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Phys. Educ. 57 (2022) 055033 (9pp) iopscience.org/ped
Promoting radio
astronomy in Ghana
through school visits and
Astronomy Clubs
E T-O Okwei1,2,∗, A Forson3,4, E Proven-Adzri4,
K Ahenkora-Duodu1,8, J Kalognia5, S Abotsi-Masters6
and F Andorful7
1 School of Physics and Astronomy, University of Leeds, LS2 9JT Leeds, United
Kingdom
2 Komenda College of Education, PO Box CK 5, Komenda, Ghana
3 Department of Physics, University of Mauritius, Mauritius
4 Ghana Space Science and Technology Institute, Ghana Atomic Energy Commission,
PO Box LG 80, Legon, Accra, Ghana
5 Nuclear Regulatory Authority, PO Box AE 50, Kwabenya, Accra, Ghana
6 Ghana Planetarium Science Centre, 12 Osu Avenue Extension, Accra, Ghana
7 Department of Geography and Resource Development, University of Ghana, Legon,
Accra, Ghana
8 Department of International and Global Studies, Leeds Beckett University, LS6 3QS
Leeds, United Kingdom
E-mail: pyeto@leeds.ac.uk
Abstract
The Promoting Radio Astronomy in Ghana through School visits and
Astronomy Clubs (PRAGSAC) project was an intervention to promote
astronomy education in schools in Ghana. It was initiated by a group of
enthusiastic students who were trained in radio astronomy and astrophysics
under a Royal Society/Newton Fund UK project termed Development in
Africa with Radio Astronomy. The team’s aim is to expose school children to
astronomy and to increase their interest in the sciences. Approximately 800
school children from seven junior high schools were positively impacted by
this project. Astronomy clubs were formed in the selected schools with
practical astronomy lessons taught. The kids visited the largest single radio
∗
Author to whom any correspondence should be addressed.
Original Content from this workmay be used
under the terms of the Creative Commons
Attribution 4.0 licence. Any further distribution of this work
must maintain attribution to the author(s) and the title of the
work, journal citation and DOI.
1361-6552/22/055033+9$33.00 1 ©2022TheAuthor(s). Published by IOPPublishing Ltd
E T-O Okwei et al
telescope in Africa at Kuntunse in Accra and were amazed about the engineering and the
science that it undertakes. For the patrons of the clubs, a teacher training workshop was
organised for them, so as to equip them to manage the clubs. The feedback from students
and teachers was exceptionally positive, implying that the PRAGSAC project has helped
inspire more students to pursue courses and consider careers within the sciences.
Keywords: astronomy, education, outreach, astronomy clubs, GSSTI/GRAO, PRAGSAC
1. Introduction of the telescope made Ghana, the second country
The UK Government’s Newton Fund and Global in Africa to own a radio telescope [8].
