in Physics and
the Degree in Physics - Education
a.S. Physics 3.S. Physics - Education

Senester
CotTTnon Courses
XM 11 Calculus I
XM 12 Geometry I
1 st
XS 13 Sasic Biology
XC 11 Sasic Chemistry
XL __ Language
XV 21 Calculus II
2 nd XM 22 Geometry II '
XP 21 Basic Physics I
XL ___ Language
XP 31 Basic Physics II
3 rd P 32 Analitical Mechanics
M 32 Mathematical Statistics I
P 33 Laboratory of Physics I
P 41 Physics III
4 th P 42 Physics Laboratory II
M 42 Computer Programming I
M 63 Physical Mathematics
P 52 Mechanical Statistics
P 53.Modern Physics.
5 th P 51 Thecret.Physics I XE __ Education Course
M _ Math.Course (Minor Math.)
B Biol.Course (Minor'Chem.Siol.
C 41 Physical Chemistry I
P 62. Atomic and Malee.Physics
5 th XE _ _ Education Course
|P 61 Biophysics
|p 53 Nuclear Physics M MathCourse
C 44 Theoretical Chemistry XE Education Course

? th ! P 71 Reading Course P S3 Nuclear Fhysics(Minar.Matn.)
IP 72 Electronics M Ma th. Cour se O/inor. Math. )
B ' Biol.Course (Min r Chen.Biol.
C Chen.Course ( "
3 th P 51 .Thesis
33 -
FIGURE lo. FACULTY CF BASIC SCIENCE - EEPARTMETCT OF CHEMISTRY.

' " COURSE Ob'b'KHlNU
hours/ week
Code Name of Course Total/semester
lecture Exere.
C 21 Chemistry Laboratory 3'" 5 162

C 31 Analitical Chemistry 5 6 215
C 32 Organic Chemistry I 6 5 215
C 33 Inorganic Chemistry I 9 - 152
C 41 Physical Chemistry I 5 3 162
C 42 Inorganic Chemistry II 3 6 162
C 43 Organic Chemistry II 6 . 6 215
C 44 Theoretical Chemistry 9 162 -
C 51 Physical Chemistry II 6 3 162
C 52 .Spectroscopy 3 6 162
C 51 Advanced Inorganic Chemistry S 108
C 52 Ceti cal f.'ethods 3 6 162
C.53 Electrochemical Methods 3 '. o . 152-
C 71 Advanced Organic Chemistry 6 108
C 72 Advanced Chemical Laboratory 3 9 216
C 73 Advanced Physical Chemistry S 103
C 31 Thesis Full time
C 63 'Organic Chem. Lab. 3 9 215
Service Courses.
XC 11 Basic Chemistry 6 3 152
XC 21 Basic Inorganic and Organic Chem. 5 3 162
XC 22 Basic Physical Chemistry 6 3 152
XC 31 Organic Chemistry .( far BSF Biol. I 6 . 3 152'
i
NOTE: For explanation of Code, see Figure 12

- 3k.
FIGURE 17. FACULTY OF BASIC SCIENCE - DEPARTMENT OF CHEMISTRY

Suggested Curriculum for the Degree in Chemistry
and the Degree in Chemistry-Education
B.S. Chemistry B.S. Chemistry-Education

jenester
Common Courses
XE 11 Basic Chemistry XI.: 12 Geometry I

1 st X.1 11 Calculus I
XB 13 Basic Biology
XL Language
C 21 Chemistry Laboratory.
2 nd XC 22 Basic Physical Chemistry
XM 21 Calculus H
XP 21 Basic Physica I
C 31 Analicical Chemistry
3 rd C 32 Organic Chemistry I
C 33 Inorganic Chemistry I
C 41 Physical Chemistry I
4 th . C 42 Inorganic Chemistry II
i C 43 Organic Chemistry II
C 44 Theoretical Chemistry
C 51 Physical Chemistry II
B 61 Biochemistry
5 th I C 52 Spectroscopy. XE Education Course
! C 53 Electrochemical f/.eth. B Biol.Course'( minor Biol-)
M Math'jCourse (Minor.Math? hys
. C 51 Advanced Inorg.Chem.
.5 th C 62 Optical Methods X Educatiob Course
C S3 Organic Chem. Lab. B k Biol.Cour se (Minor Biol.,
P Phys.Course (Miner V.ath.Phys
C 71 Advanced Organic Chem. -

7 th C 72 Advanced Cham.Lab. XE Education Course
C 73 Advanced Phys.Chem. 8 Biology Course(Minor Biol.)
P Phys.Course (Minar Math .Phys
5 th C 81 Thesis
- 35 -
FIGURE 18. FACULTY QF BASIC .SCIENCE - DEPARTMENT OF BIOLOGY

COURSE Ub'ji'EHDTGS
hours/ week
Code Name of Course Total/semester
lecture ExETC.
B 21 Zoology 3 '5 152

3 22 Botany 3 S 152
3 31 Plant anatomy and morphology 3 5 152.
B 32 Development biology 3 5 152
B 41 Microbiology and immunology 3 5 152
B 42 Vertebrate comparative anatomy 2 5 144
a 5i Comparative animal physiology 3 S. 152
B 52 Genetics 3 3 108
B 53 General Ecology 3 3 103
B 51 Biochenistry 3 3 108
B 52 Plant physiology 3 3 10S
B 71 Cell biology ~ 3 3 108
B 73 f.'arine biology 3 3 105
B 61 Thesis full time
Service Courses.
XB 11 Basic zclogy 3 5 152
X3 12 Basic botany - 3 5 152
XS 13 Basic biology 3 S 152
X3 14 Gens-al zoology 3 3 108
. X3 15 General botany 3 3 103
NOTE: For explanation of Code, see-Figure 12

- 36-
FIGURE 19. FACULTY OF BASIC SCIENCE - DEPARTMENT CP BIOLOGY

Suggested Curriculum for the Degree in Biology
and the Degree in Biology-Education
Semester B.S. Biology B.S. Biology-Education

CommonCourses
1 st XB 11 8asic zoology
XB 12 Basic botany
XM 11 Calculus I
XL Language
B 21 Zoology
2 nd
3 22 Botany
XM 21 Calculus II
XL Language
XP 21 Baslo Physics I
3 rd XC 11 Basic chemistry and lab.
B 31 Plant anatomy and marph.
B 32 Development biology
4 th XC 21 Inarg. and Org.Chemistry

M 32 f.'atherr.atical Statistics I
B 41 Microbiology and ijwnunology
B 42 Vertebrate comparative anatomy
5 th B 51 Comparative animal physiology

B 52 Genetics
B 53 General ecology E Education course
C 32 Organic chemistry I C Chem,Course (Minor Ch
P. Phys.Course (l.'dn.f.'ath
5 th B 51 Biochemistry
C 31 Analytical Chemistry E Education course
C Chem.Course(l.',inar Chem
3 62 Plant physiology
!.* Math.Caurse(Minar U'azh
7. th . I B 71 Cell biology
- XC 22 Basic Phys.Chem. E Education Course
B 73 f.'arine biology P Phys.Course(Winorfth
C Chem.Course(Minor Chem
3 th B 31 Thesis
- 37 -
e) The final location of the Basic Science Faculty will be in the

Somali National University new Campus. The Project for the new
Campus is based on a structure of Departments, instead of on the
present structure which is strictly based on Faculties. The
presumed designations of the ko buildings now under construction
(each with an area of 500 m ) are as follows :
Faculty of Buildings
Departments
Humanistics and
Economics 5
Geology 3
Mathematics 2
Physics 2
Veterinary Science 7
Engineering 7
Agriculture 6
Medical Biology 3
Chemistry (Industrial) 5
Total ko
130.The Basic Science Faculty should be allocated the buildings already

mentioned for its Departments in the General University Plan (two for the
Department of Mathematics and two for the Department of Physics). As to the
other buildings, since, the Basic Science Faculty will offer "service courses"
to the Faculties of Agriculture, Industrial Chemistry, Geology, Engineering,
Veterinary Science, Medicine and Economics, a revision should be made of the -
criteria for distribution of the ko buildings under construction. Requirements
of space (m2) for each of the Departments are estimated below. Any- political
decision on these conclusions is left to the Somali Authorities.
f ) Teaching staff. With the prerequisite of full somalisation of the

-Faculty as soon as possible, the teaching staff will initially consist
of the present Somali personnel teaching Basic Science disciplines
at the University (Scientific Faculties and College of Education) and
of teachers presently training abroad in Basic Science disciplines.
The various expatriate experts and consultants in the country are
also included.
g) The estimates of scientific equipment quoted in the following refer to
global needs, with the obvious implication that some saving (of the
order of 20-3<# of the total) could be obtained if the equipment which
at present is shared around the various University institutions is
transferred to the new Faculty.
h) In terms of progressive steps for the realisation for the Basic Science
Faculty, it Is supposed that activity will start in 982, with new
Campus structures being at least partially available by that date.
i) The following estimates (teaching staff, class-rooms, etc.) are based
on the number of students of the Basic Science Faculty Itself, along
with those students of other Faculties attending the service courses-
-isee Tables k.l; k.2; k.J>).
- 38 -
Langaage teaching
131.When the Basic Science Faculty is fully operative its teaching language
will be Somali, as in any other NSU Faculty. On the other hand, during
the preparatory years (more than five and possibly up to ten years) expatriate
teachers will be present, together with the Somali staff; for this and other
reasons, which will be clarified later, the authors of this Report suggest the
adoption of a two-language system (Somali + a foreign language).
132.The following points have to be taken into consideration:

i. Somali is the language adopted for primary ahd secondary instruction,
ii. English and Arabic are taught as foreign languages in the Secondary
Ordinary Schools
iii.In the University, the following languages are used in the various
faculties:
Faculty of Agriculture: Italian and English
Faculties of Geology, Engineering, Industrial Chemistry, Medicine,
Veterinary Science, Italian
Faculty of Economics: Italian and Somali
College of Education La Foole: English and Somali
iv. With reference to the proposed Marine Science Faculty, it would seem
advisable for English to be adopted as the medium of instruction
for all subjects
v. In the Unesco Report FMR/ED/HEP/79/126 (page 151) on "Post graduate
training" the authors say:
"The question arises as to what the language policy should
be with respect to post-graduate education at the National
- University. The President of the University and the other
senior staff members whom the mission consulted were of the
unanimous opinion that the language of instruction for post-
graduate training should be English. The mission is also
of this opinion, as the use of English would facilitate
interaction with many post-graduate training programmes.
elsewhere in the world and would ensure that a large body of
published literature in many academic and professional fields
of study could become readily available to the staff and
students of the University".
The considerations in favour of the English language are quite
reasonable, in the opinion of the authors of the present report. On
the other hand, historical reasons and the rules of the Technical
Cooperation Treaty between Somalia and Italy, foresee Italian as
the teaching language in the University Faculties assisted.
133-As a conclusion, the choice of a two-language systems-seems not only

advisable but unavoidable. A compromise between a purely "Somali-English"
and a purely "Somali-Italian" system could be the following, at least for the
next five or six years:
Somali-English: for the students of the Basic Science Faculty:

Somali0Italian: for the services courses offered to the Italian-
speaking faculties.
Provisions for development and costs
3^.For the four Departments of the Basic Science Faculty, the following informa-
tion is included in this report.
- 39 -
Figures 23, 25,,27, 29: containing the "Progression of activity with time"
for the period. 1982-1985. The year 1982 is taken as the year of commencement.
Figures 2k, 26, 28, 30: containing the "Prevision of Development and cost"
Please note that in these tables "Internal" or "in-house" costs are not
evaluated. The cost for 1 year of an expatriate teacher or expert is taken
as US $ 60.OOO - a general average for Europe or the U.S.A. Moreover, the
cost of the "Buildings" is not generally assessed.
135.Figure 23 and'Figure 2k give the "Progression of Activity with time" and

the "Provision for development and costs respectively.
Building procurement
I36.In the present planning for the new SNU campus under construction, the
following provisions are made for a specified Department of Mathematics":
Building of about 500 m 2 (identified as k.2 a) with:
i) Area marked as "drawing/class-room" (convertible to a classroom

with capacity for 120 pupils).
ii) 2 x 60 seat class-rooms
iii)3 x. 35 seat class-rooms
iv) Offices for secretarial personnel and about eight offices for
teaching or research staff.
Building of about 500 m 2 ( identified as l i a ) shared with the Faculty

of Economics, with about 5C# of the area designated as a computer centre
and annexe facilities.
Suggestions and comments
137The Department of Mathematics could be satisfactorily located in the two

available buildings, provided the following modifications were made:
- Conversion of the "Drawing/class-room" of Building k-2 a into a normal

class room (to be used for service courses).
- Conversion of one 60-seat class-room and one 35-seat class room in
Building k-2 a to offiees. This would accommodate local secretarial
offices and teaching and research personnel.
- AllocatIoK~of the Lii^rary to Building l i a (Computer Centre Area)
possibly sharing the space with the Library of the Faculty of Economics.
138.Figure 25 and 26 give the "Progression of Activity with time" and the
"Provisions for development and cost" respectively.
I39Well-equipped didactic laboratories are presently located within the

Faculty of Industrial Chemistry, the Faculty of Engineering and the
Department of Physics at the College of Education (total approximate value:
50.000 US $). A rational solution would seem to call for a concentration of
this material within the-new Department at the BSF.
- ko -
Building Procurement
lÔ.In thepresent planning for the new Campus of the SNU, the following
provisions are made for the Department of Physics:
i
- Building of about 500 m 2 (identified as 5-b c ) . The building
allocation is planned for three Didactics Laboratories (about 100
m 2 each) + storage rooms, services and office space for eight
staff members
- Building of about 500 m 2 (identified as 5-5 c) where provision in

made for the Library, office rooms for Direction, Secretary and ^
Administration -* places for three staff members; 3 x 60 seat class-
rooms; 2 x 30 seat class-rooms.
Suggestions and comments
lUl.The Department of Physics could be satisfactorily located in the two

Buildings (5-k c and 5-5 c), introducing the following modifications:
- Transformation of one of the three didactic laboratories into

a research area;
- Transformation of 2 60-seat class-rooms into 1 x 120-seat class-room
- Transformation of one of the 30-seat class-rooms into office space
for the teaching and research staff.
1^2 .Figure 27 gives the "Progression of activity with time" and Figure 28
"Provisions for development and cost".
- Building acquisition: the five buildings marked "Cheraistrynin the
new Campus under construction were originally intended to be used for
the operation of the present Faculty of "Industrial Chemistry". On
the other hand, the addition of a Chemistry Department within the
Basic Science Faculty calls for a redistribution. The present team of
consultants leave this problem to the consideration of the SNU
authorities. The presumed areas needed by the Department are indicated
as follows:
- Class-rooms: " 1 x 120 places; 2 x 6o places; 2 x 35 places (for a
total of about 350 m 2 ) .
- Didactical laboratories: h.x. 100 m 2 (for a total of about UOO m )
- Research laboratories: for a total of about 200 m 2
- Office rooms for teaching, research and secretarial staff: about 200 m'2
- Workshops, storage rooms, service areas: up to a total of about 150 m
IU3.A grand total of about 1500 m 2 will be necessary for the completed Department.
This would correspond to three of the modular buildings which constitute the
new campus units. The area required is apparently incompatible with that
available at the new Campus; it is suggested that the size of the Department be
reduced to 1000 m 2 or two buildings when the new construction programme is
considered.
ikk.Figure 28 is confined to an approximate cost for furnishing (outdoor expenses),
1^5.Figure 29 gives the "Progression of Activity" and Figure 30 the "Provision
for Development and cost" for this department.
- in -
- Building acquisition; as in the case of the Chemistry Department, no

provision was made in the initial planning for the new university campus.
On the other hand, the interaction of the new Department with the
activities of other University Faculties, such as Medicine, Veterinary
Science and Agriculture is so evident that a possible redistribution of
areas should be considered. As in the case of Chemistry, this is left
to the consideration of the University Authorities.
1^6.The space needed by the Department is approximately as follows:

