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, post-independence sub-Saharan countries embraced science and technology (S&T) across the board, i.e. in education, training, research and development. They invested in S&T by building capacity, developing infrastructure and promoting research. But these efforts largely benefited the “global science system” with minimal effects on local development.
The failure of sub-Saharan countries to to harness S&T for development was not because of the limited funding of sciences nor was it because of the inadequate numbers of science workers. For example, during the oil boom of the 1970s, Nigeria invested heavily into its S&T sector. The investment boosted science infrastructure, research, education and training across Nigeria. As a result, the country’s scientific community flourished. Its publications output skyrocketed and Nigeria acquired an international reputation. Yet the country’s development was not influenced by how well its S&T was progressing[2]. Similarly, Ghana in 1990s implemented a set of education reforms that resulted into a critical mass of science workforce. By 2006, Ghana was producing way above the critical mass of science workers and yet it had no impact on the country’s development[3].
To understand why sub-Saharan countries failed to harness S&T for development, you need to take as a step back into history. In the pre-colonial era, African societies established practical-based education systems where children learned largely by living and doing. These education systems were credited with producing reliable skilled workers such as medicine men and women, iron smelters, land cultivators and cattle keepers. They had one critical shortcoming though, namely they cultivated a deep sense of respect for natural conditions and the environment in the learners. This resulted into the belief system of harmonious co-existence with nature that prevailed in African societies.
Although the foregoing belief system 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, that belief system prevented the African mind from growing the right attitude for science-based development. Léopold Senghor, an authority on pre-colonial Africa, paraphrased it this way [4], “Africans did not advance technologically, not because they were primitive, underdeveloped, but because their Distinct Mental Orientation gave them different pursuits and methods.” In other words, the absence of the right attitude for science-based development has failed Africans in harnessing S&T for development right from pre-colonial [4] to modern times [3]. Until it is established, Uganda’s efforts into S&T will continue to benefit largely the “global science system” with limited impact on local development.
[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