When discussing perceptions of space and science education initiatives, as well as confronting the challenges and opportunities facing Ghana in her efforts to become a space-faring nation, during May 2021, Dr Sarah Davies and Dr Emmanuel Nartey from the Open University’s Environmental Science and Law Schools organised a workshop and Round Table discussion which brought together academics, scientists, policy makers and legal professionals, all of whom have a vested interest in this topic. Based upon previous research, a range of issues was discussed, from which semi-structured interviews were later conducted with some of the participants. Five key questions about space law, policy, technology and science education were posed, all of which were ethically approved. The rationale behind these questions was to assess whether space science and education could be a valuable tool to resolve the issues of biodiversity and ecosystem in Ghana.
Discussion
The first question asked to participants was ‘What is your understanding of Ghana’s current involvement in space?’ Responses to this question were quite interesting in that they presented a mixed perception of Ghana’s space activities. Participant A stated that their understanding was that the majority of work in space activity was being ‘undertaken by universities and to a lesser extent, small-scale start-up companies’. This respondent was unaware that other than the Ghana Space Science and Technology Institute, there was no government-funded space research or activity in motion.
Participant B’s response to this question stated that public awareness of Ghana’s space programme was ‘very low’, but at a higher level of Ghanaian society, there was a far greater understanding amongst a number of people about the importance of space science. However, as to whether Ghana should invest more resources into space activity, Participant B cautioned that Ghana was still ‘battling poverty’ and economic issues. From a space science perspective, the respondent asserted that it has been ‘a bit of a struggle for politicians’ when trying to explain to the wider general public that through space, Ghana can tackle poverty and economic hardship.
There was an acknowledgement that the Ghana Space Science and Technology Institute had created a ‘greater awareness’ of the importance of space science, but also a realisation that whilst many government ministries and institutions were making use of satellite data, this was being done in an uncoordinated manner with global private sector firms. This participant stated that similar raw data was being processed differently for different institutions with variable needs, and therefore, a lack of structure and strategy meant that Ghana was wasting resources which could be deployed more efficiently. For instance, when tackling illegal mining, instead of using earth observation data to track this activity, the Ghanaian authorities are still reliant upon both manual and militaristic means.
On that theme, Participant C’s response to this question further noted environmental considerations for the use of space products to address various aspects of the country’s development such as monitoring for agricultural purposes, better communications, and transport. This respondent also highlighted that Ghana has broader ambitions to advance from being a ‘consumer’ of space products towards becoming ‘a rare contributor’ of space science technology, as well as building innovative products.
The second question posed was ‘From your perspective, what are the reasons for Ghana being involved in space science and technology?’ Again, the responses were quite varied. Participant A stated that a reason for Ghana or ‘any country’ wanting to be involved in this field was that as a developing nation, it would provide ‘greater impetus’ for socio-economic development, as well as many advantages for Ghana. This view was shared by Participant B, who provided a more thorough response by asserting that South Africa’s involvement in space science was a key influence in Ghana wanting to participate in this field too. The interviewee added that Ghana’s space programme had developed from a variety of small projects and outreach activities involving collaboration with the Square Kilometre Array (SKA) project, which is an international effort to build the world’s largest radio telescope, into bigger and more expansive initiatives based upon remote sensing, the establishment of a climate centre, astronomy, and the development of a satellite engineering centre. When selling the space programme to the Ghanaian public, Participant B stated that:
‘people are yet to come to terms with using space science for social and economic activities, especially in terms of agriculture, land management and natural resource management which are different aspects of our economic development’.
This respondent also raised issues surrounding a lack of government investment in space science, as well as joined-up public and private sector partnerships, with short-term political considerations and winning elections a greater focus for Ghana’s main political parties and actors instead of economic development. This respondent noted that whilst there was an acknowledgment amongst political actors about the importance of space science for the development of Ghana, at the same time, progress was being hindered by a lack of patience and investment.