Class-rooms: 1 x 120 seats; 2 x 6o seats
2 x 35 seats, for a total of about 350 nr
Didactical laboratories: k x 100 m ; for a total of about UOO m^

2
Research Laboratories: for a total of about koo m
Office room for Teaching; Research and Secretarial Staff: about 200 m 2
Workshops, storage rooms, service areas: up to about 150 m 2
ll<-7.This adds up to a grand total of about 1500 m2 or three of the building units
in the new campus: as in the case of Chemistry, the area for-Biology could
be initially limited to two buildings, or about 1000 m2, until a new construction
programme begins.
1^8.In Figure 30, no cost for building.construction is given. The table is

confined to furnishing expenses (outdoor expenses).
- te -
FIGURE 20. ENROLMENT OF STUDENTS AT THE BASIC SCIENCE FACULTY
Depart Degree Number of student s/semester
Education-Mathematics 20
Mathematics
Mathematics 10
Education-Physics 15
Physics
Physics 10
Education-Chemistry 15
Chemistry
Chemistry 10
Education-Biology 20
Biology
Eiology 10
TOTAL 110
FIGURE 21. N.S.U. STUDENTS INTERESTED TU COURSES UbVKHED BY THE BS FACULTY
- -
Faculty N a. of students/semester f.o.of courses of B . S . F .
Agriculture 60 . 12
Enginesring 50 8
Industrial Chemistry 30 S -
Geology 30 9
(Marine Science ) 20 (?) Q
K'edicine . 9Q . 8
Veterinary Scifinee ' 50 S
Economics 30 . 5
- t3-
FIGURE 22. COURSES. OFFERED BY THE BASIC SCIENCE FACULTY

DEPARTMENTS TO OTHER FACULTIES OR DEPARTMENTS
T
>
en
u
M >- CO
t - M
.S. PHYSICS
<. en u C3 LJ
M
a
ii
5 M
,-T"
5 >-
3
>
a 1
T _l
u u cr a u 3
a n
'A CO
rr
a- M
r
'SS
_1
a a
r-l
a
CJ
u
< ui Q
C3
a UJ
M
DEPARTMENT cf VA THE i.'A TICS
XM 01 General f.'athematica X y.
XV. 11 Calculus I X X X X X X X X X
XM 21 Calculus II X X X X X X X X
X.'.: 12 GEonetry I X X X X X X
XV 22 Geometry II X X
M 2.2 Computer Programing X X X X X X X X X
M"32 f.'athematical Statistics X X X X X X X X
DEPARTMENT of PHYSICS
XP 01 Basic Physics X X
X? 21 Basic Physics I X X X X X X X X
XP 31- Easic Physics II X X X X X X X X
DEPARTMENT 0f CHEMISTRY
XC 11 Sasic Chemistry X X X X X X X X . . x X X
XC 21 Basic Inorganic and Org.Chen. X X y X X
XC 22 Easic Physical Chemistry X X X

XC 31 Organic Chemistry X X
. DEPARTMENT of BIOLOGY
X3 11 Basic zoology X X X X
X3 12 Easic botany *~ x X X
X3 13 Basic biology X X X
X
X X X X
<3 14 General zoology X A

X
X
:-''9 IS General botany X

i
i
*
- 1* -
F I G U R E 2 J . SOMALI NATIONAL U N I W R S I T Y . FA'CULTY OF BASIC SCIENS

leraatic
Progression of activity with time (1982 is taken as the
first year of activity).
year Activity
- Commencement of operations
- Courses of 1st and 2nd semesters are activated; the
Department offers all service courses to other University
Scientific Faculties and other Departments of the Basic
Science Fac.
- Procurement of hardware for the Computer Centre: commence-
ment of training courses.
- Starting of Library implementation
- Two expatriate experts in Informatics and one in the teaching
staff should be engaged.
- The_number of Somali teachers and assistants indicated in
Table U.5 is the bare minimum.. These can be recruited from
among the available personnel (N.S.U. Scientific Faculties,
La Foole College of Education; re-entrants from training
abroad.)
Courses of the 5rd and 1+th semesters are activated

Computer Centre in full activity
- Courses of 5th and 6th semesters are activated
Courses of the 7th and 8th semesters are activated

First degrees are awarded
Department reaches final configuration
- 1+5 -
FIGURE 2k. SOMALI NATIONAL UNIVERSITY FACULTY OF BASIC

SCIENCE - DEPARTMENT OF MATHEMATICS. PROVISION
OF DEVELOPMENT AND COST
1
19B2 1S63 1934 1935 Total
Year
1982/
in Cost m Cost Cost Cost
-u in 19B5
- +j +)
H T-l H -H
c 0 * c 0 * 0 0 * (outdoor
3 3 c c
1.0. Personnel
1.1. Somali
Teachers 5 8 10 12
Assistants 5 9 12 14
Technicians 2 4 5 5
Others 4 6 6 5
1.2.Exoatriates
Teachers 1 60 1 -60 3 130 3 130
Experts 2 120 2 120 1 60 1 60
Total 1.0 19 ISO 30 180 37 240 41 240 840
2.0 Equipment
21.Didactical 10, 10 10 10
2.2 Scientific 200 100 20 20
2.3 Vaintanence 20 25 25 25
2..4 Library 30 20 20 20
2.5 Consumable goods 5 15 15 15
Total 2 . C 255 170 90 90 615
3.2 Suildings
5
3.1 Construction ^-
3 . 2 Furnishing
3.3 'Workshops
3.4 Maintanence
\ Total 3 . 0
G r a - d ~zz3.l: 1.0+2.0+3.C 345 35C 330 330 1455

! : :
NOTES: Cost of "in-house" or internal to S.N.U.; not evaluated

*_Cost of "out-door" or in hard currency; value expressed in thousands
of US $.
- 1+6 -
FIGURE 25. SOMALI NATIONAL UNIVERSITY FACULTY OF BASIC SCIENCE

DEPARTMENT OF PHYSICS
Progression of activity with time (1982 is taken as

the first year of activity.
Year Activity
I982 - Commencement of operations

- Courses of 1st and 2nd semesters are activated;
the Department offers all service courses to
other University Scientific Faculties and other
Departments of the Basic Science Fac.
- Setting up of initial sections of Library and
-' Didactical LAB
I983 - Courses of 3rd and 1+th semesters are activated

- Didactical Laboratories become fully operational
1984 - Courses of 5th and 6th semesters are activated

- Research activity begins
I985 - Courses of 7th and 8th semesters are activated

- First Degrees are awarded
- Department is fully operational
^7
FIGURE 26. SOMALI NATIONAL UNIVERSITY - FACULTY OP BASIC SCIENCE

Provision of development and cost
1934
Total i
1S82 1983 , 1935
Year 1982 / I
3) Cost in Cost Cost 10 Cost *1S8o.
-P P P
- -H -H -P outdoor. I
c 0 * 0 c 0 i

c
H
0 * * '
5
3
1.0 Personnel.
1.1 Somali
Teachers 4 j 5 8 10
Assistants 4 S a 10
Technicians 2 3 4 5
Others 3 5 5 6
1.2 Expatriates.
T each ers 2 120 3 180 3 :30 3 i, 660
Experts
Total 1.0 15 120 23 180 28 130 34 iao 660 I
2.0 Eauicment.
2.1 Didactical 50 50 20 20
2.2 Scientific 20 30 -' 20 20
2.3 Maintenance 10 10 15 15
2.4 Library 20 20 20 20
2.5 Consumable goods 10 10
5 10
Total 2.0 105 120 65 85 . 395 1
3.0 Buildings
3.1 Construction
3.2 Furnishing
3.3 iVarkshops
3.4 Maintenance
total 3.0
Grand Total: 1,C+2.C-r3.0 225 300 255 265 1055
NOTES: Cost of "in-house" or internal to S.N.U. is not evaluated

* Cost "out-door" or in hard currency; values expressed in thousands of US $
- 1*8 -

Progression of activity with time

(1982 is taken as the first year of activity)
Year Activity
1982 Commencement of operations

Courses of 1st and second semesters are
activated; the Department offers all
service courses to other Scientific Facilities
of the University and other Departments of
the Basic Science Facility
Setting up of initial sections of Library and
Didactical Labs.
1983 Courses of 3rd and Irth semesters are activa-

ted.
Didactical Laboratories become fully
operational
198^ Courses of 5th and 6th semesters are activated

Research activity begins
1985 Courses of 7"th and 8th semesters are activated

First Degrees are awarded
Department is fully operational-
- k9 -
FIGURE 28. SOMALI NATIONAL UNIVERSITY - FACULTY CF BASIC SCIENCE

DEPARTMENT OF CHEMISTRY
Provision for development and cost
Year 1982 1983 1984 1935 Total I

1382/
in
p Cost m Cost 0) Cost Cost 1985 j
-p
c a -p
3 a * o * C 0 # 0 (outdoor
H
C ID c
ID 13
1.0 Fersonnel
1.1 Somali
Teachers 3 S 6 1Q
Assistants S a 10 12
Technicians 3 5 S
4
Others 3 5 S
5
1.2 Expatriates
Teachers 2 120 4 240 5 300 5 300
Experts
Total 1.0 17 120 26 240 31 300 39 300 960 l

'.
2.0 Equioment
2.1 Didactical 50 . 50 30 30
2.2 Scientific 30 50 50 50
2.3 f/aintenance 10 10 10 15
2.4 Library 20 10 10 10
2 . 5 Consumable good 20 20 30 30
Total 2 . 0 130 140 130 135 535
3 . 0 Buildings
3.1 Construction
3.2 Furnishing 100 100 20 10
3.3 Viorkshops 30 20 10 10
3.4 Maintenance
Total 3 . 0 130 120 30 20 300
Grand Total 1.C+2.0

330 500 4 455 1795
i
I. .
NOES: . Cost of "in-house" or internal to S.N.U. is not evaluated

* Cost "out-door" or in hard currency; values expressed in thousands
of US $
- 50 -

Progression of activity with time
(1982 is taken as the year of start of activity)
Year Activity
1982 - Commencement of operations

- Courses of 1st and 2nd semesters are activated;
the Department offers all service courses to other
Scientific Faculties of the University and other
Departments of the Basic Science Faculty
- Setting up of initial sections of Library and
Didactical Lab.
I983 - Courses of 3rd and kh semesters are activated

- Didactical Laboratories become fully operational
1984 - Courses of 5th and 6th semesters are activated

- Research activity is under way
1
1 . 1985 - Courses of 7-th and 8th semesters are activated

First Degrees are awarded
Department is fully operational
- 51 -
FIGURE 30. SOMALI NATIONAL UNIVERSITY - FACULTY OF BASIC SCIENCE

Department of 3iology
Provision for development and, cost
Total 'j
Year 1932 1S53 1SQ4 1S85
1S62/ '
1935 -,
01
Cost Cost Cost Cost
in
-p
-H
4->.
i-t
4J 3 (outdoor!
c c H * -'
3 0 * 3 0 * c a * 0 *
Z3
1.0 PERSONNEL
1.1 Scnali
Teachers 2 5 6 a
Assistants 6 a 10 12
Technicians 4 5 6 7
Others 3 5 5 5
1.2 Expatriates
Teachers 2 120 4 240 5 300 5 300
Expaerts 1 50 1 60 1 60 1 60
Total 1.0 ia ieo 2a 300 33 360 39 350 1200 i
2.0 Equipment
2.1 Oidactical 100 100 50 20
2.2 Sciebtific 100 100 30 20
2.3 Maintenance 10 20 20 25
2.4 Library 20 15 15' 15
2.5 Consumable good s 10 15 15 20
Total 2 . 0 ' 240 250 130 ' 100 720
3.0 E'jildinos
3.1 Construction
3.2 Furnishing 50 50 50 50
-
3.3 Viorkshops
3.4 Maintenance
i
Total 3 . 0 50 50 50 50 200

Grand Total : 1.0+2.0+3.0 470 600 540 510 2120 I
NOTES: Cost "in-house" or internal to S.N.U. is not evaluated

* Cost "out-door" or in hard currency; values expressed in thousands
of US $
- 52 -
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in
r*
a
-

Total 635 600 435
CM
410
S
i
ti
03-
!
CM

O
o
w
- 5^ -
FIGURE 33. BASIC SCIENCE FACULTY - COST OF PROGRAMME

SUMMARY
A) Out -door expenses ( x 1000 US $)
Year 1982 1983 1984 1985 1982/1935
Personnel
SCO SCO 1080 1030 3.SSO
(expatriates)
Equipment 535 sao 435 410 2.150
Buildings
180 170 80 70 500
(furnishings)
1
total 1415 1750 1595 1550 5,320 _
B) In-house expenses ( x 1000 so.sh.)

