Transcript Sub-Theme 3: Lifelong Acquisition of Scientific and

Sub-Theme 3
Lifelong Acquisition of Scientific and Technological Knowledge
and Skills for the Sustainable Development
of Africa in the Context of Globalization
Thematic Coordinators :
Kabiru Kinyanjui
Khadija Khoudari
2
Introduction
• This presentation brings out salient points in the
development of scientific and technological capability for
sustainable development in Africa
• The presentation is informed by contributions solicited by
ADEA from key players in the education sector and
supplemented by literature review of policy documents and
research studies.
• A number of critical issues to the process of acquisition and
utilization of scientific and technological knowledge,
research and innovations for sustainable development in
Africa have been identified are highlighted in the
presentation.
1. Articulation of Science and Technology Policies
and Programmes in Africa
Main Findings:
• Scientific and technological knowledge and skills geared
towards innovation are widely recognized as a catalyst for
sustainable socio-economic development in Africa.
• Science and Technology policies and programs are articulated
at continental, regional, national and institutional levels.
• At continental level, a number of policy documents have been
formulated: e.g. the Lagos Plan of Action (LPA ) (1980) and
AU/NEPAD, Africa’s Science and Technology Consolidated Plan
of Action (CPA), November 2005.
• STI policy objectives usually target critical sectors of the
economy: agriculture, energy, water, minerals, industry etc,
1. Articulation of Science and Technology Policies and
Programs: Continued
Main Lessons Learnt:
• While Consolidated Plan of Action (CPA), regional and national
policies and plans have articulated clear priorities for
engagement in STI, implementation remains a major
challenge, and mechanisms for policy follow-up, monitoring
and evaluation are not streamlined.
• Funding for R&D at average of 0.3% of GDP in Africa is very
low in global terms ( commitments to increase it to 1% of
GDP) and African output in terms of publications and patents
still low compared to other regions.
• Building national institutions and capacities for
implementation in African countries is therefore critical to
realization of commitments made at various levels.
2.Foundations of Lifelong learning of science and
technology in Africa
Main Findings:
• African indigenous knowledge is the sure foundation for scientific and
technological development in Africa, and hence the critical need to be
integrated into school curriculum.
• Quality teaching and learning mathematics and science at early stages
of education is imperative to building a strong foundation for a
knowledge economy.
Main Lessons Learnt:
• Tertiary education bears the major responsibility for utilizing
indigenous knowledge, skills and research in dealing with local
development problems;
• Quality of teacher education for basic and technical education is
fundamental to the improvements in teaching and learning of science
and technology in Africa.
3.Preparing African Youth for Science and
Technology Endeavors
Main Findings:
• Bulk of Africa population is inherently youthful: in-school and
out of school (In 2010 78% of the population was below 35)
• Majority of youth are now educated, better informed and
connected by use of mobile phones and the internet.
• Coherent holistic policies to equip the youth with scientific
and technological knowledge and skills are urgently needed,
building on efforts of organizations such as Science
Academies, ATPS, etc.
3.Preparing African Youth for Science and
Technology Endeavors: Continued
Main Lessons Learnt:
• Youth is a positive force if enabling environments and spaces
are created to channel their energies and talents are
provided. Where this has happened, they have come up with
innovations that are of value to African development.
• Ignoring the youth potential is to deny Africa its most
precious resource for sustainable development, and could
become a recipe for disaster.
4.Tertiary Institutions: Research, Innovations and
Linkages
Main Findings
• In the last two decades, tertiary institutions in Africa have
expanded rapidly, but despite this, the proportion of those
accessing higher education is still low accounting for only 6%
in 2007 of the eligible cohort (UNESCO, 2011 EFA ,GMR).
• Low enrollment in sciences, science-based professions,
engineering and technology impinges on training high caliber
professionals, R&D and development of innovations.
• Most of African HEIs face serious challenges of providing
quality and relevant education: weak QA systems and
graduate training programs common phenomenon.
