Abstract
Education and science have both been hailed as keys to development and ‘progress’ in the 20th century, which implies that science education in particular will open doors to such outcomes. However, the internationalisation of scientific work and the transnational science and technology industry may ensure that few benefits are experienced by a poor country. The innovative approaches of one institution in the education of scientists in Namibia is examined. It shows the possibilities of context-based science education to produce scientists capable of practical problem-solving, and the value of scientific partnership-building for sustainable development. This raises issues about the broader conceptual framework linking education, science and development.
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