Cost estimates are a first approximation; a more precise assessment should
be made by the Somali Authorities
Year 1982 19B3 1334 1935 19S2/1955
Personnel
(SOT. = li) 1,500 2.5C0 3.200 3.700 11.000
Buildings
(Ne-.v constr. 2.000 1.000 - - 3.000
end alteration j
Running
40G 500 500 SCO 2.200
expenses
Total" 4 . COO 4.100 3.500 4.300 16.200

- 55 -
SUMMARY QF RECOMMENDATIONS
1. A Faculty of Basic Science (BS?) should be established within the

Somali National University with the following purposes:
i. Preparing of Basic Science Teachers for the Secondary School

ii. Preparing of Basic Science experts in Mathematics, Physics,
iii. Post-graduate training in Basic Science disciplines
iv. Course offering in Basic Science disciplines to the Scientific
Faculties of the Somali National University
v. Consulting and service offering to Governmental Agencies (eg.
in Informatics, Data Banks, Food control, Health control ...)
vi. Conducting research activity in the various related disciplines.
2. The Basic Science Faculty should be structured in four Departments

(Mathematics, Physics, Chemistry, Biology). Each Department in turn
should have an internal subdivision in Sections, with groupings in
like activities; it should also be autonomous to the operation in
its specific sector, but tied to the BSF for general policy and
the provision of large facilities. Each Department should be guided
by a Head of Department and the Faculty by a Dean.
3. The BSF should offer a Degree (equivalent to the Italian "Laurea")

with a four year curriculum. Each Department of the BSF should offer
two types of Degree: (i) a Basic Science Education (with a Major-
Minor system) and (ii) the specific discipline of the Department.
k. The final location of the Basic Science Faculty should be on the new
Somali National University Campus.
5. The BSF should start operating in the Academic Year 1982, with the
activities of the first two Semesters and of the service- courses to
the other scientific Faculties of the SNU. Completion should be
reached in the year 1985.
6. As a consequence of the BSF's offering of a Basic Science-Education

Degree, the Departments of Mathematics, Physics, Chemistry and Biology
of the University College of Education at La Foole shall be merged into
the new Faculty.
7. In the feasibility study of the present Report, the BSF has been
conceived to rationalize the employment of existing facilities and
human expertise, with a view to attaining the full Somalization of
the Faculty in the near future. Expatriates should be called upon
only when strictly necessary, where local expertise is unavailable for
purposes of training or in order to complete local teaching staff.
}
ACTION TO BE TAKEN DURING 1981
I
! a. Nomination of the BSF Dean and of the Heads of the four departments.
i b. Constitution of a "BSF Technical Committee" formed by the BSF Faculty
i Dean, the Department Heads, Administrative Experts, and a number of
!
expatriate experts (two to four) with the following duty assigned:
- 56 -
1. Completion of the curriculum planning details and course distribu-

tion for the Faculty.
2. Identification and recruitment of teaching staff (Somali and
expatriate).
3 Organization of the necessary infrastructure for commencement
of activity in 1982
k. Coordination with the directors of the other SNU Scientific
Faculties with a view to activating "Service Courses in Basic
Science disciplines" (content of the courses, teaching staff,
classrooms, facilities ...) in 1982.
c. Completion of plans for closure of the Easic Science activity at La

Foole in 1982 (solution to the problem of students enrolled in 198l
and expected to graduate in 1982).
PROVISION SHOULD BE MADE FOR EXPENSES OF ABOUT 80.OCO DOLLARS IN 1982

(60.OOO US DOLLARS FOR THE EQUIVALENT OF 12 MAN/MONTHS OF EXPATRIATE
EXPERTS AND 20.0C0 US DOLLARS FOR TRAVEL EXPENSES)
- 57 -
APPENDIX I
REFERENCES
1 - L'enseignement des Sciences dans les Universits africaines.

Rapport du Stage d'tudes sur l'enseignement des sciences
fondamentales dans les Universits africaines
2 - Universit Nazionale Somala - ANNUARIO

Stamperia dell'UNS, Mogadiscio, 1977-79
5 - L'avenir de l'enseignement suprieur en Afrique

RapDort Tananarive 1962
(1962)
k - L'avenir de l'enseignement suprieur en Afrique.

Conclusions et recommandations de la confrence Tananarive
I962 (1962)
5 - Recherche scientifique et formation en Afrique: Elements d'un plan

de dveloppement
Confrence de Lagos (196J0
6 _- Rapport final de la Confrence de Lagos. (196k)
7 - R.S. Havelock & A.M. Huberman: Solving educational problems: the

theory and reality of innovation in developing countries
8 - Survey on the scientific and technical potential of the countries of

Africa. Nairobi, 1970
9 - L'enseignement des sciences dans les coles secondaires eh Afrique

tropicale (196?)
10 - World Bank - Appraisal of a Third Education Project in the Somali

Democratic Republic (1977)
11 - Report of the Unesco advisory mission on higher education to the Somali

Republic (1965)
12 - Government of the Democratic Republic of Somalia

Statistical Abstract n. lk.l$T7
Mogadishu (1978)
13 - -Somali Democratic Republic - Special statistical issue for the- 10th

anniversary of the 21st October revolution
Mogadishu (1979)
Ik - L'Universit Nazionale di Mogadishu -
Ministero degli Affari Esteri (1978), Italia
15 - Marine Science Faculty at Somali National University - Unesco, 1979
16 - Post-graduate Training and Research Programme at the Somali National

University - Unesco 1979
- 58 -
APPENDIX II
STATISTICAL DATA REGARDING THE SOMALI DEMOCRATIC REPUBLIC SCHOOL SYSTEM
Pre-unlversity level ( )
a) Primary School
After the decision of 1975 to introduce universal primary education, the

former system of four years at Elementary level and four years at Intermediate
level was transformed into six years of primary schooling. During the year
1980/81, however, the duration of the Primary Education will be once again
extended to eight years.
Starting in 1979/80, the Primary School system would appear to be

levelling off, with an enrolment growth corresponding to the statistical
population growth.
Development of Primary Education: 1978/79 - 1981/82 (00)
Academical Year 1978/79 j I979/8O 1980/81 1981/82
Total student enrolment 290.OOO 3^0.000 380.000 1^20.000
Student intake 80.OOC 83.000 85.000 88.000
Student output I3.OOO 28.000 2U.000 25.000
Teacher requirement 9.OOO 10.500 11.300 12.000
Additional teacher requirement 800 1.500 1.000 500

1
() Sources of Information
- Ministry of Education
- State Planning Commission: "Three Year Plan 1979-81"
(00)A11 figures are rounded to the next hundred or thousand

- 59 -
b) Primary School Teacher Training Centre
The centre covers a two-year cycle, with an intake and output (as of 1979)
of about 1500 students/Year. The enrolment is dictated by the- necessity of
teacher enrolment for the Primary School
c). Vocational Schools
Development of Vocational Schools in the period 1978-83
Academic Year 1978/79 1979/80 1980/81 1981/82 1982/83
Intake of new students 775 1000 13.000 11.200 11.500
Total enrolment 1900 1900 14.200 23.800 22.500.
Student output - 850 800 1.000 ll.OOO' 10.000
Teacher requirement 190 190 1.400 2.400 2.250
Available teachers from

existing sources 80 80 130 180 230
Additional teacher
requirement 110 110 1.300 2.000 2.000
d) Secondary Ordinary School
In the academic year 1977/78 the situation was as follows:
No.of schools Student intake Enrolment Student Output Teachers
31 2.300 7.000 9C0 5C0.

- 6o -
In 1978/79, the number of secondary schools increased to 36, with at

least one school present in every district of Somalia; the total number of
teachers increased to 700, of which about 300 undertake Basic Science
teaching.
Because of high student enrolment, the present capacity of the

Secondary School needs to be increased. The "Three Year Plan 1979-81"
contains a provision for 15 new Schools; the following figures give the
value expected for the enrolment of additional students, the student output
and the extra teachers required
Secondary Ordinary School Expansion 1979-82
Academic Year 1979/80 I980/8I I98I/82
Additional student
enrolment (above '78) ' 11.500 16.000 I7.OOO
Additional student
output (above '78) 1.000 1.700 2.500
.Extra-teachers
required (above '78) Voo 550 550
In 1981/82 the expected situation, will be as follows:
No. of schools Student intake Enrolment Output Teachers
50 8.000 25.OOO 3.30O 1.000
With the academic year 1981/82, enrolment is expected to level.off.
e) Technical Education ()
Technical education is at present lagging behind the development of

primary and secondary education and the number of students is relatively
small. Most of the teachers in secondary technical schools are foreigners
and it will be difficult ta Somalise them in the near future. However, it
is expected that about 25 percent of the student output at the primary level
will seek technical education; for this purpose 500 extra classrooms and
workshops will be required. The total student output from technical schools
for which provision is made in th 1979/81 Plan is the following:
() Source: State Planning Commission "Three Year .Plan 1979-1981"

- 6l -
Technical teacher training will be provided by a Technical Teacher

Training College derived from the former Mogadishu Technical Institute. The
College, which is under the jurisdiction of the National University in matters
of curriculum, but under the Ministry of Education administratively, will
provide a two-year post-secondary course. The College has a capacity of
4oo.
The number of teachers involved is shown in the following table.
Academic Year 1979/89 i 1980/81 , 1981/82 1982/83
Enrolment 400 4oo 400 400
Output 200 200 200

- 62 -
APPENDIX III
SECONDARY ORDINARY SCHOOL OF THE SOMALI DEMOCRATIC REPUBLIC
Content of basic Science Courses
a) MATHEMATICS SYLLABUS
FORM I
1) Algebra: Revision of: (i) - Symbols and notations, (ii) - Multiplications

and division of polynomials, (iii) - Manipulation of simple algebraic
expressions and simple factorization, (iv) - Simple linear equations and
their solutions.
2) Geometry: (i) - Basic terms e.g. point, line, etc.: assumptions, defini-
tions and notations, (ii) - Congruency of triangles; similarity of triangles,
(iii) - Pythagoras theorem; proof by constructing actual squares, (iv) -
Properties of triangles: a) exterior angles properties and angle sum; (b)
largest angle opposite largest side; its converse; c) definition of median,
altitude, centroid angle bisector, (v) - Properties and definitions of
quadrilaterals; concept of parallelograms, trapezoids and circles, (vi) -
Areas of triangles, rectangles, trapezoids, (vii) - Volumes of spheres,
cylinders, prisms, cones, pyramids.
3) Trigonometry; (i) - Radian measure, (ii) - Trigonometric ratios of angles,

(iii) - Use of trigonometric tables, (iv) - Advanced problems involving angles
of elevation, (v) - Bearing: Army and Surveyor's method.
k) Sets: (i) - The idea of a set. (ii) - Set language notation, (iii) - Number
of elements in a set. (iv) - Empty and universal set. (v) Subset: proper and
improper, (vi) - Union, intersection and complementation of set. (vii) - Venn
diagrams and their applications, (viii) - Cartesian products.
5) Axioms of real numbers, (i) - Order in the set of real numbers, a) - Axiom
of comparison, b) - transitive property of order, (ii) - Properties of
addition and multiplication of real numbers:, a) - closure, b) - commutativity,
c) - associativity, d) - distribution, (iii) - Identity and inverse elements,
(iv) - Axiom-of equality: a) - reflexive, b) - symmetric, c) - transitive,
d) - substitution.
6) Graph: (i) - Graphing simple linear equations and linear inequalities,

(ii) Solutions of systems of two linear equations, graphically or otherwise,
(iii) Slope of a line, (iv) - Equations of a line.
7) Absolute value and linear inequalities : (i) --Equations involving absolute

values, (ii) - Inequalities involving absolute values.
8) surveying.: Definition: "The measurement of mapping areas of land", (i) -

Surveying by triangulations i.e. surveying'an-area by breaking it into triangles,
(ii) - Survey by chain-line offset method, (iii) - Use of sighting squares.
(iv) - Measurement of inaccessible heights and distance.
(o) Source of Information: Ministry of Education.

- 63-
FORM II
1) Algebra: (i) - Quadratic equations and quadratic inequalities, (ii) -

Solving quadratic equations by: (a) - factoring, (b) - completing the square
(iii) - Deriving and applying the quadratic formula, (iv) - Sum and product
of roots, (v) - Solving quadratic equations by graphs, (vi) - Methods of
graphing and solving quadratic inequalities, (vii) - Idea of a function
emphasis on quadratic and general polynomial functions, (viii) - Synthetic
divisions and its applications, (ix) - Remainder and factor theorems.
2) Exponents and the theory of logarithms with negative and fractional

exponents
3) Sequences & Series: (a) - Arithmetic sequence: n term, arithmetic mean

and summation of an arithmetic sequence, (b) - Geometric sequence: common
ratio, n term, geometric mean and summations of a geometric sequence.
(c) - Idea of a finite and infinite series.
k) Business Math, (i) - Compound interest, (ii)-Dividend, Shares and Stocks.
5) Geometry: (i) - Proofs of the following theorems: (a) - The equal

intercepts theorem, (b) - The straight line joining the mid points of two
sides of triangle is parallel to the third side and is one-half of it. (c) -
The line'through the middle point of one side of a triangle and parallel to
the second side bisects the third side, .(d) - Parallelograms on the same "
base and between the same parallels are equal in area. Corollaries to the
theorem, (ii) - Similarity of triangles. Proofs of: (a) - A line drawn
parallel to one side of a triangle divides the other two sides in the same
ratio, (b) - Two triangles are similar if their sides are proportional.
Converse, (c) - If two sides of a triangle are proportional to the
corresponding two sides of another triangle and if the included angles are
equal the triangles are similar. Converse, (iii) - Circles theorems.
Proofs of: (a) - Equal chords are equidistant from the centre. Converse.
(b) - An angle at the centre of a circle is twice any angle at the circum-
ference subtended by the same aro. (c) - Cyclic quadrilateral and concyclic
points, (d) Alternate segment theorem, (e) - The other angle properties e.g.
tangents from a point subtend at equal angles at the centre, (f) - The
intersection chord theorem: rectangular properties of a circle, (g) - Circles
in contact, (i) - Distance between centres of circles in contact, (ii) -
Constructions of common tangents.
FORM i n
1) Relations and functions, (i) - Definition of a relation, (ii) - Domain and

range of a relation, (iii) - Inverse of a relation, (iv) - Functions as one-
to-one or many-to-one mappings, (v) - Invers of a function, (vi) - Rational
functions, (vii) - Equations involving rational functions, (viii) - Graphing
rational functions.
2) Coordinate Geometry: (i) - Linear coordinate system and directed distances,

(ii) - Cartesian coordinate system and the distance formula, (iii) - Coordinates
of a point which divides a line segment internally and externally in the
ratio: r^/r^. (iv) - Parallel and perpendicular lines. Angle between two
lines, (v) - The straight line, the circle, the parabola and ellipse, hyperbola.
N.B.: Though the equations of a straight line are given in Form 1, here
problems of an advanced nature are to be treated e.g. to find the equation
- 6k -
of line perpendicular to a. given line and intersecting, a given line. The

general equation Ax + By + C = 0 is to be treated also.
3) Trigonometry; (i) - Trigonometric ratios of angles from 0 to 36O or

2ti radians, (ii) - Graphs of trigonometric functions in these ranges and
periodicity (iii) - The fundamental identities and relations, (iv) -
Solution of triangles: Laws of sines and cosines. 5v) - Arc length and
area of a sector of a circle, (vi) - Inverse trigonometric relations and
functions and their graphs.
k) Vectors : (i) - Vectors and points.(ii) - Components of a vector, "(iii) -

Vector addition and vector subtraction, (iv) - Magnitude of a vector, (v)
- Multiplying a vector with a scalar, (vi) - Standard vectors -in the plane,
(vii) - Dot product in the plane, (viii) - Vectors and lines. .
5) Matrices : (i) - Representing data by a matrix, (ii) - How and column

matrix, null matrix, transpose of a matrix, (iii) - 2 x 2 matrices, (iv) -
Addition and multiplication of matrices, (v) - Determinants of a matrix.
(vi) - Invers of a matrix, (vii) - Determinanets of order 2 and order 3
(a) - Basic properties, (b) Solution of systems of linear equations by
determinants.
6) Geometry; (i) - Proofs of the following theorems: (a) - Extensions to the

Pythagorean theorem, (b) - The relationship between areas of similar triangles
and similar polygons.(c) - The bisector of an angle of a triangle- divides
the opposite side in the ratio of the sides containing the angle, (ii) - Planes:
(a) Parallel lines, (b) - Parallel planes, (c) - Normal to a plane, (b) -
Angles between a plane and a line; angle between two planes.
FORM IV .. . _ .
1) Trigonometry: (i) - Sum and difference formula, (ii) - Half and double
formula, (iii) - Identifies, (iv) - Application of trigonometry for easy
problem of 2 and 3 dimensions, (v) - Earth as a sphere (a) - latitude and
longitude, (b) - Great and small circles, (c) - Distance along meridians and
long parallels of latitude.
2) Algebra: (i) - Complex numbers, (a) - Addition, subtraction, multiplication

and division of complex numbers. (b) - De Moivers's theorem, (ii) - Boolean
Algebra. Simple application to propositions, circuits, idea of a group. Simple
examples of a group. Idea of a ring-examples.
3) Symbolic Logic: (i) - Negation, conjunction, disjunction, implications, and

equivalence, (ii) - Truth tables, (iii) - Simple statements': Their validity
and invalidity by truth tables, (iv) - Methods of proving simple statements
by truth tables.
4) Probability; (i) - Simple space and events, (ii) - Mutually"exclusive

events, (iii) - Independent and dependent events, (iv) - Simple probabilities.
5) The Calculus: (i) - Elementary ideas of limits, (ii) - Elements of

differentiation (a) - application of the derivative to: 1) - Rates of increase.
2)- - Easy linear kinematics. Distance-time and speed-time curves. 3) - Maxima
and minima, (iii) - Area under a "graph - the definite integral".
- 65 -
b) PHYSICS SYLLABUS
FORM I
1) Mechanics Measurement: The measuring process. Fundamental quantities.