Challenges Research Fund are being used to train The government and other organisations in
a first generation of Africans in the high tech skills Ghana are much concerned about students opt-
associated with radio astronomy. This is in lieu of ing to study science, technology, engineering and
the African continent gearing to host the world’s mathematics (STEM). Consequently, the Promot-
biggest radio telescope, having a square kilometre ing Radio Astronomy in Ghana through School
of collecting area, dubbed the Square Kilometre visits and Astronomy Clubs (PRAGSAC) pro-
Array (SKA). The SKA telescope will be co- jects believe that there should be an increase
located in Africa and in Australia. It will deliver in the number of people undertaking STEM-
an order of magnitude improvement in sensitivity based degrees in Ghana. Despite the launch of
compared to current radio astronomy facilities [1]. the radio telescope in Ghana, not many people
To make the SKA project an African inclus- and for that matter school children are aware
ive project, radio telescopeswould be built in eight of astronomy in Ghana. The PRAGSAC project
targeted African countries to form the African was funded by the International Astronomical
Very Long Baseline Interferometry Network, with Union (IAU)/Office of Astronomy for Develop-
the correlator in South Africa [2] while delivering ment (OAD) and DARA to promote radio astro-
cutting edge science [3–6]. Working closely with nomy in schools in Ghana. The PRAGSAC team
industrial partners in the space sector the New- comprises of the various cohorts of the DARA
ton Fund UK project, Development in Africa with basic radio astronomy training programme. The
Radio Astronomy (DARA) aims to help drive eco- majority of the members participated in the West
nomic development in this new area and prepare African International Summer School for Young
African scientists and engineers for the SKA pro- Astronomers (WAISSYA) program held in Accra,
ject [7]. The DARA project is a joint UK–South Ghana in 2017 [9]. These experiences contributed
Africa human capital development project led by to the formation of PRAGSAC. The team realised
the University of Leeds to help drive economic it was important to promote awareness of the 32m
development in Africa. Radio astronomy encom- radio telescope in Ghana and its benefits to the
passes all of the science, technology, engineer- country. In addition, recognising that Ghana needs
ing, arts and mathematics skills that underpin the more STEM professionals, both to work at GRAO
emergence of a strong developed economy. The in future and in many other fields to aid develop-
modern astronomer needs knowledge in phys- ment of the country, there is the need to inspire
ics, mathematics, chemistry and computing. To and encourage more students to take science sub-
develop, maintain and run radio telescopes key jects at high school and the universities. There-
skills are required in technology and engineering. fore the team decided to form astronomy clubs
Ghana’s president, Nana Addo Dankwa Akufo- in schools, where students could explore practical
Addo on Thursday 24 August 2017 launched the science activities with the focus on astronomy.
Ghana Radio Astronomy Observatory (GRAO) The results of this project are presented in this
(see figure 1). It was a 32m telecommunications paper. This work is organised as follows: section 2
dish that was converted into a radio telescope with describes the PRAGSAC project. The interven-
the help of South Africa and UK. The launching tion the PRAGSAC project made is presented in
September 2022 2 Phys. Educ. 57 (2022) 055033
Promoting radio astronomy in Ghana through school visits and Astronomy Clubs
Figure 1. The President of Ghana alongside the former Minister of Science and Technology of South Africa
cutting the tape to launch the Ghana Radio Astronomy Observatory.
section 3. Next in section 4, the work is concluded JHS students were targeted because it is in the
and recommendations outlined. final year of JHS that students choose the program
of study they will take at SHS level, which is the
pre-tertiary level in Ghana. The aim was to excite
2. The PRAGSAC project and inspire students with astronomy at JHS level,
The project commenced in August 2018 in seven so that they are more likely to opt for the science
junior high schools (JHS) in the Greater Accra program at SHS level, which is required if they
Region of Ghana. The following are the particip- wish to study any science-related course at tertiary
ating schools: Kuntunse M/A Basic school 1, 2, level.
3 and 4, Katapor D/A Basic School in Katapor SHS students have already made decisions to
Pokuase, Jerremite International School in West study various subjects, hence the plan was to start
Legon and Unity Baptist Academy in Achimota. with the JHS students and continue with the SHS
The seven schools were both public and private. and tertiary institutions in Ghana. See figure 2 for
They were selected due to their proximity to a map showing the schools locations. The schools
GRAO and Ghana Space Science and Technology are located within a 10 km radius around GRAO
Institute (GSSTI). This was a pilot study hence and GSSTI offices. The project goals included;
few schools were selected. Convenience sampling increasing awareness about GRAO and the bene-
techniquewas used. The students age, ranges from fits it can bring to the local community and
12 to 18 years. In Ghana, JHS education comes Ghana in general, expanding the knowledge of
after six years of primary education, and is fol- students on astronomy, establishment of astro-
lowed by senior high school (SHS) which is pre- nomy clubs at the schools visited, increasing
tertiary. Private schools are selective, but public interest in STEM subjects among the students
schools are mostly not. and encouraging more students to study STEM
September 2022 3 Phys. Educ. 57 (2022) 055033
E T-O Okwei et al
formed in all seven schools. A total of 405
students in seven schools attended the first astro-
nomy club session on Earth,Moon and Sun. Sixty-
eight students in two schools attended the second
astronomy club session on Solar System. The club
sessions were run by the project team members,
engaging the students in talks, discussions and
hands-on activities. The students were engaged
through an initial power-point presentation which
aimed to enthuse, inspire and educate them about
astronomy in general and radio astronomy in par-
ticular. The interactive presentation introduced a
wide range of topics such as what is astronomy,
what do astronomers do and how do they study
the sky, understanding the electromagnetic spec-
trum and how that gives rise to the different types
of astronomy including radio astronomy, and the
components of the radio telescope at GRAO and
their functions, which provided a take-off point
in enlightening and broadening their horizons of
astronomy. Theywere also introduced to themany
amazing ways that society has benefited from
astronomy research and development, and pos-
Figure 2. Amap showing the approximate locations of sible career paths in astronomy and space science
the schools.
