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From September 27th to August 3rd has taken place at OPEM head quarters at Lomé -Togo, the second edition of OPEM SSTT, the practice panafrican STEM teacher training. Teachers from different schools attended this special training which is divided by 6 modules.
Module1: the practice of Lab to improve sciences understanding for students. 2 days to realize 12 sciences manipulation and make reports for each lab. Teachers in workshop groups follow OPEM procedures for practice Lab in Physics, Chemistry and Life Sciences according to GSS and SSS (College and Lycée) program
Module 2: Pedagogy and Methodology of Sciences teaching in 21st century. How to make Sciences lesson attractive, dynamic and practice for numerical pupils? How to create sciences culture and innovation spirit through modern Sciences teaching?
Module 3: The use of ICT to enhance Science teaching. Simulation program, Virtual Lab, Computing, Technical drawing to enhance the competences, easy understanding and implementation of Sciences are the main topics of this module.
Module 4: How to create Lab equipments. Teachers are trained to create Lab equipments themselves.
Module 5: Computer skills to perform modern teaching in Africa. Microsoft Office tools easy for teachers.
Module 6: Implementation of Sciences and Technology. Coding and automation – Arduino : the technical device that makes technology easy for all.

The 3rd edition, OPEM SSTT2019 is scheduled at OPEM HQ at Lome Togo from July 15th to 24th. All STEM teachers of the Continent are welcome to this special event.

More information:
Whatsapp : 0032 488 34 08 01
Tel: 00228 93 49 31 49 of 0032 483 024 032

Dr. AFANOU Kodjovi Victor José
opem sstt 2018


From July 31st to August 9th, OPEM has organized eight days internship for STEM teachers at OPEM headquarters at Lomé (Togo). Mathematics, Physics, Chemistry and Life sciences teachers from different schools of Togo have attended this practice training. The internship was organized by module.

  • Module 1: during three days; OPEM trainers have guided STEM teachers to realize 16 lab and reports. Teachers have realized that they can really help kids for better understanding when doing lab.
  • Module 2: We have to review science teaching in Africa. The pedagogy and the methodology of science teaching are fundamental for the development of the continent. There is no development without technology and there is no technology without quality science teaching. The only way to help youth to become ingenious and creators is practice science teaching since primary school. Theoretical science teaching gives superficial knowledge that can’t help to develop.
  • Module 3: ICT enhance science teaching in Africa. The new generations of learners are computer and ICT kids. We out to change our teaching method accordingly. Lest us bring our lessons on smart phone, table, USB sticks, on line, etc. We can also use simulation applications, calculation and drawing software to enhance science teaching. Science understanding is fundamental for implementation of the knowledge. We have to bring the lesson on the screen and not always on the board. Social media are the best support where the new generation spends their time; that must also be the place of our lessons.
  • Module 4: Science teacher has to create his own equipments to integrate lab in everyday teaching. OPEM trainers have conducted STEM teachers to create four different lab equipments during a day. Water electrolysis, electrolysis of copper sulfate II, creating of socket and electrical circuit, electrical board for Ohm’s Law. Teachers were very happy to create their own equipments on which they can do experimentations in their classrooms.

Science teacher training is essential for African development. This first edition of OPEM SSTT 2017 was a great success. Teachers were very happy to move to practice and ICT science teaching. The next edition is scheduled from July 30th to August 6th 2018 at OPEM headquarter at Lomé (Togo). STEM teachers from all African countries are expected. For reservation or additional information, contact OPEM at

or 0032 483 024 032 / 00228 93 49 31 49 / 00228 96 53 54 99


By Victor José AFANOU




Quality teaching brought industrial revolution of 18th century and had created jobs and growth. Nowadays, Information and Communication Technology issued from industrial revolution is boosting teaching method in developed countries. Africa stills in the traditional way of teaching. After my Africa trip about this research on the Education System, I thought we have to rethink the mission, the philosophy and the organization of Education if we want the continent to grow up and give opportunity to African to have better future. It’s not right to deny the effort of many countries and education policy makers across the entire continent to enhance education but it’s time to move over, to go to another level for the best of Africa.