Fundamental and derived units. Mass and weights. Measurement of length, mass,
volume of liquids, time. Systems of unit: CGS, MKS. Use of micrometer screw,
spherometer and beam balance.
2) Kinematics of Translation: Speed and velocity. Vector and scalar quantities.

Displacement and distance-. Accelerated motion. Equations of motion for a
uniform or constant acceleration. Gravitational acceleration. Falling bodies.
3) Force, Mass and the Dynamics of Translation: Force, Definition. The concept
of mass. The linear momentum. The law of conservation of momentum. Friction:
coefficient. Force of gravitation. Distinction between mass and weight. Newton's
laws of motion.
k-) Vectors and Vector Manipulation: Addition of vectors (Parallelograms and

polygon method). Compounds of a vector and resolution of a vector into components
at right angles. Addition and resolution of forces and velocities. Resolution
of the force of gravitational attraction; projectile motion.
5) Statics : Torques or. moment of a force. Centre of mass and its experimental
determination. Conditions of equilibrium. Resultant of parallel forces. Stable,
unstable and neutral equilibrium.'
6) Angular quantities and Circular Motion: Circular motion. Centripetal accelera-

tion and centripetal force; centrifugal force. Rotary motion: radian measure,
angular velocity, angular acceleration. Relationship between angular and linear
quantities Moment of inertia. Angular momentum. Conservation of angular momentum.
7) Work, Energy, Power: Work and units of work. Work and power in linear motion.
Gravitational potential energy and kinetic energy. Conservation of energy. Mass
and energy relationship. Power, units of power.- Machines: simple machine;
mechanical advantage; velocity ratio, energy conservation and efficiency;
examples limited to lever, single stringed pulley (excluding weston differential)
systems, inclined plane and screw jack.
" FORM II
1) Density and specific gravity: Importance of density measurement. Mass
density. Density of water; units of density; density of regular solids.
Archimede's principle and its applications to the measurement of specific gravity
and solids (including those less dense than water) and liquids. Flotation.
The hydrometer.
2) Fluid Mechanics: Fluid pressure and its transmission. Pascal's law; the
hydraulic press and lift. Atmospheric pressure, simple mercurial and aneroid
barometers. The siphon, lift pump, force. Fluids in motion.
5) Molecular Theory of Matter: Particle nature of matter. Existence of mole-

cules; conception, of their size. Kinetic theory, Brownian movement and fluid
pressure'by molecular bombardment. Diffusion and osmosis. Molecular forces,
surface tension and capillary action. Elasticity, strength of materials, stretch
of a material inthe form of a wire. Hook's law. Elastic energy.
- 66 -
k) Thermal Expansion: Expansion of solids, liquids, gases Coefficient of

apparent expansion of gases. Gas law.
,5) Transmission of Heat: Transmission of heat energy; conduction, convection

!and radiation. Qualitative comparison of conductivities. Examples of practical
application; e.g. heat insulation and hot water system (exact details not
expected). Relative emission and absorption by different surfaces. Vacuum
flasks; infra-red radiation, "greenhouse effect".
6) Measurement of Heat: Law of heat exchange. Determination of specific heats

of solids and liquids by the method of mixtures. Caloric values of food and
fuels (simple calculation).
7) Heat and work: Conversion of mechanical energy into heat energy. Mechanical
equivalent of heat. The first law of Thermodynamics. Isothermal and adiabatic
processes. The Carnot cycle. The second law of thermodynamics. Heat engines:
steam engine and internal combustion engine.
3) Change of phase: Latent heat: latent heat of vaporization, latent heat of

fusion melting point of a substance-. Cooling produced by evaporation. The
refrigerator. Measurement of the latent heats of ice and steam.- Change of
volume on solidification; effect of pressure on melting point of ice and on the
boiling point of liquid. Atmospheric moisture; dew point and how to measure it.
Relative humidity; wet and dry bulb hygrometer; humidity control; water vapour
in the atmosphere (clouds, rain, snow, hail, etc.).
FORM III
1) Static Electricity: Electric charge. Electrification. Two kinds of electric

charge. Action between electric charges. Conductors and insulators. Experiments
with gold-leaf electroscope. Electrostatic induction. The force between charges
(Coulomb's law of electrostatics). (Compare with Newton's law of universal
gravitation). Electric fields of force. Electric lines of force. Electric
field intensity.
2) Potential difference and Capacitance: Electric potential. Potential difference.

Gravitational and electric potential. Absolute zero of potential. Distribution
of charges on a surface; effect of the shape of conductors; discharging effects
of points. Capacitance of a parallel plate capacitor. Factors affecting the
capacitance of a parallel capacitor. Capacitor combinations. Electrostatic
generators (Electrophor and Van de Graaf generators).
3) Sources of Continuous Current: Chemical cells. Galvanl's experiments.

Voltaic pile. Primary c^lls; simple cell and defects; dry (Lechlanche)
cell. Secondary cells (structure, maintenance); details of chemical action not
required; photoelectric, thermoelectric cells. Electromagnetic source (mention).
k) Direct Current Circuits: Charge and current. Relationship between potential

difference and current for metals. Ohm's law for partial circuits. Effect of
temperature on the resistance of metals and not-metals. Series and parallel
connection of cells. Compound circuits. Internal resistance.
5) Electric Energy and Power: Electric energy. Heating effects of electric

current. Joule law. Power, Power loss in a transmission line. Units and costs
of electrical energy. Calculations of the work done by an electric current.
Simple house-wiring with switches; fuses and garthing of electrical appliances.
6) Chemical effects of current: Electrolysis. Ionization of electrolytes and

movement of ions. Faraday's laws of electrolysis. Electrochemical equivalent.
Application of electrolysis.
-67 -
7) Magnetism and Magnetic effects of a current; Simple phenomena of magnetism.

Properties of magnets; magnetic field and magnetic lines of force of the Earth.
Magnetic properties of neutral points (qualitative). Magnetic properties of
iron. Magnetic effect: oersted's experiments; magnetic field due to the
solenid. Electromagnetism. Electric bell, lifting magnetic relay; magnetic
separators, telephone receiver.
8) Electric Motors: Force on a current-bearing conductor in a magnetic field.

Magnetic force between two parallel-wires. Fleming's left hand rule. Simple
d.c. motor; practical d.c. motors. Moving coil loudspeaker.
9) Meters: Suspended-soil galvanometer. Pivoted moving-coil milliameter;

ammeters and voltmeters; shunts; millivoltmeter; moving-iron instruments.
10electromagnetic Inductions: Induced emf. Induced current. Lenz's law.

Generators. The motor effect. Back emf. Mutual and seIf-inductance. Trans-
formers. Optional: A.C. circuits: inductance: peak values; RMS. Sine waves;
RL circuits; RCL circuits.
lDElectric Current in Gases: Discharge-tube phenomena. Crooke's dark space.

Production of cathode rays. Elementary properties of cathode rays and their
use in a cathode ray tube or a television tube (details of circuity and time
base not required). X-rays and their applications and hazards. Addison effect.
Thermoionic emission. The diode. Use of diode for rectification of A. C
FORM IV
1) Vibratory Motion: Periodic Motion. Simple harmonic motion. Frequency and

amplitude. Simple pendulum.
2) Wave- Motion: Mechanical waves. Transverse and longitudinal pulse and waves.
Wave properties: rectilinear propagation, reflection, diffraction, superposition
interference.
j5) Sound Waves: Production of sound. Dependence of sound waves on a medium.

Velocity of Sound Waves. Relationship between velocity, length and frequency.
Properties of sound: intensity, frequency, quality. Vibrating strings. Response
characteristics of the ear. Standing wave and resonance. Ultrasonics.
k) Photometry: Illumination. Luminous intensity. Standard candles. Inverse

square law. Photometers, illuminometers. Light sources: filament lamp, tube-
type lighting fluorescent lamps.
5) Physical optics: Rectilinear propagation of light: shadow eclipses; pinhole-

caraera. >-
6) Reflection: Regular and. diffused reflection. Laws of reflection. Mirrors.

Images. Image formation by plane and curved mirrors: graphical construction.
Linear magnification. Determination of focal length of a concave mirror. Use
of convex mirror to give large field of view and of concave mirror as a magnifying
mirror. Production of an approximately parallel beam of light.
Magnification formula.
7) Refraction at a plane surface. Laws of refraction. Refractive index and

its determination for a transparent solid. Real and apparent depth. Total
internal reflection and critical angle. Use of right-angle isosceles triangular,
prism. Refraction by a triangular prism. . Mirage. Deviation.
- 68-
8) Lenses: Principle foci and focal lengths of convering and diverging
lenses. Formation of real and virtual images. Graphical constructions.
Linear magnification. Determination of focal length of"a converging lens.
(Note: Problems will not be set on mirrors or lense which cannot be solved
by graphical methods). Optical instruments e.g. telescope, microscope,
projection lanterns, etc.
9) Dispersion of White Light by a prism: Formation of pure continuous

spectrum with either one or two lenses.. Colour; primary and complementary
colours. Addition and subtraction of coloured lights. Pigments: appearance
of pigmented objects in lights of different colours. Interference, diffraction.
lCpTheories of light: Corpuscolar theory. Wave theory. Electromagnetic

theory. Photoelectric effect. Quantum theory.
ll)Descriptive study electromagnetic spectrum including radio, infra-red,

visible, ultra-violet, X-rays and gamma rays.
12)Atomic structure. Radioactivity. Nuclei. The discovery of the electron.

Magnitude of the charge of the electron. The atomic nucleus. Proton, neutron.
Early ideas of atomic structure. Modern concept of atomic structure. Atomic
number and mass number. Radioactivity: detection and identification of alpha,
beta and gamma radiations. Relative absorption; screening. Radioactive decay;
meaning of half life.
c) CHEMISTRY SYLLABUS
FORM I
1) States of Matter: Gas, liquid and solid inter-conversion. Mixtures, solu-

tions, solubility and solubility curves. Techniques for separation, distilla-
tion and fractional distillation, filtration, crystallisation, sublimation,
evaporation.
Chemical and physical change with as many .chemical changes as the instructor may
see necessary to explain the idea to the student - (such changes being common
in the student environment whenever possible).
2) Action of heat on materials. Hydrates. Oxides. Carbonates are suitable

examples. Other examples where no material change appears should be included.
The idea of reversibility might be introduced e.g. in connection with the action
of heat on hydrated copper sulphate. Briefly explore the action of light on
materials.
3) Combustion: The history of ideas about the part played by air in burning as
an introduction to oxygen. The preparation of oxygen,~"properties and its
reactions with calcium, magnesium, iron, copper, carbon, phosphorus, sulphur
are suitable examples from which to choose. Air is about as a mixture. Compo-
sition of air by volume.
FORM II
1) After recapitulation on mixture and pure substances, elements and compound

are to be discussed. Next the idea that elements are composed of atoms and
compounds are made up of molecules. Symbols of the element, valency and
chemical formulae. Important:ideas, at this stage, are size and mass. A few
simple experiments can lead to the idea of' the smallness of particles and to
their motion e.g. dilution of coloured solutions and Brownian motion.
- 69 -
Atomic weight could be introduced relative to hydrogen.
The periodic table might be introduced by a brief historical account

leading up to the -arrangement of elements in a table according to atomic masses.
2) Dalton Atomic Theory: The laws of conservation of mass, definite composition

and multiple proportions. The fact that the law of multiple proportions is
evidence for Dalton's atomic theory. Sufficient time should be spent over the
notion of the gram-atom, as its use can contribute considerably to the under-
standing of subsequent work. Calculations based on these. The Avogadro Number
could be mentioned.
3) Chemical equations and their use s a-far as they assist in giving a mental
picture of chemical action. Simple calculation from chemical equations of
reacting weights. Equivalent weight and the relationship between atomic wt.
valency and equivalent weight. Variable valency. The mole concept, molecular
wt.
h) The simple properties of acids, bases and salts. A whole range of materials
and their reactions are covered by the adjectives acidic, alkaline, and neutral.
In introductory investigations an acid can be regarded as a substance which
produces an acid solution only. General methods for the preparation of salts.
Normal and acid salts.
5) Preparation of Hydrogen. Its properties and uses. Water as an oxide of

hydrogen.
FORM III
1) Action of electricity and materials. Various materials might be explored

leading to the general classification of conductors and insulators. The treat-
ment should include fused material and lead to fused salts of which bromide
and potassium iodide are convenient examples. It might be useful at this stage
to investigate aqueous solutions and other liquids such as ethanol to establish
the difference between electrolytes and non-electrolytes.
2) The simple treatment of the structure of atoms: protons, electrons and

neutrons. The arrangement of electrons in shells. Atomic number, electron
valency and covalency.
3) Simple study of electrolysis. Electrolysis of acidulated water (dilute

sulphuric acid); of simple salt solution e.g. Cupricchlorique Electrolysis of
copper sulphate solution using copper, platinum as electrodes. Paday's laws
and calculations on them. Qualitative investigations of electrolysis could be
interpreted in terms of the ionic theory: the electric current being interpreted
as a flow of electrons or ios". This could lead to .the idea of the electron
being a constituent of atoms. A simple picture of atoms as positively charged
nuclei surrounded by electrons could follow.
k) (a) Simple examples of oxidation and reduction, (b) The idea of proportionality
to be discussed as a prelude to the gaseous laws i.e. Boyle's law, Charle's law,
Dalton's law of partial pressures, Gay-Lussac's law, Avogadro s principle and
the ideal gas equation. Problems have to be set covering the preceding topics.
A simple version of the kinetic theory should be introduced to explain the
gaseous laws.
5) Periodic Table: Pupils will recognize families of elements particularly the

alkali metals and-Halogens both of which provide opportunities to examine
relative reactivities. The family of the noble gases should also have special
mention. Sequence in the valencies of the elements will also be apparent e.g.
- 70 -
in CIL, NH-., HpO, HCl. A correlation with charged ions could also be made.
The classifications of elements as "metals" and "non-metals" should be discussed.
6) Acidity and Alkalinity: The role of the solvent. Neutralization and acid-
alkali, tritation, acid-base concepts. Preliminary investigations in Form II
might be followed by the study of the role of the solvent e.g. solutions of
hydrogen chloride in water and in toluene could be compared.
Incomplete ionisation of weak acids should be mentioned. The idea of

neutralization could be made quantitative by simple volumetric study of acid-
alkali reactions introducing the concept of molarity.
.7) Rates of surface area in heterogeneous reactions. Effect of concentration.