that might be worth considering as they advance.
A group of 137 students and nine teach-
subjects at SHS level. The project, PRAGSAC ers from the seven schools visited GRAO, where
introduced students to practical astronomy topics they were engaged in hands-on activities such
to build their interest in science for informed aca- as building a model telescope, making a scale
demic and career choices. It involved the design model of the Solar System, and an astronomy
and development of teaching and learning mater- word search/quiz. They were also given a full
ials, workshops, school visits, formation of astro- tour of the 32m radio telescope site. The kids
nomy clubs, setting up of a website for PRAGSAC were excited to see for themselves the compon-
and social media channels like YouTube, Face- ents of a typical radio telescope and observatory
book, Instagram and Twitter to showcase activ- that they had been theoretically introduced during
ities in different schools. There were plans to the initial presentation by the PRAGSAC team.
organise an astronomy quiz for JHS and visits See figure 3 for the kids’ day the observatory. In
to the GRAO and the planetarium in Accra. The addition, seven teachers, one from each school,
PRAGSAC project makes outreach to the radio attended a one day interactive astronomy work-
telescope site a possibility for the students. Curi- shop at GSSTI. The aim of the workshop was to
ously, these activities differ from in-school teach- empower the teachers to be able to continue run-
ing, bringing industry content supplement to the ning astronomy club sessions even after the end
kids educational curriculum. It increased learn- of the project. The majority of teachers in Ghana
ing by adding a physical and place-based learning are not exposed to astronomy, and therefore they
environment where students felt at ease [10]. generally only learn what they need to teach from
the curriculum which includes the Solar System
and eclipses. Hence teachers find it difficult to run
3. The PRAGSAC intervention astronomy club themselves. Some of the topics
Over 800 students in total attended the initial covered in the workshop included: introduction to
presentation, after which astronomy clubs were Earth/Moon/Sun System, Solar System, Galaxies
September 2022 4 Phys. Educ. 57 (2022) 055033
Promoting radio astronomy in Ghana through school visits and Astronomy Clubs
Figure 3. Students’ open day to GRAO.
and the Universe, careers in astronomy and space Ghanaian women studying/working in science
science for students, opportunities for capacity and astronomy), inspirational astronomy talk with
building for teachers and students through PRAG- Prof. Ben Stappers fromUniversity ofManchester
SAC and GSSTI. The teachers also went through (a talk on the general concepts of astronomy, the
some hands-on activities such as modelling the importance of GRAO to the community and the
orbits of the Sun, Earth and Moon, and creating country as a whole, careers in STEMwith the aim
a model of Solar System distances. to motivate and encourage students to consider
Subsequent to the main phase of the project STEM related programs in the future), two of
which ran from August to December 2018, pro- the schools participated in the Eratosthenes Pro-
ject team members kept in touch with the clubs ject, an international hands-on science project that
in 2019. This was relevant in order to keep the allows students to calculate the circumference of
momentum and enthusiasm of the students and the Earth using shadow measurements, repres-
teachers. Additional activities in 2019 included: entatives of the astronomy clubs were invited to
100 Hours of Astronomy event (presentations attend the reception for the visit of the IAU Presid-
and videos about the International Space Station ent to Ghana. Unfortunately, due to lack of funds,
and astronauts followed by an astronomy quiz), only one school was able to send students. Those
Women andGirls in AstronomyDay (presentation students were able to visit the Ghana Planetarium,
on famous women astronomers and talks by three listen to a lecture given by the IAU President,
September 2022 5 Phys. Educ. 57 (2022) 055033
E T-O Okwei et al
Figure 4. Practical sessions at schools visited.
