Education and Development: The Issues and the Evidence

offerings, are probably the most neglected.

Second, aspects of information technology, and other more traditional technologies,
have an important place in science education. This has to be understood not in terms of
naive introductions of, say, computer studies into schools where the costs are high and
the educational benefits not clearly thought out. Rather it invites more systematic
review of how awareness and skills with new and old technologies can most fruitfully
be introduced to balance the virtues of the academic rigour of more traditional science
courses.

Third, assistance in the development of national science policies is important where
these do not exist. A clear view or purposes is a necessary condition for the translation
of human resource development goals into science and technology education policy.

Fourth, specialised forms of science and technology education and training are at the
core of the production of competent elites who can both act to negotiate effectively for
the transfer of available and relevant technologies, and who can create a critical mass of
scientific and technological capability which is endogenously based. The costs of
developing this, and the appropriate role of external assistance in the process, bear close
examination.

[Previous Page] [Top of Page] [Next Page]

<<   36   37   38   39   40   41   42   >>

More intriguing information