Effect of temperature. Effect of catalysis.
FORM IV
1) Equilibrium in chemistry: Concept of dynamic equilibrium. The use of the

symbols. Kinetic picture of dynamic equilibrium. The idea of reversibles with
examples like the change of state and the hydration of copper'sulphate.
2) Chemistry of the elements: Approach to the study of the elements aims at

showing patterns activity and families of elements. This will help the study
of the elements with that of the periodic Table. ' Whenever a property of an
element or the tendency of a reaction shows up they should be related to the
position of elements concerned in the periodic Table, (a) The Halogens:
Physical properties of elements. Interconversion of halogen and halide ion.
Hydrochloric acid. The chlorides of the common elements and their reactions with-
water. Reduction of oxides, (c) Sulphur: Sulphur dioxide and sulphites..
Sulphuric acid and sulphates. Sources and physical characteristics could be
discussed and investigated. The existence of different structural forms should
be mentioned. A chemical test for the recognition of sulphur dioxide is needed
but not a long list of reactions. The reactions of sulphur dioxides with alkalis
should be included and" so should the effect of acids on sulphites. A precipitation
test for sulphates is required, (d) Nitrogen:' Ammonia, synthesis and decomposi-
tion, reaction with oxygen. Aqueous ammonia, ammonium chloride and sulphate.
Nitric acid and common metal nitrate. Nitrogen dioxides and nitrogen monoxide.
So far as oxides of nitrogen are concerned, details of determination, of composi-
tion and formulae are not required. Action of nitric acid on metals could be
limited to its usefulness in converting some metals to their ions, but detailed
formal equations are not required, nor is the reduction of ion to ammonia,
(e) Phosphurus: Reactions with oxygen and chlorine, (f) Carbon: polymorphism.
Reactions with metal oxides. Carbon dioxide and its conversion t carbon monoxide.
Carbonates of the common metals. Carbon provides a suitable example for intro-
ducing the connection between properties and structure. Difference in physical
characteristics and reactivity of diamond and graphite should be considered in
relation to their structures and these, if possible, can be illustrated with models,
(g) Alkali metals; Metallic lithium, sodium and potassium. Action on water.
Hydroxides, halides, sulphates, nitrates and carbonates. The study of the
reactivities of these elements with oxygen and water provides a basis for their
recognition as a family of elements, (h) Alkaline Earth Metals: Magnesium: metal,
action of water and acid, oxide and hydroxide. Calcium: Metal, action of water,
oxide, hydroxide, carbonate and chloride. Arising out of investigations on chalk
and lime there is' an opportunity to introduce hardness of natural water but
detailed treatment of this and methods of softening are not required.
(1) Transition metals: Iron: Metal, action steam, reaction with hydrogen chloride
and chlorine, hydroxides. Copper: Metal. Formation of Cu^+ (aq.) by action of .
nitric acid. Oxide, nitrate, sulphate and chloride. Carbonate and hydroxide.
Reduction of Cu (1) compound. Cu (II) compounds are restricted to the oxide and
the chloride.
- 71 -
Simple test for the following; ions: Lithium, sodium, potassium, ammonium,
copper (II) iron ( H ) and iron (III), chloride, bromide and iodide, sulphate,
carbonate and sulphite.
N.B. Flame tests are sufficient for the alkali metals ions.
Organic Chemistry: An introduction to the chemistry of carbon. Whenever an

individual compound is mentioned, it is to be taken as a member of an homologous
series. Distillation of crude petroleum. Physical properties of products.
Combustion of products, alkanes. Tetrahedral distribution of bonds. Concepts
of homology and isomeriam. Halogenation: cracking of petroleum. Ethylene.
Addition of halogens. Unsaturation. Addition, polymerisation. Ethanol:
Action of sodium and phosphurus halides. Oxidation of ethanol to acetic acid,
esterification, mentioning polymers.
d) 3I0L0GY SYLLABUS
The tentative syllabus predicted that approximately the first seven items
in both plant and animal study sections should be covered in Form I, the
remainder in Form II. However, such an approximation could be decided from
the actual teaching of the material allotted.
The idea of both plant and animal science studied simultaneously in the
first two years of the course is not unappealing, but since the student is a
beginner he might be faced with some confusion in learning the botanical and
zoological concepts at the same time-. It is therefore recommended that plant
study should precede the animal study or vice versa. For the sake of simplicity
attempts have been made to re-state and add clarity where necessary, to ambiguous
units within the subject matter. Irrelevant repetitions of items have been
removed and insufficient treatment of units remedied with the appropriate
additions. For instance, the process of photosynthesis was only subordinately
mentioned in relationship to the process of transpiration. Moreover, photo-
synthesis and its significance have been added to the syllabus and for that
matter specific items for the process. Other additions made are the items under
the unit: Interdpendance of animals and plants. In this unit, items are
given in such a way as to induce an understanding of the organic and inorganic
balance of nature and its significance. One important point to mention is the
divergence of this new edition from the way in which animal and plant classifi-
cation was tackled in the tentative syllabus. Whereas the former edition
treated the classification in the order of. advanced to simple to advanced phyla
for both animals and plants, with the later arrangement it is easier to follow
the evolutionary development of structural characteristics of animals and plants
and thus perceive the phylogenetic relationship of the systematic classification.
This edition of the syllabus is divided into two major units:
I. Introduction to plant and animal study.

U . Selected Topics
It is expected that items A.B.CD. and E. under Unit I be covered in Form

I, II and III. Unit II of the selected topics will be studied in Form TV.
Distribution of units through the Four Forms of the Secondary Schools
FORM I
I. Introduction to plant and animal study. A. Plant study. 3. Animal study.

- 72 -
FCRM II
I. Continuation of introduction to plant and animal study. C. Classification of

animals. D. Classification of plants.
FORM III
I. Continuation of introduction to plant and animal study. E . Human anatomy

and Physiology.
FORM IV
U . Selected topics including: 1. The cell theory - 2. Heredity - 3 Evolution

k. Adaptation of animals and plants to their environment - 5 Influence of man
on nature - 6. Homeostasis - 7 Animals' disease.
INTRODUCTION TO PLANT AND ANTRAL STUDY
It is essential that the beginning student should be made aware of the features
all living things have in common before he can proceed to the separate studies
of animals and plants.
Living matter:
- Discuss characteristics of living matter as compared to non-living matter.

- Protoplasm as living matter - Substances most abundant in protoplasm. - Nature
of the protoplasm. - The cell as the basic unit for both plants and animals.
A. Plant Study
1. Discussion of botany as a science of plants. Values of plants- in terms of

the national economy and in the life of the people.
2. -Study of a flowering plant
Structure and function (physiology) of major parts of the plant: - Roots, stems,
leaves, flowers, fruits and seeds (external features only). - Herbaceous and
woody plants - differences. - Trees, bushes and shrubs and grass. - Annual and
perennial plants.
3. Internal or Cellular Structure of Plants:
This section should be preceded with the study of the different parts of
mitosis and its usage. - Structure of the plant cell. - Growth and division.of
the cell (mitosis) - not in detail.
k. Nutrition in plants:
Definition and discussion of nutrition. Its importance. - Holophytic nutrition -

Structure of the leaf (external and internal) in relation to the process of
photosynthesis. - Photosynthesis: experiments on photosynthesis. Different
types of nutrition: holophytic, saprophytic and parasitic nutrition, etc.
5'. Water and mineral absorption and transportation in vascular plants-:
- Roots: external and internal structure (across-sections and longitudinal

section of root) - Growth of root in- length (slides on root tip) - Root hair,
absorption of water and minerals. - Experiments on absorption, diffusion and
osmosis. Water relations of plant cells: osmotic pressure, suction pressure,
turgor. - Transpiration as accompanied with the gaseous exchange of photosynthesis
and respiration. - Experiments on transpiration and transpiration rates.
- 73 -
0. Growth and Movement in plants:
- Tropism: Ptototropism (light and growth): geotropism (earth and growth

of the root); hydrotropism (water and growth).
Experiments on tropism should be performed and demonstrated to students. -
Stems (external and internal structure) - Growth of stem in height and width
(annual rings) imarancy and perennation.
7. ResDiration in plants:
Definition and discussion of respiration. Importance of respiration as energy

releasing process. - Aerobic and anaerobic respiration in plants - Gas
exchange in plants - CCL output and CU uptake in plants.
8. Reproduction in plants:
a) Asexual (non-sexual) reproduction. Importance and advantages of asexual

reproduction. - Study of vegetative propagation of potatoes and of sugar
cane as example.
b) Sexual reproduction in plants: Definition and discussion. - Importance of

the flower in sexual reproduction. - Self and cross-pollination, fertilization,
seed formation (not in much detail) - Advantage of cross-pollination over self-
pollination. - Formation of fruits; simple classification of fruits - Seed
dispersal: by wind, water and animals. Collection and display of representa-
tive examples, of local seeds. - External-and internal_structures of seeds:
Dicotyledons and monocotyledons. - Composition of seeds and contents. -
Germination and conditions necessary for the process of germination. - Experi-
ments on seed germination - Importance of seeds for plants and for animals.
9. Ecology (should be taught in relationship to animals and plants). Definition

- Composition of the soil: organic- and inorganic substances of the soil. -
How to fertilize poor soil. Visits to local farms and plantations. -
Necessity of soil for the growth of plants. - Influence of man against nature:
e.g. destruction of plants and soil over fertilization. - Conservation of land -
Visits to sea-shore: observation of sea-shore animals and plants in their .
natural habitats, with careful study of the environmental factors to which they
are adapted. Collection of some animal and plant, specimens and their study
in class. - The section of ecology could- also be taught immediately after the
classification of plants.
B. Animal Study:
1. Discussion of zoology as" a science of animal study. - Point out the general
differences between animals and plants. - Discussion of the importance of
their classification: mention man and the mammalian group position in the
animal kingdom.
2. Study of animals: An example of a mammal could be used because students are

rather more familiar with mammals. - External structure compared to that of
plants. - Function of the major organs of the mammal: only a general idea
should be given since the student will come across many examples under the
classification of the animal kingdom.
3. Animal cells:
- Study of the structure of the animal cell: different animal cells should be
observed and identified under the microscope and on large labelled diagram
and structures of cells demonstrated
- 7^ -
^., Introduction of the classification of invertebrates and their modes of life.
G.. Classification of animals:
Give general ideas about the classification - such that only characteristics
that can be recognized by direct observation are considered. An example of
each group should be studied in brief. However, there should be more detailed
study on the insect class, in relationship to the diseases carried by the
insects.
1. Protozoa (Unicellular animals)
Flagellates (trypanosoma); Rhizopoda (Amoeba); ciliata (paramecium) and

sporezoe (Plasmodium)
2 . Coelenterata
Hydra; Jelly-fish; sea anemone and corals
3. Worms
Flatworras: e.g. planaria, liver fluke and tapeworm. Discuss the parasitic
modes of life. - Round worms; Ascaris and hookworm. - Discuss the parasitic
modes of life. - Annelida: e.g. earthworm and leech (ringed worms).
Molluscs : e.g. Gastroped; a bivalve and cephaloped
Insects ; e.g. cockroach; locust; mosquitoes; house-fly; lice, fleas,

honeybees, ants, etc.
Arachnida; e.g. scorpion; spider, ticks and mites
Millipedes and centipedes
6-. Echinoderms; e.g. a starfish, a sea urchin, sea-cucumber, etc.
7. Vertebrate : (Animals with backbones)
- Fishes: e.g. Dogfish or ray, a bony fish - Amphibians, e.g. frog or toad.
a tailed amphibian - Reptiles: e.g. a lizard; a snake; a tortoise or turtle,
etc. - Aves (birds): e.g. hen or pigeon, etc. - Mammalia: e.g. a placental
mammal, egg-laying and marsupial mammals and their general characteristics should
be referred to with the help of labelled diagrams or pictures demonstrated to
students.
D. Classification of Plants:
Give a general idea about the classification of plants.
1. Algae : e.g. a unicellular. a multicellular filamentous and fucoid algae;

a diatom etc. - Study of the life cycle of pleurocoicous and spirogyra. -
Economic importance of algae.
2. Fungi: ' e.g. bread mould, yeast and a mushroom. - Study of the life cycle
of the bread mould. - -Economic importance of fungi.
3. Bacteria: - Survey (in brief) of the different kinds of bacteria. Occurrence

of bacteria. Useful (e.g. decay and fermentation) bacteria. - Harmful (e.g.
disease causing) bacteria. - Discussion on the parasitic and saprophytic modes
of life of bacteria and fungi. It is suitable at this position to embark on
the study of food preservation and the various methods of preserving food.
Brief discussion on food poisoning.
- 75 -
h. Moses and liverworts; An outline study of their life history. Habitat.

Brief discussion on their' significance. - Alternation of generation in plants.
5. Ferns and relatives: An outline of the life history of a fern. - Discussion

on heterospory (bearing more" than one kind of spores).
6. Gymnosperms (naked seed plants: e.g. confiers). - a brief survey of their

general characteristics in relationship to those possessed by the flowering
plants.
7. Angiosperms (flowering plants) - Monocotyledons; herbaceous and woody

dicotyledons - Life history of a flowering plant (an outline only) - Study of
external and internal floral structures. - A survey of the" range of habits
and habitats of trees, shrub, herbs, etc. - a brief survey of the ways in which
they have adapted themselves to the natural environment. - V/herever possible,
local or other plants should be shown in the classroom.
8. Interdependence of plants and animals:

- Photosynthesis: A more detailed account on photosynthesis; its importance
to both plants and animals. - Formation of simple carbohydrates (glucose) in
plants. - Storage of food in plants; and dependence of animals on plants for
their food. - Food chain. - Carbon cycle.
A - 9 - Ecology
E. Human Anatomy and Physiology:
1. General plan of the human body: Tissues, organs and organ systems of the
human body.
2. Skeleton and muscles of the human body: Structure and function of the major
parts of the human body. - Composition of a bone. - Joints of the body. -
Important skeletal muscles. - Types of muscles of the human body. - Structure
and co-ordination of. muscles. - Values of work and physical culture for the
health of man. - Rules of the First Aid.
3' Digestive system of man: Types of food: carbohydrates, proteins, fats,

minerals, water and vitamins. - Chemical composition of food. -.Food as energy
producer; food as body builder and repairer; food as regulator of life processes
.in the body. - Digestive system and role of the digestive enzymes.
h. Respiration: Structure and function of the respiratory system of man. -

Respiration in the lungs and tissues. - Capacity of lungs. - Artificial respira-
tion. - Harm due to smoking.
5- Circulatory system: Composition of the blood. Structure and function of white

and red blood cells. - Structure and function of the heart. - Blood pressure,
arteries, veins and capillaries. - Blood transfusion and vaccinations. - Clotting;
anaemia, leukaemia. - Circulation: importance of blood circulation.
6. Systems of glands and body regulators: Ductless glands and their secretion
e.g. pituitary gland, thyroid gland, pancreas and the advenial glands.
7. Excretory system: A brief survey of the structure and function of the brain
and spinal cord. - Peripheral nervous system and nervous reactions. - Reflex and
theory of reflex. - Sympathetic and parasympathetic nervous system. Structures
and'function'of the sense organs: eye, ear; reception in skin and nose;-taste
buds of the tongue.
- 76 -
Selected Topics;
1. The cell theory: Cells and tissues: students should study and identify
different cells and tissues under the microscope. - Chemical composition and
function of cells. - Proteins and amino-acids of the cell. - Cell metabolism
and cell reproduction. - Cell division (mitosis) - importance of cell division
and cell maturation for the growth process. - Meiosis (reduction division) -
gamete formation; significance in sexual reproduction.
Heredity: Definition and discussion. Discussion on Mendel' s Experiments and

Mendelian Laws of inheritance. Heredity in animals, plants and human Beings.
- Genetic of twine, blood group and variations.
2. Evolution: Definition and discussion: - Theories of Evolution: Darwin and.