Ewine van Dishoeck, and also had the opportunity globe and tape. These materials were made from
to interact with her afterwards. low budget stuff of approximately 180 dollars.
Also in 2019, team had funding from the The teachers took them away after the workshop
Open Astronomy Schools Teacher Training call for demonstration to their students. At the end of
to run a two day workshop for teachers, build- the workshop the teachers were tasked with devel-
ing on what was achieved during the initial oping and delivering a module to their respective
workshop. It was attended by eight teachers, six clubs.
from the original schools that had formed astro- Astronomy clubs were established in all the
nomy clubs, plus two from new schools that seven schools that participated in the project. The
had heard about the project and wanted to start club sessions gave the kids a solid foundation in
their own clubs. The workshop was an integration basic astronomy. Each session featured hands-on
of presentations, hands-on activities discussions, activities to consolidate what had been learned.
demos using astronomy software such as stel- The clubs also offered the opportunity for kids
larium and celestia, group projects, short videos to ask questions about the Universe and hence
and telescope viewing. The hands-on materials solidify their interest in astronomy. See figure 4
were made using card-boards, paper glue, paint, for hands-on activities at some of the schools.
September 2022 6 Phys. Educ. 57 (2022) 055033
Promoting radio astronomy in Ghana through school visits and Astronomy Clubs
The astronomy clubs are still running in the vari- inspired the involvement of two schools in the
ous schools. Contact/supervision is done every 2019 Mercury transit [11].
term with the schools and more schools have
been added in other parts of the country. An
intervention was made during the Covid-19 pan- 4. Conclusions
demic, nose masks were distributed to some of The PRAGSAC project was successful in pro-
the schools and pre-recorded video lessons were moting radio astronomy and enthusing students
developed by team members to help salvage the about science. The astronomy clubs gave students
situation when students were not able to attend the freedom to explore and ask questions, and
school. There are plans to add more schools in used hands-on activities to consolidate learning
other parts of the country later this year. and provide fun and practical inspiration. In addi-
It was impressive to note, the astronomy tion to the regular club sessions, students greatly
club from Katakpor Basic School were inspired benefited from other events that gave them oppor-
to make a model radio telescope of their own. tunities where theymet local and foreign scientists
See link. and astronomers, learnt about space science and
Anecdotal evidence from the students and were inspired by women in astronomy, and par-
teachers indicated an increase in interest in sci- ticipated in an international science experiment.
ence and a desire to study science in future. Some These events gave them a broader view of astro-
are outlined here: nomy, and what they can aspire to.