Participant C’s response to this question highlighted the economic advantages and environmental benefits which Ghana can gain from being involved in space science, particularly when tackling illegal mining, which at present is destroying the country’s water bodies and causing deforestation, as well as the destruction of farmland. This participant viewed space activities as being a game-changer enabling the environment to be monitored in real-time, for which with the correct earth observation data, every part of the country could be monitored and policies shaped around the data acquired.
The third question which participants had to answer was ‘Have you ever been involved with space science education? Note: space science education topics could include satellite technologies and engineering, satellite telecommunications, global positioning systems (GPS), geographic information systems (GIS), use of satellite data, observation of Earth from space, weather monitoring and forecasting, and environmental surveillance, e.g., for agriculture, mining, nature conservation, and water resources. If yes, would you explain in what way and how useful you think space science education is?’
Responses to this question varied insofar as Participant A had ‘minimal’ involvement in space science, but possessed elementary knowledge of the subject to explain within their field why space law should be more readily considered by Ghana and her institutions and therefore, why law and science should go hand in hand when accessing and using the benefits of outer space. This contrasted with the responses of Participant B and C who both had backgrounds in physics, climatology and earth observation, for which Participant C stressed the need for Ghana and both other countries in Africa and globally to make greater use of available space technology, as well as develop skills and knowledge to achieve ‘systemic and developmental goals’.
In response to the fourth question, ‘Do you think that space science and technology should be included in the general science education in Ghana? What do you think would be the benefits or disadvantages?’, Participant A stated that there would not be many disadvantages except for ‘a limited number of teaching hours’, but also highlighted the many benefits of including space science as a mandatory science education topic, as well as raising greater awareness of the social importance of space science and earth observation data for the monitoring of waterways, the use of natural resources, improving awareness about the dangers of human trafficking, and monitoring food crops – all of which were seen as ‘beneficial’ to being included in the curriculum.
Participant B’s answer to this question revolved around a belief that space science should be taught from a very early stage of schooling with pupils learning the very basics about the solar system to understanding its role in environmental management and monitoring. This respondent felt that the entire curriculum needed to be ‘changed and reviewed’ in order to incorporate space science at every level from early-years education right through to the university sector. One of the reasons given for this stance was the limited skills capacity in earth observation and space science within Higher Education, with only a handful of universities in Ghana specialising in this field, some of which are privately-run. Furthermore, Participant B highlighted that a number of space science activities are already in motion at a tertiary level, and at secondary school level, for which this individual is involved in many outreach activities including summer schools for young astronomers.
The response of Participant C to this question was similar to Participant B, with this respondent claiming that the benefits of space science in education could be ‘enormous’. Participant C mentioned that a current problem in Ghana is the poor utilisation of skills amongst graduates in Higher Education, where a significant number of those graduates employed in occupations such as taxi driving, despite the government investing significant funds in creating Technical Universities and various other education initiatives. This participant argued that space science should not just be the preserve of the highly-educated, but instead impact and cut across all aspects of Ghanaian society.
In response to the final interview question, ‘How do you think space law and/or policy affects science education in Ghana?’ amongst all participants, the lack of flexible but strong national laws was a huge concern. Participant A stated that whilst the absence of a legal framework for space activities did not affect science education very much at present, there was an awareness of a draft Bill or policy in motion within the Ghanaian Parliament. The response of Participant B to this question was that space law in Ghana was currently limited to advocacy, for which this was a new area of expertise. This respondent noted that the creation of a legal framework for space activities would not only provide the necessary security to attract private investment and global companies wanting to invest in Ghana, but by following the lead of South Africa, the country should learn from its experience when building the necessary capacity and infrastructure needed to succeed. Participant C possessed similar views and felt that all space activities within Ghana should be regulated to make it ‘sustainable, peaceful and beneficial to society’, for which the respondent felt that these measures could tackle issues such as space debris, as well as foster cooperation and collaboration across the global community too.