Lanark's theories of evolution. - Evidence of evolution in animals and plants.
- Evidence of common ancestry. - Struggles for the survival and existence in
animals and plants. - Adaptation in animals and plants: natural and artificial
selection; survival of the fittest; variations in animals and plants. - Origin
of species; development of concept of species by Darwin. - Modern classifica-
tions by Linneus.
3. Adaptation of animals-and plants to their surroundings: Study of wild and

domestic animals e.g. animals producing hides, meat, milk. - Animals used for
hunting, dangerous animals, protection of animals. - Study of wild and cultivated
plant families e.g. family of bananas; family of grasses^ family of cereals;
family .of cacti.
h. Influence of man on nature: Plant and animal breeding. - Raising of new

plants and animals by man. - Selective breeding of animals. N.3. During the
study of the above topics, attempts should be made to invite guest horticulturists
and animal breeders from the local regions.
5. Hoemostatis in animals: Natural defensive mechanism in animals. - Regulation

of the constancy of the internal body environment. - Regulation of the body
temperature: cold and warm blood. - Hibernation and aestivation.
6. Animal diseases: Definitions: Study of some animal diseases: their preven-

tion and care e.g. malaria; T.B.; reinderpest, etc. - Discussion of public
health hazards concerning water, sewage, air. pollution, disposal of wastes, etc.
- 77 -
APPENDIX IV
SNU COLLEGE OF EDUCATION - LA FOOLE. CONTENT OF. BASIC

SCIENCE COURSES"
a) Mathematics
1P1. Pre-Calculus I. An introductory course to acquaint the student with the

principal ideas of mathematics. Includes prepositional logic, sets and relations,
mathematical systems, study of integers, rational and real numbers, system of sets
and probability matrices and determinants.
1P2. Pre-Calculus II. Rigorous development of relations, functions and their

graphs via circular, exponential and polynomial functions and vectors.
2rq. 202, 203, 2C^. Calculus I, Calculus II, Calculus III, Calculus IV. A
sequence of four courses intended to cover most of the work included in an under-
graduate calculus programme through advanced calculus including the dervate and
its ramifications, rates of change, tangents, chain rule, product rule, implicit
functions, higher order derivatives- Integration by parts, parabolic rule,
fundamental theorem of calculus. Maxima and minima, derivative, improper
integrals, complex numbers, multiple integrals, infinite sequence and series.
208. Curriculum Development. A study of syllabi and curriculum for primary

intermediate and secondary mathematics. Includes methods of.teaching mathematics,
observation of teachers, lesson preparation and evaluation; acquaints prospective
teachers with new topics and experiences with regard to the mathematic curriculum
at these levels.
210. Theory and use of slide rule. The theory and practice of the slide rule.
Basis for construction of slide rule, fundamental operations, development of
skill in use.
301. Number theory. Investigation" of the properties of number: primes and

composites, Eratostenl's steve; Euclidean Algorithm; Divisibility.
302. Linear Algebra. A study of vector spaces and linear transformations over
the real and complex number. Topics will include vector spaces, real numbers as 1.
Dimensional complex numbers as basis for 2 dimensional vector spaces; subspace,
linear independence, transformations, projections froQ E2 into E; matrices and
determinants. .
306. Ordinary differential equations. Classification of differential equations,

first and second order differential equations, exact differential equations and
integrating factors, separable equations, linear equations, special equations,
the Wronksian, homogeneous linear equations with constant coefficients, the method
of undetermined coefficients, variation of parameters, series solutions of linear
differential equations; the method of Frobanious; some existence and uniqueness
Theorems. Application of first-order and second-order differential equations.
3^7 Analytical Geometry and geometric mappings. Coordinates in the plane and
in the space; the n-dimensional Euclidean space, vector operations. Basic
Theorema, motions of reduction of cuadrtica polynomials and -survey about second
degree surface.
303. Probability. An-introduction to the mathematical foundations and methods ci

probability theory, treating such topics as: sequences and independent events,
dependent events, Random sequences, compound probabilities, axioms of a probability
space, probability measures in a metric space, morkov chains, stochastic variable;
the binomial poisson and normal distributions for discrete probabilities.
- 78 -
^30h. S tat 1st i c s.. An introduction to the mathematical methods used to draw
probable; conclusions from the data of observation, experiment or sampling.
Gathering daca,, mean, standard deviation, distribution-binomial normal poisson
for discrete and continuous probabilities. Moment generating functions,
frequency sampling technique and procedures, regression analysis, correlation
factors, variance and covariances matrices, method of least squares, hypothesis
testing.
y>5- Numerical analysis. Methods used in the numerical solution of mathematical

problems. Topics include: numerical methods of analysis data, finite differences,
summation by finite technique, approximation theory, partial finite differences. .
4-Q1. Fundamental concepts of Algebra. Study of groups, rings, fields, integral

demain, operations, lattices, recursive definitions, polynomials, cauchy
sequences, axiom of choice.
k02. Axiomatic development of Geometry. Geometry of the Euclidean space: inci-

dence, parallelism, translations, isometrics, convergence, orthogonality. Dissec-
tion of polygons and their content.
^03. Foundations of logic. A brief introduction to the function of language and

nature of logical fallacies; a systematic development of the rule of inference,
definitions of validity and soundness, different techniques of the propositional
calculus, direct or indirect; introduction to the concept of logic relations.
Quantification theory.
kok. Vector analysis. Definitions, the Algebra of vectors, the elementary

operations vector and scalar products, the derivative of a vector, the curl and
the divergence of a vector, arc length, curvature, line integrals, the divergence
theorem, stokes theorem, the theorem of the curl; applications.
fr-05 Set theory and the structure of arithmetic. Piano' s postulates for natural
numbers, construction of integers, rational, dedeking cut, equivalence classes,
complete ordered field, operations, density of reals.
ko6. Special topics in mathematics. An optional advanced level course in a

specific area of mathematics. The area to be studied will be determined by the
field of specialization of the staff member teaching the course and the interest
of the students enrolled.
1*07. History of mathematics. An optional course in the history and philosophy

of Mathematics tracing with a minimum of technical detail the evolution, of
selected basic mathematical concepts from antiquity to the twentieth centuries;
from the invention of the wheel to the complex-computers of today.
b) Physics
010. General Physics. A course in physics at "O" level Intended for a student
not specializing in physics, mathematics or chemistry. Emphasis is on energy,
starting with kinematics and dynamics, including units on oscillatory motion,
electric and magnetic energy, atomic and planetary systems, heat, etc.
110. Physics I (Classical Mechanics). Deals with kinematics and dynamics of

particles, relation.of wave motion and sound. A good knowledge of elementary
algebra and plane geometry is needed - some laboratory work is included.
120. Physics II (Heat and Molecular Physics). Deals with thermal expansion, atomic
nature of matter, heat and thermal energy, ideal gases, and thermodynamics, light,
dealing with wave nature of light, diffraction, reflection and refraction, mirrors,
lenses, polarization, quantum properties of radiation and matter.
- 79 -
1^0 Physics III (Electromagnetism). Electrostatic capacity, electric currents,
electrochemistry, thermoelectricity, magnetic properties of matter, electro-
magnetic induction, oscillating circuits and nuclear reactions, elementary
particles.
lUp. Weather and Climate. An introduction to the study of atmosphere - dealing

with the survey of atmosphere, radiation, heating and cooling, vertical mixing
of air below the clouds, evaporation, condensation and clouds, precipitation,
severe storms, large-scale motion, weather disturbances in the middle and
high latitudes, weather disturbances of the tropics, mechanism of general circu-
lation; large scale climate, weather and water management, aerospace. This
course is concerned with the basic forces, patterns and processes which create
weather in various regions of the world.
150. Descriptive Astronomy. An introductory course in some basic concepts of

astronomy, light optical instruments, the earth's motion, time, astronomy and
celestial navigation, astronomical distances, eclipses, notion of planets,
meteors and meteorites, comets, the sun, the stars, binary stars, stellar
atmosphere, variable stars, galaxies, interstellar matter.
200. Intermediate mechanics I.- The course deals with particles and rigid body
mechanics, Newton's laws, statics of system of particles arid a rigid body,
kinematics of rigid body and relative notions, dynamics of particles, vibrating
systems, moment of inertia, dynamics of rigid bodies, Lagrange equations.
210. Intermediate Mechanics II. (Advanced Mechanic II). This course is a

continuation of intermediate Mechanics I.
220. Geometrical Optics. Refraction of a surface, lenses apertures, lens

aberrations, resolving powers, the eye, photography, photometry, colour, optical
glass, magnifiers, telescopes, microscopes, stereoscope, projection systems,
spectroscopes, polazide light and its use.
230. Electricity and Magnetism. Electrostatics of a point charge, distributions

of a charge, conductors, currents and circuits-, the Lorentz force and a magnetic
field of steady currents, induced current.
21+0. Heat and Thermodynamics. Temperature, the equation of state, the first law
of thermodynamics, work, heat, heat capacities of gases, change of phase, heat
engines and the second law, the steam engine, the refrigerator, thermodynamic
methods, physics of low temperatures, entropy and probability.
310. Modern Optics. Propagation of light, and relativistic optics; the vectoral
nature of light, linear circular and elliptical polarization, coherence and
interference, intensity interferometry, Fourier transforms interferometer,
diffraction, optics of solids.
330. Modern Physics I. The course deals with special relativity, relativistic
mechanics, particle properties of waves, wave properties of a particle, atomic
structure, Bohr model of the atom, the Schrodinger equation.
kon. Quantum Mechanics. Introduction to quantum mechanics, dealing with survey

of quantum mechanics, old quantum theory, Schrodinger wave equation, with the
armonio oscillations, the wave equation of system of particles, the hydrogen atom,
perturbation theory, the spinning electron and vibration of molecules, the
structure of simple and complex molecules, the general theory of quantum
mechanics.
k-10. Senior Pro.ject. Students are required to carry out a number of selected
experiments and submit a report on each experiment; or. individual students are
- 8o -
assigned projects on problems involved in teaching physics in the secondary

schools. Each student is required to produce a comprehensive report on the
solution of specific problems concerning the teaching of physics at the
secondary school level.
U30. Experimental Physics. The course deals with the experimental method in
science, principle of measurement, mathematics (graphs, functions, error
equation, application of quantum mechanics, the theory of the hydrogen atom,
many electron atoms, atomic spectra and chemical bonds.
3^0. Modern physics II. The course deals with molecular spectra, statistical
mechanics, quantum statistics, bonding in solids, crystal structure, specific
heat of solids, bond theory of solids, the atomic nucleus, nuclear forces and
models, radio-activity, nuclear reactions, elementary particles.
35Q- Introduction to Electronics. The course deals with resistors, capacitors,

coils, A-C circuits, reactance and impedence, vacuum tubes, diode, triode,
multielectrode tubes, gas tyre tubes, semi-conductors, transistors, amplifiers
and rectifiers, power supplies, oscillar circuits, modulation, demodulation,
antenna's receivers, laboratory work is necessary. Making reports, experiments
in schools, experimental work in connection with the teaching of physics;
acquainting the student with the laboratory equipment (instruments) and several
experiments in each branch of physics.
c) Chemistry
010. General Chemistry. This course serves the basic principles of chemistry.
It includes a general exposure of atomic weights, gram atoms, mole concept and
Avogadro number. Equivalent weights, formula weight, calculations, from equa-
tions and acid concepts. The second part of the course deals in depth with
atomic structure and its chronological development of the modern atomic theory.
Selected groups of the periodic table (group I, VT, VII, etc.) will be then
studied utilising the concepts developed earlier; demonstration experiments
will be conducted as needed. Emphasis will be laid on a general survey of the
application of chemistry for the development of society (this course is allowed
only for non-science major students).
110. Chemistry I. This course covers the basic principles of chemistry I. E.

atomic and equivalent weights,* formula weights, mole concept, gas laws, etc.
Emphasis will be laid on the quantitative problems solved in connection with
these principles. Chemical bonding .and the necessary quantum mechanics background
together with a study of the principles inherent in the periodic table are dealt
with. Solutions, solution reactions, chemical kinematics ând chemical equilibrium
invaqueous solutions are exposed. The chemistry of the elements of the first
period (i-He) and that.of non-transition groups (I-VTI) is surveyed. Selected
experiments are assigned to introduce the student to the laboratory techniques,
methods, and disciplines as needed.
120. Chemistry II. This course is a continuation of Chemistry I, leading to an

elaborate study of chemical bonding. Electrochemistry and thermodynamical
chemistry are introduced in some details. The chemistry.of groups I, II, III, . .
"V, VI, VII, is explored on the theoretical background laid in Chemistry I. The
first series of the transition elements is dealt with in some detail, other
transition series are exposed in connection and comparison with the first series.
.The Lanthanidesand Act inicies are surveyed. Nuclear structure and radio-activity
are introduced. Selected experiments are assigned.
210. Chemistry - organic I. This course gives a systematic account of organic

compounds starting with saturated and unsaturated hydrocarbons. Organic reactions
- 81 -
are explained on the basis of electronic properties of organic compounds and
using these properties students are encouraged to predict the mechanisms of
some organic reactions- This is followed by the study of the physical and
chemical properties methods of preparations and chemical reactions. Some
reference is made to their usefulness and application in organic halogen
compounds, alcohols, phenols, ethers, aldeydes, ketones, nitrites, acid, acid
anhydrides, esters., amines, amides, etc. Selected experiments will be
assigned to students to prepare some organic compounds, isolate them, purify
them, and investigate their properties.
220. Chemistry organic Iy[. This course is a continuation of Chemistry 210.