‘Their interest has been whipped up Teacher training was an important part of the
astronomically-they ask more questions’— project, to ensure long-term sustainability of the
Patience Andoh, Science Teacher, Kuntunse M/A clubs. Teachers were appreciative of the oppor-
Basic School ‘I believe that after this programme, tunity to improve their knowledge, clear up mis-
I am going to have quite a number of kids pursu- conceptions and try out practical activities. They
ing science, unlike before.’—Catherine Amengu, committed fully to the teachers workshops, and
Science Teacher, Kuntunse M/A Basic 2 ‘This demonstrated their enthusiasm by leading astro-
program is going to debunk the notion that sci- nomy club sessions when they went back to their
ence is difficult… it is going to boost their interest schools. The feedback from both students and
in science … it is going to help them have the teachers was overwhelmingly positive, and we
spirit to learn’—Cephas Agbai-Kude, teacher at clearly saw great enthusiasm and a thirst to learn
Katakpor M/A Basic School ‘Because I am so more. We believe that this project will inspire
impressed about this excursion, I am expecting more students to take up STEM courses and con-
to become an astronomer to improve the devel- sider related careers. The astronomyworkshop for
opment of this country’—JHS Student, Katakpor the teachers proved to be one of the highlights
M/ABasic School. ‘My expectation is to complete of the project. The enthusiasm of the teachers
JHS and then proceed to the SHS. I will learn was very impressive, they participated fully in all
science and then go to the university and learn the sessions and felt comfortable asking a myriad
about data science, and come back and become a of questions. It was clear that the workshop was
data scientist and help contribute to radio astro- very valuable in clearing their minds of various
nomy in Ghana’—JHS Student, Katakpor M/A misconceptions and expanding their knowledge.
Basic School. ‘The patron’s workshop was an They were happy to stay late beyond the stated
eye-opener for me, it helped me to understand a hours 8:30 am–4:30 pm to 6 pm for the work-
lot of things we have been teaching’—Catherine shop to continue asking questions and requesting
Amengu, Science Teacher, Kuntunse M/A Basic clarifications.
2. ‘Now I know more and I am more confident’— It was important that opportunities for
Patience Andoh, Science Teacher, Kuntunse additional training and development for the
M/A Basic School. The PRAGSAC project also teachers were discussed, to motivate them to
September 2022 7 Phys. Educ. 57 (2022) 055033
E T-O Okwei et al
continue learning about astronomy and running Jerremite International School in West Legon and
the clubs. They were made aware of programs Unity Baptist Academy in Achimota of for their
such as WAISSYA, scholarship opportunities involvement in the project.
(Masters/PhD) and the Basic Radio Astronomy
Training Program funded by DARA. We intend
to continue our engagement with the schools, Conflict of interest
and even expand the project to more schools and The authors declare that there are no potential con-
regions of Ghana if possible, to inspire more stu- flicts of interest in this publication.
dents to contribute to the development of Ghana
through STEM. The formation of school astro-
nomy clubs, utilising discussion and hands-on Ethical statement
activities, was found to be very successful in Informed consent to participate in the study, and
promoting excitement about science and astro- for the results to be published was obtained from
nomy, and should be continued/expanded to more participants (or their parent or legal guardian in
schools. the case of children under 16) for all research
Training for teachers should be an integral involving human subjects. It was carried out in
part of the astronomy club project, to empower accordance with the principles outlined in the eth-
and incentivise the teachers and ensure long- ical policy of IOP and the Ghana Education Ser-
term sustainability for the clubs. Training sessions vice including studies done on teaching methods.
should take place regularly (e.g. once a term) and Consent to publish was obtained for all identifi-
include plenty of ideas for hands-on activities, as able individuals and any identifiable individuals
well as hard copies of materials such as posters, are aware of intended publication.
for the teachers to take away with them.
Additional sessions such as excursions to
GRAO and the planetarium, participation in Authors contribution
hands-on science projects and talks from guest All authors have been involved in the PRAGSAC
speakers including local scientists are a great way project. E T O O, A F, E P A, J K, S A M,
to inspire the students, introduce them to role K A D and F A have been involved in the out-
models and broaden their horizons. reach, as well as writing the initial drafts of the
paper. E T O O and E P A worked on the final
drafts of the paper.
Data availability statement
All data that support the findings of this
study are included within the article (and any ORCID iD
supplementary files). E Proven-Adzri  https://orcid.org/0000-0002-
9644-3134
Acknowledgments Received 19 May 2022, in final form 14 July 2022
The authors are grateful to the IAU/OAD office, Accepted for publication 21 July 2022
https://doi.org/10.1088/1361-6552/ac832b
DARA and Open Astronomy Schools Teacher
Training for funding this project and their
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