4.Tertiary Institutions: Research, Innovations
and Linkages: Continued
Main Lessons Learnt:
• Improvement in quality, relevance and effectiveness of HEIs in
Africa vital to increased R&D productivity, innovation,
economic growth and competiveness.
• There is great value in strengthening regional and national
collaboration in internal and external QA; enhancing centres
of excellence to improve quality of research, postgraduate
training; and exploiting the potential and benefits of
University-industry linkages.
5.Exclusion and Inequalities in Access to
Science and Technology
Main Findings
• At global level, enrolments of women in higher education
institutions has increased at higher rate than men (World
Bank 2011).
• Gender inequalities are more pronounced in higher education
in many Africa countries, as only a few countries have
achieved gender parity at this level (UN MDG Report 2011).
• Women enrollments in sciences, engineering and
mathematics is particularly low, compared to social sciences
and humanities, (FAWE, 2011)- leading to persistent women
underrepresentation in scientific and technological related
fields (UNESCO, 2010,2007, AAUW, 2010)
• Inequalities related to socio-economic status and regional
5.Exclusion and Inequalities in Access to
Science and Technology: Continued
Main Lessons Learnt:
• Gender inequalities at lower levels of education tend to be
reproduced and magnified in scientific and technological
fields at tertiary level and in career paths.
• Women and girls participation in scientific and technological
fields have to be addressed in a fundamental manner at the
basic education levels, and supplemented by remedial
measures at tertiary level.
• Emerging social class inequalities in access to tertiary
education and in particular scientific and technological
disciplines are not fully appreciated because of lack
systematic and quality data.
6.Strengthening Regional Cooperation and
International Engagements
Main Findings:
• The value of regional cooperation and international engagements in
development of science and technology in Africa as articulated in the
continental, regional , national and institutional policy documents
often strongly reaffirmed, but concrete actions are limited. The
establishment of Pan- African University is an encouraging initiative.
• Allocation of resources to strengthen regional STI institutions often low
and unpredictable
• International engagements/ collaboration continue to be vertical with
personnel and institutions where scientists were trained: regional and
South-South cooperation still limited in scope.
Way Forward:
• To realize its collective vision as articulated in AU/NEPAD CPA, Africa
need to creatively explore new frontiers and specialized fields for
intensive cooperation- renewal energy, climate change, tropical
diseases, space science, biotechnology, nanotechnology, etc.
Key messages
The key messages focus on how Africa can utilize its natural
and human resources to fundamentally transform socioeconomic status of its people and Africa’s sustainable
development:
•
1- Quality teaching and learning of science and technology
in the early stages of basic education is crucial to success in
acquisition, adoption of scientific and technological
knowledge.
Key messages (continued)
• 2- Investing in “youth bulge” to acquire scientific and
technological knowledge and skills through quality
education at all levels.
• 3-African countries should establish a technology
transfer system in which university and scientific
research would play a pivotal role.
• 4-Designing mechanisms for effective management to
raise the level of higher education to a level which allows
for active participation in promoting research and
development.
Key messages (continued)
• 5- Building bridges between the various institutions
training young people in scientific and technological
fields is crucial.
• 6. Strengthening the role of Centers of Excellence in : (i)
building the necessary capacity for teaching and
undertaking relevant research and (ii) providing socioeconomic stakeholders with the findings to increase their
potential for creating wealth and added value.
• 7-Improving the use of ICT to build scientific and
technological capacity.
Conclusion
Countries with the most successful innovation record
are those that have been able to ensure consistency
between their policies and actions. They are also
often those that have managed to ensure continuity
in the long run. The examples of Korea, Finland and
Japan are striking in this respect: in these three
countries, technological progress was a national
imperative for half a century; innovation policy was a
fixed strand of government action.
Parallel sessions for sub-theme 3
• 1. STI Policy Articulation, Integration and
Implementation at the National level
• 2. Tertiary Education in Africa: Quality, Research &
Development and Innovations
• 3. Youth: High Level Scientific and Technological Skills
for Economic Transformation and Job Creation
• 4. Building and Strengthening Regional Cooperation