In this course, the reaction mechanism of the groups studied will be emphasized.
Further studies are made on acids, amines, diazonium, salts, etc. Carbohydrates
polynuclear compounds, amino acids and proteins are also studied; some other
organic compounds of biological significance will be discussed.
230 A. Inorganic - Qualitative Analysis I. This is a laboratory course designed

to provide students with actual experience of qualitative chemical analysis.
Therefore, sufficient time is allotted for experimental observations. However,
it is necessary to have the theoretical background of solution, nature of solu-
tions, chemical equilibra, ionic reactions, removal of ions by distillation,
formation of weakly ionized substances, precipitation (in detail), the relation
between solubility and solubility product. Common ion effect is also dealt
with. The practical part of the course encompasses, the separation of the
common basic constituents (cations of groups I, II, III, IV, V ) .
230 B. Inorganic - Qualitative Analysis II. This course is a continuation of

Chemistry 23 A. It covers the analysis of the acidic constituents (anions),
simultaneous analysis of cations and anions present in solution as well as the
systematic separation and identification of mixtures of cations in a solution.
310. Quantitative Analysis - Inorganic. This is a laboratory course. However,

sufficient theoretical background in connection with stechiometric concepts
will be given. Gravimetric and volumetric principles and practics will be
treated. Due emphasis will be laid on laboratory v.-here prsenttive examples
in each section will be dealt with. Selected experiments include: determina-
tions water of hydration in crystallised CaCl?. Gravimetric determination of
iron and sulphate (2 experiments), determination of Chloride (argentometry),
acid-base, titrion. standardisation of solution, etc.
3^. Quantitative Analysis - Organic. This is.a laboratory course. However,

sufficient theoretical background in close coordination with analytical work will
be given. The selected experiments include: determination of melting and
boiling points; crystallisation, distillation (normal pressure), some, prepara-
tions of a member each of alkanes, alkenes, alkines and investigation of their
properties; organic halogen compounds (iodoform), an ester (methylbenzoate),
nitrobenzene, aspirin, saponification of fatty oils, paper chromatography, etc.
2*4-0 A. organic - Qualitative Analysis I. This is a laboratory course normally

reinforced with the minimum lecture material necessary. It gives a systematic
study analysis and identification of organic compounds. The course covers a
comprehensive set of (A) preliminary tests for a compound, (B) classification
tests and (C)- identification tests. The course is designed to provide students
with actual experience of analysing compounds and it covers a minimum of six
unknown.
2hr 3. Organic - Qualitative Analysis II. This course is a continuation of

Chem 2^-0 A, leading to an elaborate separation of mixtures, and identifications-;
paper-chromatography; identification of amino acids in fruits. Thin-layer
chromatography; identification of coloured substances.
- 82 -
320. Physical Chemistry I,. This course covers a study of properties of cases
in connection with the kinetic molecular theory, atomic and molecular structures
and energies under the wave mechanics are discusised. Laws of thermodynamics and
their application in chemistry are included, thermochemistry, chemical kinetics,
chemical equilibria and electrochemistry are given a quantitative and qualitative
treatment. Experimental studies of molecular structures.
330. Physical Chemistry II. This course is a continuation of Chem 320. It includes
elaboration of chemical equilibria and introduction of rates of mechanism of
chemical reactions. Thermodynamics of solutions (electrolytes and non-electrolytes)
and colligative properties of solutions are discussed in some detail and given both
qualitative and quantitative treatments.
350- Physical Chemistry Laboratory. This is a laboratory course. However, sufficient

theoretical background in close coordination with the practical work will be given.
Representative experiments include: path of reactions, dependence on concentration
and temperature, effect of particle size, effect of catalysis, heat of neutralisa-
tion, hydrolysis, first order reaction, determination of molecular weights by
different ^methods, colorimetric determination of copper in copper sulphate. Titra-
tion curves - ?H meter titration, Potentiometrie of sugar solution, etc.
klO. Advanced Inorganic Chemistry. This course provides, by design, comprehensive

coverage of the field of inorganic chemistry. The course subject matter is divided
into four parts. Fart I is primarily concerned with general theory and forms the
major portion of the course. The physical, theoretical and structural aspects are
discussed. This part includes: wave mechanical model of the atom, nature of ionic
substances, nature f chemical bonding, coordination chemistry studied in terms of
V.JB. theory and M.O. theory, with some reaction mechanisms.
Part II deals with the chemistry of the transition metals. It deals with the
general characteristics, magnetic and optical properties of transition elements and
their compounds, and field theory (in detail).
Part III is the description and comparative study of the non-transition elements.
Pare IV is the study of the experimental methods for the elucidation of struc-
ture and bonding of chemical compounds. This part requires considerable knowledge
on the part of the student, of experimental observation in both chemistry and
physics. Selected topics include: X-ray crystallography, electric bipole moments
and magnetic properties, magnetic resonance, spectroscopy, absorption spectroscopy,
etc.
>20 & U30. Senior Project I & II. The students are required to write dissertations
on different topics in chemistry. This course will be spread over the last two
semesters. ^
d) Biology
010. General biology. This is a general Education Course, which includes a brief
survey of animal and plant life and classification giving the morphology, the
physiology and mode of life of selected phyla and classes. With emphasis on human
biology and flowering plants.
110. Zoology I. Study of the morphological and physiological principles of animal

life as revealed by the various major phyla of invertebrates (protozoa through
arthropoda) with emphasis on class insects. The course is introduced with survey
on the structural and functional organization of animal life: science of Zoology,
protoplasm and cell, and architectural pattern of animals. Emphasis is laid o
local or continental forms.
- 83 -
120. Botany I. Study of the morphological and physiological principles of

plant life as revealed by the various major divisions of the non-flowering
plants, cryptocams. The course discusses the morphology, the systematics, life
history, and the evolutionary relationships of the tallophytes, bryophytes and
pteridophytes.
210. Zoology II. This is a continuation of Zoology I. It consists of the study

of the 3iology of the non-chordates, mollusca and echinodermata, and the basic
taxonomy, morphology, distribution and life history of chordata.
220. Botany II. This course is a continuation of Botany I. It deals with the
basic taxonomy, morphology, life history, and genetics of seed plants, phanero-
gams .
230. Human Anatomy and Physiology. Organization of the body, as a whole; anatomy
and physiology of skeleton, muscular and reproductive system together with the
systems of integration, control and maintenance of body metabolism.
310. Vertebrate Embryology- Detailed study of the development of an organism

hatching or birth processes of development and developmental stages of vertebrates
with emphasis on frog, chick and human development.
320. Bio-chemistry. Major principles of bio-chemistry including metabolic

processes, biological control, mechanisms and nutrition of animals, plants and
micro-organisms.
330 Genetics. Detailed study of classical transmission, genetics and an intro-

duction to the principles of human microbial-genetics.
3^-0. Plant Anatomy. Detailed study of the structures of developing and mature
plants. The course discusses the internal organizations of the plant body (types
of cells and tissues); the embryo, and the development of the adult plant from
the embryo; the primary and secondary state of growth, adventitipus roots and
other structural types; the root and stem; hystology, development and variations
of the leaf, the flower, the fruit and the seed.
350. Plant Physiology. Water relationships; photo-synthesis and other anabolic

processes, respiration; mineral nutrition, growth, movements and development of
plants.
360. General Ecology. Relationship of plants and animals to their environments

both physical and biotic; distribution and inter-relationship of land forms
(visits to typical local plant and animal communities).
koo. Plant Pathology. Comprehensive treatment of the common diseases of plants

giving consideration to relations of environment to disease development, host-
parasite interactions, and methods of disease control.
hlo. Vertebrate Comparative Anatomy. Evolution of organs and organ systems aha
comparison of structures in vertebrate classes; homologous, analogous and
prototype structures of lower forms in relation to mammalian structures..
U20. General Parasitology and Microbiology. This is an introductory to the cause

of common disease of man. It gives a comprehensive treatment to the diseases
caused by protozoans, helminths, bacteria, viruses, and other important causative
agents with special reference to the forms common in the country or the continent.
Consideration is given to host-parasite interactions, diagnosis and symptomolegy
of the disease, immunity development, sanitation and methods of disease-control
and prevention.
- &v -
h30. Horticulture. Fundamental principles and practices of horticulture.
kkc. Practical Biology. This course is in laboratory-field Bioilagy. It is based

on. and requires the application of the student's theoretical knowledge background
in Biology. The student will be instructed in setting and carrying out investi-
gation, analysis and experiments at secondary level on: anatomy of animals and
plants, physiology of animals and plants; pathology of man and plants; taxonomy
of animals and plants; ecology of animals and plants. The course, a practicum,
which is reinforced with the minimum lecture necessary, involves trips to the
neighbouring areas and some parts of the country for taxonomical and ecological
study programmes.
k-50. Senior Project. This course is basically an individual study of research

work supervised by the staff of the department. Emphasis is laid on projects
that are of national economic importance. _
- 85 -
APPENDIX V
S.N.U. SCIENTIFIC FACULTIES!: CONTENT OF BASIC SCIENCE COURSES IN:
a) Mathematics
Facolt di Agricoltura
Mathematics I - Calcoli numerici - Trigonometra - Equazioni omogenee e non
omogenee - Limit! - Funzioni.
Mathematics II - Derivate delle funzioni - Massimi e minimi - Integrali definiti
ed indefinit! - Element! di geometria analitica. \
Facolt de Chimica Industriale
Mathematics I - Slementi di algebra - funzioni - Massimi e minimi - Applicazioni
di calclo diffenenziale - Integrali definiti ed indefiniti - Slementi di calclo
delle probabilit.
Mathematics II - Derivate ed integrali - Serie numeriche e di funzioni - Calclo
differenziale di funzioni a pi variabili - Equazioni differenziali - Element! di
statistica.
Geometry - Slementi di geometra analitica - Trigonometria - Numeri complessi -
Sistemi lineari - Geometria delle superfici - Curve ed insiemi geometric!.
Facolt di geologa
Mathematics I - (.... see Facolt di Chlraica Industriale ... )
Mathematics II- (...." " " " " ... )
Geometry - (v... " " " " " .;. )
Facolt di Ingegneria
Mathematics I - Funzioni - Limiti - Derivate di una fanzione - Massimi e minimi -
integrali indefiniti
Mathematics II - Soluzione delle eauazioni e del sistemi di equazioni - Integrali
definiti - Numeri complessi - Funzioni di pi variabili - Equazioni differenziali.
Geometria -
Facolt di Medicina e Facolt di Veterinaria

Biostatistica - Metodi statistici applicati
Facolt di Economa
Mathematics - Elementi di geometra analitica - Funzioni - Trigonometria -
Interplazione ed estrapolazione - Massimi e minimi - Limiti - Matrici e determinant!
- Derivate - Integrali definiti ed indefiniti.
Advanced Mathematics - Numeri complessi - Vettori - Elementi di geometria analitica -
Funzioni con pi variabili - Equazioni differenziali - Integrali multipli.
Financial Mathematics -Leggi di matemtica finanziaria - Matemtica attuariale.
S.N.U. Scientific Faculties: Content of Basic Science Courses in
b) Physics
Physics I - Meccanica: Statica, Dinmica e Cinemtica - Meccanica del fluid! - Leggi
dei gas - Termometria - Calorimetria - Termodinmica - Elettrostatica - Magnetismo -
Ottica geomtrica
Facolt di Chimlca Industrale
Physics I - Teoria degli errori - Vettori - Statica - Dinmica e Cinemtica -
Proprit dei gas a del liquid!.
Physics II - Elementi di elettrostatica e di elettroiragnetismo - Corrente continua
ed alternata - Luce js fenomeni ondultori - Ottica geomtrica - Diffrazione -
reflessione.
Physics III - Termometria - Termodinmica - Liquid! - Gas real!.
- 86 -
Facolt di geologa
Physics I - (-.. see Facolt di Chimica Industriale ... )
Physics II - ( : . . " " " " " ... )
Physics III - ( . . . " " " " " ... )
Facolt di Ingegneria
Physics I - moto in una dimenzione - moto piani - Dinmica del punto materiale -
Lavoro ed energia - Conservazione dlia quantit di moto - Cinemtica e dinmica
rotazionale - Pscillazioni - Gravitazioni - Statica e dinmica dei fluidi - Onde
nei mezzi elastici, onde sonore - Legge ottiche ed ottica geomtrica.
Physics II - Carica elettrica e campo elettrico - il teorema di Gauss Il '
Potenziale elettrico - Condensatori e dielettrici - Corrente elettrica - Forza
elettromotrice - Circuiti - Campo magntico e teorema di Ampere - Leggi di
Faraday ad autoinduzione - Propriet magnetiche dlia materia - Oscillazioni
elettromagnetiche - Onde elettromagnetiche - Natura e propagazione dlia luce -
Interferenza, diffrazione e polarizzazione.
Facolt di Medicina
Physics (medical) - Cinemtica e Dinmica - Propriet dei liquidi - Onde ed
acstica - Ottica - Temperatura e calore - Elettricit - Magnetismo - Radioattivits
Facolt di Veterinaria
Physics - Sistemi CGS a MKS - Dinmica - Stato solido - liquido e gassoso - Leggi
dei gas - Ottica + Coloriraetria - Elettricit - Magnetismo - Elettrolisi -
Elettromagnetismo.
Facolt di Economa
'NO COURSES
S.N.U. Scientific Faculties: Content.of Basic Science Course in
c) Chemistry
Chemistry (gen, and inorg.) - Lgame - Atomi e molecole - Leggi dei gas -
Propriet colligative - Potenzial! redox - Equilibri di dissociazione - Cintica
e catalisi - Termochimica - Diagramm! di stato - Applicazioni di chimica
analtica.
Organic Chemistry - Alacani - Alcheni -Alchini - Idrocarburi aromatici - Alcohol
- Aldeidi - Eteri - Acidi carbossilici - Esterificazione - Amine - Fosfolipidi -
Carboidrati - Aminoacidi - Analisi qualitat-iva e cuantitativa.
Facolt di Chimica Industriale
Chemistry I - Struttura dell atomo e delle molecole - Lgame chimico - Gli sati
della materia - Soluzione e reazioni chimiche - Equilibri chimici - Elementi di
elettrochimica
Chemistry II- Propriet degli elementi - Tavola periodica - Elementi di transi-
'zione - Ferro, Cromo, Stagno - Radioattivit
Facolt di Geologia
Chemistry I - (... see Facolt di Chimica Industriale ... )
Chemistry II - ( . . . . "
V
" " " " . . . ) + Elementi
H ff '
di chimica orgnica -
-
Facolt di Ingegneria -"
Nomenclatura chimica - Teora atmica e molecolare - Struttura elettro.nica e
sistema peridico - Lgame chimico - Stechiometria - Leggi dei gas - Stato liquido
- 87 -
e stato solido - Colloidi - Diagramrai di stato - Soluzioni - Cintica - Equilibri
chimici - Elettrochiraipa e radiochimica - Chimica inorgnica descrittiva (element!)
- Chimica degli element! di transizione.
Facolt di Medicina
Stato liquido, solido e gassoso - Leggi dei gas - Struttura dell'atomo -

