Literature show that the most decisive and sustainable factor in economic development is for economic growth to be based on scientific and technological innovations. The other forms of growth turn out to be short-lived[1]. Accordingly, countries in post-independence sub-Saharan Africa embraced science and technology (S&T) in education, training, research and development. They invested in S&T by building capacity, developing infrastructure and promoting research. But these efforts ended up benefiting the “global science system” with minimal effect on local development. The failure of sub-Saharan countries to to harness S&T for development was not because of their underfunding of sciences nor their lack of a critical mass of science workers, as the examples of Nigeria and Ghana clearly inform.
During the oil boom of the 1970s, Nigeria invested heavily into its S&T. This investment boosted science infrastructure, research, education and training across the country. As a result, the scientific community in Nigeria flourished. The output of publications skyrocketed, and Nigeria acquired an international reputation. Yet Nigeria’s development wasn’t influenced by how well its S&T was progressing[2]. Likewise, in 1990s, Ghana implemented a set of education reforms for realising a critical mass of science workforce. By 2006, Ghana was producing science workers way above the required critical mass and yet this did not have an effect on Ghana’s development[3].
To understand why Nigeria, Ghana and other sub-Saharan countries fail at harnessing S&T for development, you need to look back into history. In the pre-colonial era, African societies established practical-based education systems where children learned largely by living and doing. This education system was credited with producing reliable skilled workers; medicine men and women, iron smelters, land cultivators, cattle keepers and so on. It had one critical shortcoming though, namely it cultivated in the learners a deep sense of respect for natural conditions and the environment, which ended up influencing their belief system. Over time, the belief system of harmonious co-existence with nature became established in African societies.
Although the foregoing mental orientation was helpful in preserving the local environment, it undermined natural curiosity, imagination and adventurism. More importantly, it was incompatible with the science culture. In other words, it prevented the African mind from growing the attitude critical to harnessing S&T for development. In reiterating this setback , Léopold Senghor, one of the authorities on pre-colonial Africa, wrote[4]:
“Africans did not advance technologically, not because they were primitive, underdeveloped, but because their Distinct Mental Orientation gave them different pursuits and methods.”
Cleary, absence of the right thinking for science-led development has characterised African societies for along time. It explains the failure to harness S&T for development in both historical Africa[4] and in modern Africa[3]. Until the right thinking for science-led development is established in Uganda’s society, the country’s investments into S&T will continue to benefit the “global science system” with limited impact on local development. Hence, this intervention.
[1] UNESCO 1969
[2] Chatelin, Y., Gaillard, J. Keller, A.S. 1997. The Nigerian scientific Community: the colossus with feet of clay. Sage Publications, New Delhi
[3] Essegbey G. 2006. A science culture is key to Ghana’s development. SciDev.Net
[4] Senghor L.S. 1995 ‘On Negrohood: Psychology of the African Negro’, in A. Mosley, ed., African Philosophy: Selected Readings. Englewood Cliffs, N. J., Prentice-Hall