Does Science Education in Developing Countries Really Count?

Abstract

Emmanuel T. Tyokumber, Ecology and Environmental Biology Unit, Department of Zoology, University of Ibadan, Nigeria Introduction Although capital intensive, countries that have invested wisely in science education get good returns in human and infrastructural development and achievement. A long-term project, science education does not necessarily translate into immediate breakthroughs, economic returns, and national honors or pride. However, the manpower needs for sustaining the educational sector, industry, and commerce in the short term, and invariably for long-term purposes of social, infrastructural, and economic development, justify investments in science education by developing countries and economies in transition countries. Grappling with a myriad of economic and social challenges, many developing countries have the attitude that science education is the exclusive reserve of rich countries that can afford its capital-intensive nature. This attitude arises from the fact that new technologies resulting from investments in science and technology are quickly mass-produced in Far Eastern countries using optimal labor and infrastructural costs. These products then become readily available at an affordable price in developing countries without their investment in the research and development process. The unfortunate result of this is that science education in most developing countries is poorly financed and developed; at best it allows the brightest students to excel to the extent that they can then leave as part of the brain drain to the developed world. This brain drain brings economic and convenience benefits to the recipient countries, while also allowing many developing country scholars and scientists to access opportunities that enable them to excel in their chosen fields of endeavor. The aim of this article is to explore the relevance and challenges of science education in developing countries and offer some recommendations for meeting the challenges.