Lgame chimico - Sistema peridico - Slementi - Acqua e soluzioni acquose -
Equilibri chimici- - Acidi e basi - Reazioni redox - Idrocarburi - Derivati degli
idrocarburi - Gruppi funzionali in chimica orgnica - Element! della chimica
dei glucidi, lipidi e protidi. ,
Facolt di Economa
NO COURSES
S.N.U. Scientific Faculties:- Content of Basic Science Courses in:
d) Biology
Botany (General - componenti cellular! - Assorbimento e trasporto dell'acqua
e de! sali - Piante - Germinazione - La riproduzione - Cenni di gentica.
Botany (Sistematic) Evpluzione dei ^vegetal! - La vita a livello cellulare -
Alghe e briofiti - Pteridofite - Spermatofite - Gimnosperme - Fitogeografia.
Zoology - Caratteri degli organism! - Classificazione - Riproduzione degli
animall - Genotipo e fenotipo - Leggi di Mendel - Mutazioni - Ecosistema
Microbiology - Microorganism! - Morfologia e riproduzione - Microbiologa delle
fermentazioni - Microbiologa del suolo
Facolt di Chimica Industriale

Biochemistry - Chimica delle molecole biologiche - Biologia della cellula -
Bioenergtica - Enzimi - Process! biologic!
Facolt di Ingegneria, Geologa
NO COURSES
Facolt di Medicina
Biology & Genetics - Crganizazione della sostanza vivente - Componente organici
ed inorganici - La cellula - II ciclo cellulare - Gentica molecolare - Leggi
di Mendel - Eredlt e sesso - Eredit nell'uomo.
Biochemistry (see Veterinary)
Biology & Zoology I livelli di organizazione degli esseri viventl - Cellula e sue
funzioni - Element! di gentica - Sistemtica degli animal! - Protozoi e metazoi
Botany - Organism! vegetal! - Riproduzione delle piante - Radie! e fusto -

Morfologia della foglia - Il flore e il frutto - Botnica sistemtica -
Riconoscimento delle piante foraggere e velenose - Vegetazione della Somalia -
Biochemistry - Glucidi - Lipidi - Protidi - Vitamine - Enzii - Sistemi redox di
intresse biolgico - Metabolismo dei compost! biochimie! - Acidi nucleic! -
Ormoni
Facolt di Econoaia
NO COURSES
- 88 -
APPENDIX VI
S.N.U. FACULTY OF BASIC SCIENCE - CONTENT QP COURSES OFFERED
a) Department of Mathematics
XMOl. General Mathematics (Medicine^ Veterinary Science). Introduction to
modern mathematics: logic, set theory; numbers systems, algebraic structures.
Functions: limit, continuity, differentiation and integration. Differential
equations. Elementary geometry.
XM11. Calculus I. Number systems. Functions, Theory of Integration. Continuity

and limit. Differentiation and integration. Fundamental theorems. Differential
equations.
XM21. Calculus II. Theory of differentiation and integration of functions of

more than one variable. Series of numbers and functions. Systems of differential
equations.
M51. Advanced Calculus. A deeper and more rigorous follow-on to proceeding courses
on. Calculus.
M42. Computer Programming I. Introductory Course to computer programming. This

course involves practical work using the Faculty Computer Centre.
M52. Advanced Programming. Study of non-numerical and numerical programming,

involving the use of various languages. Interactive programming techniques are
introduced.
M35 Numerical Analysis I. Approximate methods of solution of particular problems.

Errors. Vectors and matrices. Solution of linear equations. Non linear
equations. Function approximation.
M55 Numerical Analysis II. Interpolation. Numerical differentiation and

integration. Numerical, solutions of ordinary and partial differential equations.
M 6 1 . Computer Science I General introduction to the subject of computer science.

Basic ideas in the design and use of computers: hardware and programming
techniques; software construction.
M75 Computer Science II. Detailed study and use of a specific computing system.
M32. Mathematical Statistic I. Probability and distribution theory. Distribution

of discrete and continuous random variables. Distribution functions. Derivation
of chi-square, t, f.
M5^ Mathematical Statistic II. Properties of estimators: consistency, efficiency,

meansquare error. Maximum likelihood. Regression analysis. Chi-square tests.
M75 Mathematical Economics. Mathematical techniques and economics theory.
b) Department of Physics
XP21. Basic Physics I. Kinematics and dynamics of a particle. Fundamental laws

of mechanics. Work. Energy. System of material points. Rigid bodies. Rotational
motion. Elasticity. Wave motion. Sound. Fluid mechanics.; Thermodynamics:
Principles and fundamental laws.
XP51 Basic Physics II. Electrostatics. Currents. Electrochemistry. Magnetic

effects. Electric and magnetic properties of matter. Electromagnetic induction.
- 89 -
A.C. currents. Electromagnetic waves. Maxwell equations. Optics. Geometrical.

Wave-optics. |
P^l. Physics III. Special relativity. Introduction to atomic, molecular, nuclear

physics. Quantum effects. Solid state physics.
P53 Laboratory of Physics I. Practical exercises with instrumentation, devoted

to perform simple experiments on argument of general physics.
Pk2. Laboratory of Physics II. Same as ?33t but at a more advanced level.
P51. Theoretical Physics I. Fundamentals of quantum mechanics. Wave equation/

Operators. Eingenvalues. Shrodinger. Dirac equations. Two particle systems.
Bose. Fermi statistics,.
P55 Modern Physics. Plasmo Physics. Quantum optics. Concepts on artrophysics.
c) Department of Chemistry
XCII.-Bas ic Chemistry. The course offers the fundamentals of basic Chemistry.

It is offered to students of all the faculties. The most relevant topics will
be treated with very simple approach: Chemical bond and chemical reactions.
The state of the matter: solid, liquid, gas-Stechiometry -of reactions -
Properties of the solutions - pH - chemical equilibria.
The lectures will be performed with the aid of experimental demonstration
and with the use of audiovisual media.
The 80$ of the content of the course will be the same for all the students
of the different faculties, while the 20$ will treat some topics of special
interest for the single faculties.
XC21. Basic inorganic and organic chemistry. The course is planned to be given
after the XCII course. The course is planned.for students wishing to complete
the basic preparation in basic chemistry (general, inorganic and organic
chemistry). The course will cover the chemistry of the most important elements
(oxygen, nitrogen, halogen, alealyne metals, transition elements, etc.). 50$
of the course will be dedicated to the fundamentals of organic chemistry;
chemical bond in organic chemistry, properties of the most important classes of
organic compounds: hydrocarbon, alcohol, aldeie, ketons, carboxilids, acids
carbohydrates, proteins.
XC22. Basic Physical -Chemistry, " The course gives the basic concepts in physical-
chemistry with regard to the thermodynamics and the state functions used in
chemistry as free energy and entropy - Kinetics and reaction mechanism with
elements of electrochemistry will complete the content of the course
XC51. Organic Chemistry. This course is planned for students who will take the
degree in B.S, Biology and in Agriculture. The following topics will be covered:
Chemical bond in organic chemistry - Radical and ionic reactions - Stechiometry -
Alkanes - Alkenes - Alkini - Amines - Amides - Carboxilic acids - Natural organic
compounds - Biogenesys and biosinthesys - Alcaloides - Terpe
d) Department of Biology
X315 Basic Biology (Lectures, Laboratory and field work); This course will be
offered- to non-majors in biology. Students taking this course will be introduced
to both animal as well as plant life including general notions on the study of
animal.and plant cells; classification of both-plant as well as animal kingdoms;
the morphology, physiology and ecology of some of the major phyla of plants and
animals, with emphasis on the most common representatives of these groups,
- 90 -
X311. Basic Zoology, (lectures and laboratory sessions weekly). Study of the
morphological f eatures including the ecology and behaviour of the phyla of
invertebrates from Protozoa through Arthropoda. The most common local representa-
tives of these various phyla are selected for detailed investigation on their
morphology and physiology.
X312. Basic Botany, (lecture periods and laboratory sessions weekly). This course
deals with the basic morphology, anatomy and taxonomy of flowering plants. It is
recommended that the students in this are introduced to some basic microtechniques
and the histological preparation of plant tissues
X321. Zoology, (lecture and laboratory each week). This course is a continuation
of Zoology I. The first part consists of the completion of the study of the
biology of the phyla of the invertebrates, i.e. phylum Echinodermata and phylum
Mollusca. The second portion consists of an introduction to the taxonomy, structural
function, reproduction and adaptation, origin and evolutionary relationships of
the Protochordates, Agnatha, Fishes, Amphibia, Reptiles, Birds, Mammals.
XB22. Botany (lecture and laboratory each week). This course is a continuation of
Botany I. It deals with the study of the morphology, taxonomy, life history and
evolutionary relationships of the major divisions of non-flowering plants.
X31^. General Zoology, (lecture and lab.). This service course is offered to
non-majors in biology, particularly to students of the Faculty of Agriculture and
that of Veterinary Medicine. It covers both the materials of Zoology I and
Zoology H in one semester.
X315 General Botany, (lecture and laboratory hours each week). This course is
offered to the students of the Faculty of Agriculture and that of Veterinary
Medicine. It covers the topics discussed in Botany I and Botany II.
XB31 Plant Anatomy and Morphology (lecture and laboratory hours each week).
Detailed study of the structure of developing and mature seed plants. The course
discusses the types of cells and tissues of the seed plant; the embryo and the
development of the adult plant from the embryo; primary and secondary, state of
growth; histology, development and variations of the leaf, the flower, the fruit
and the seed.
B32. Developmental Biology (lecture and laboratory hours each week). Gamets,
fertilization, embryogenesis (Clearage, gastrulation and organ formation)
and its regulatory mechanisms. Growth and morphogenesis. Comparative embryology.
B*H. Microbiology and Immunology, (lecture and laboratory hours each week).
The first part of the course deals with an introduction to the systematics, ecology
and physiology of bacteria, viruses and fungi. The second part consists of an
introduction to the nature of immunity antigens, antibodies, antigen-antibody
reaction. Immunological competence and immunological memory.
B^2. Vertebrate Comparative Anatomy, (lecture and laboratory hours each week).
A comprehensive treatment of the comparative gross anatomy of selected types of
vertebrates and their evolutionary relationships. The laboratory stresses a
detailed dissection of a representative of the vertebrate classes along with a
microscope study of mammalian tissues and organs.
.351. Comparative Animal Physiology, (lecture and laboratory-hours each week)..

A. comparative study of physiological systems in invertebrate and vertebrate
animals. The structural and functional evolution of each of the major systems is
discussed.
- 91 -
B52 Genetics (Mainly lectures with few laboratory sessions,). An advanced

treatment of Mendelian principles. Cytogenetic and the nature of genetic
material. Molecular, population and microbial genetics. Laboratory experiences
will include problems analysis in Drosophila and experiments utilizing bacteria.
36l. Biochemistry (Mainly lecture). The chemistry and metabolism of carbohydrates,

lipids, amino acids and proteins; chemistry and nomenclature of enzymes; effect
of temperature and pH on enzyme activity; nature of enzyme catalysis; a study
of the processes involved in respiration and photosynthesis.
B62. General Scology (lecture and field work). The study of the responses of
animals and plants to environmental change. Concepts of physical and biotic
factors and their effects on the abundance and distribution of living things.
Principles of population structure, growth and energy flows in communities.
Field work stresses surveys of local habitats and standard techniques of ecological
research.
372. Plant Physiology (lectures and laboratory session every week). A study of the
functions of plants, of bio-organizations from the subcellular to the organism,
showing the integration of cells, tissue-systems, and the plant body. Water
relationships; photosynthesis and other anabolic prooesses, respiration; mineral
nutrition, growth, movements and development of plants.
B71. Cell Biology, (lectures and lab.). An introduction to the historical develop-
ment approach to biology; structure and function of cellular organelles bio-
chemical synthesis of building units; some aspects of the genetic code and protein
synthesis; mitosis and the cell cycle. . " -
373 Marine Biology, (lectures and field work). The physical and chemical
properties of the marine environment. Characteristics of marine and estuarine
communities. Marine fisheries. A field work on the coastal areas of Somalia
should be arranged to acquaint the students with the fauna and flora of the
intertidal environment.
B 8 1 . Thesis. The senior student is required to write a proposal for conducting

an experimental or investigative problem under the direction of a member of the
Dept. of Biology. The problem must be carried either in the lab. or field.

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A Basic Science Faculty at the

A BASIC SCIENCE FACULTY AT THE

Report prepared for the Government of

REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMAL DEMOCRATIC

ESTABLISHMENT OF A BASIC SCIENCE FACULTY AT THE SOMALI NATIONAL

FEASIBILITY STUDY FOR THE ESTABLISHMENT OF A BASIC SCIENCE

Language teaching ' 38

Somali Democratic Republic , SDR

for course codes, see Figure 12.

1. A Faculty of Basic Science (BSF) should be established within the

2. The Basic Science Faculty should be structured in four Departments,

3. The BSP should offer a degree (equivalent to the Italian "Laurea")

k. The final location of the Basic Science Faculty should be in the

6. As a consequence of the offering of the Basic Science-Education

b. Constitute a "BSP Technical Committee" consisting of the

c. Provide for the closing down of the Basic Science activity at

FOR ACTIVITY DURING 1981, COSTS ARE EXPECTED TO BE IN THE REGION OP

Origin of the project

1. At the request of the Government of the Somali Democratic Republic, the

Professor Pilippo Accascina, Professor of Chemistry at the

Professor Livio Scarsi, Professor of Physics at the University

2. Their terms of reference required them to:

i) Review the basic science degree programmes in the College of

3. On 6 October 19795 the President of the Somali National University desig-

k. Guidelines laid down by the Somali National University Authorities

In a meeting on 6 October.1979 in Mogadishu, between the President of the

a. The planned Faculty of Basic Science should be structured on four

d. The curriculum for Chemistry in Basic Science should be

5. The programme of work to meet, the Project requirements was organised as

a. Data collection, in loco inquiry, briefings, general policy

Sources of data and information

7. In Appendix I, references of the more relevant reports and documents

REVIEW OF BASIC SCIENCE PROGRAMMES IN THE SOMALI DEMOCRATIC REPUBLIC SCHOOL

The School system in the Somali Democratic Republic

9. Figure 1 Illustrates the General Education System in the Somali Democratic

Pre-university education in basic science

10. Appendix H summarizes the essential statistical data regarding the

CHER PR IMARY SCHOOL .

already given in the primary school, the teaching of basic science

11. In the programmes of this type of secondary school, emphasis is placed on

Secondary Schools; Ordinary and Technical

13 The following observations and conclusions mostly concern the ordinary

15 A considerable effort has been made in recent years to rationalize teaching,

a) The introduction of Somali as the-language of the Secondary Ordinary

Figure 2. TEACHING STAFF IN BASIC SCIENCE DISCIPLINES IN THE SECONDARY

School Mathematics Physics Chemistry Biology

19. Up to I976* the graduates from La Foole followed a four-year curriculum

20. One immediate difficulty is that of an acceptable coverage of basic science

21. A full University degree (four-year curriculum) will be necessarily required

23. Mathematics, physics, chemistry and. biology are a substantial .

2k. In the vocational school, the curricular structure does not

25. In the secondary ordinary school, the extension and depth of

26." Technical secondary schools, because of their structure, defy

THE SOMALI NATIONAL UNIVERSITY

The College of Education - La Foole

28. In 1968, NTEC was upgraded to a full four-year degree-granting institution

Figure 3. Structure of the College of Education

Social Sciences - History

Education - Physical education,

Science and Mathematics - Mathematics

30. Students at the College of Education major in one field or discipline, as

English language, audio-visual aid, social - philosophy,