Education in Africa needs to be adapted to the 21st century, the needs of the Continent and what we want it to be. The role of teachers in this adaptation is a new challenge and a commitment between all forces engaged in education and jobs creation for sustainable development in Africa. The Continent needs engineers and scientists. In the whole Africa, education is based on pure theoretical lesson because the teacher had theoretical lesson when he or she was student. This circle of theoretical teaching will never develop the continent. Africa needs:

  • Laboratory in every primary and secondary school.
  • The high schools and universities need to be guided in project pedagogy and research focus on implementation accordance to local development policy.
  • No one will come from London, New York or Paris to spread lab equipments and lab skills in schools in Africa. All over the continent, teachers are very interested to do lab but they have neither the equipment nor the skill and the procedure. Every single industrial and scientist mechanism is based on procedure. The students have to do their lab according to the step by step procedure. Africa has to create appropriate equipments for the schools and teacher needs to be trained to:
    • Create some simple equipments
    • Write down step by step procedure for all lab
    • Integrate lab in everyday lesson
  • The government have to put a substantial percent of the DGP in education

Africans are talented. Pupils and youth will change this continent if we give them opportunity to grow up in scientist culture. We will not achieve sustainable development when we don’t have technical skill and procedure of industrial mechanisms. There is a big gap between understanding and practice skill. You can understand but without lab and practice you don’t have technical skill and the understanding stills pure theoretical.

OPEM is engaged in the following commitment:

  1. Science lesson should be evident for African kids as it is in developed countries. The aim is to bring the kids until they say “today I am able to…” or “today I have understood …” Practice and Experimentation are the best way to help youth to understand and to implement what they have understood in their everyday life. There is no development without technology and technical skill is the basis of technology.  
    • Every single school In Africa should have science laboratory.
    • A large part of the equipments can be made by the teachers, using African product as I do.
    • STEM BOX can be made according to the region. The BOX could move from school to school. OPEM is available to supply STEM BOX and help teachers to make their own BOX
    • Teachers need training on the following topics:
      • How to create lab equipments?
      • Step by step procedure of experimentation
      • Security and lab classroom management
      • The methodology of laboratory for better results
      • Report and assessment in lab
    • Learning by doing
    • Implementation of lab and research
  1. ICT enhanced science teaching in Africa
    • Practice Conference
      • Linear teaching method or old teaching method
      • Linear teaching method or old teaching method
      • ICT for quality science teaching in 21st century or global teaching method.
      • Lesson on the screen and not only on the black board
      • Lesson always with the youth.
      • ICT and techno pedagogy
  1. The five different parts of science lesson – Africa 21st century
    • Theoretical – ICT
    • Lab – Practice – Experimentation ICT and implementation
    • Computer Calculation
    • Computer Drawing
    • Research ICT
  2. Assessment – Africa 21st century
    • Teachers workshop
      • ICT and assessment
      • Lab and assessment
  3. Project pedagogy (for technology and practice teachers)
    • Teachers workshop
      • Innovation and creation

We can’t continue to support exploitation. Africa needs heavy industries and infrastructures that must be created by Africans and we cannot achieve without changing radically our science teaching method

Victor J. K. AFANOU    


Journée des sciences JDS 2014

L’Observatoire Panafricain Pour L’Ecole et les Métiers (O.P.E.M.) vous permet de ramener la connaissance à l’évidence. Il met à votre disposition en avril 2014 dans les grandes villes du Togo et du Bénin le matériel nécessaire pour réaliser une liste d’expériences physico chimiques. La poussée d’Archimède; Électrolyse de l’eau; Électrolyse à anode soluble; la Loi d’Ohm; la Loi de Pouillet; la Loi de Laplace; la Loi de Lenz, le Magnétisme; l’Electromagnétisme; les feux tricolores etc. Avril 2014 dans votre ville, venez réaliser des laboratoires sur base de procédures et remettre un rapport de fin de manip.


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