A culture of ideas: taking science to the people. (Books).

POPULARISATION OF SCIENCE AND TECHNOLOGY EDUCATION:

SOME CASE STUDIES FROM AFRICA 

EDITED BY MIKE SAVAGE AND PREM NAIDOO

[pounds sterling]13.90 Commonwealth Secretariat 

ISBN 0-85092-742-0

This book completes a series of publications sponsored by the Commonwealth Secretariat. The publication was developed jointly with the African Forum for Children's Literacy in Science and Technology (ACLIST), a pan-African organisation that, since 1989, has done much to promote a public understanding of science and technology throughout sub-Saharan Africa.

The vision of popularising science and technology is broader than simply using traditional and modern mass media to promote a better public understanding of their role in development.

AFCLIST believes that it is as much the creativity and problem-solving processes of science and technology that are needed by people at all levels of society, whether or not they are in science and technology-related occupations. It further believes that such a mindset is a sound preparation for an active participation in the democratic process.

The majority of people in Africa hold non-scientific beliefs because these have worked for them for countless generations, just as people in industrialised countries believe in science and technology because science and technology have worked for them in their context. In neither case is the belief based on reasoned evidence or an understanding of the respective belief systems. AFCLIST argues that both are acts of faith.

DIFFERENT DEFINITION OF SCIENCE

On this basis, AFCLIST contends that science-based projects that clearly demonstrate their immediate impact on the quality of people's lives do much to promote public support for, and an understanding of, science and technology. Since the countries of sub-Saharan Africa lack the extensive networks of the modern mass media of industrialised countries, they must develop creative ways to use formal educational systems to target the general public as well as enrolled students.

This book is based on these beliefs. The first part of the book sets the context as it examines the history, present-day practices and challenges of science and technology, and of science and technology education in the countries of sub-Saharan Africa.

In chapter one, entitled 'Issues and Realities', Prem Naidoo and Mike Savage provide an overview, arguing that science and technology have not yet realised the hopes that leaders and professionals throughout the continent have had for the disciplines; and they propose a differently defined science and technology that is more orientated towards solving problems, together with a vigorous approach for its popularisation.

In the following chapter, Naidoo and Savage examine what type of science and technology are needed by the countries of sub-Saharan Africa at both the popular and specialist levels, and argue that ways are needed to redirect their development. Next, Robert Adams suggests ways in which African countries can develop research portfolios more relevant to Africa's needs.

The second part of this book focuses on how science and technology is being and can be used to exploit Africa's rich resource base for economic and social transformation within the continent.

Africa produces a significant percentage of the world's oil. Nigeria alone is the twelfth largest producer, and promisingly rich fields have recently been discovered in the Gulf of Guinea and off the coast of Angola. Africa's reserves of diamonds and other precious stones are well known, as is the richness of its gold deposits.

Equally valuable, but less known, are Africa's deposits of other minerals. The continent produces 97% of the world's stocks of chrome, 50% its platinum and many other minerals much needed by industrialised countries. But all this natural wealth is sold without adding value by their processing into manufactured and secondary products. In fact, it has been estimated that Africa contributes only 2% of the world's industrial output.

Furthermore, the extraordinarily rich biodiversity of Africa's rain forests and ecosystems, such as those found in the southern Cape and Madagascar, has so far been exploited only for the benefit of multinationals and other interests outside the continent.

Spirulina harvested by the peoples living on Lake Chad, and a new slimming drug based on the extensive knowledge of the peoples of the Kalahari that will soon be released by Pfizer, are but two of many examples. And it is no secret that the bulk of the profits made from Africa's unique tourist opportunities never reach the continent.

POPULARISING SCIENCE AND TECHNOLOGY

This inability to convert natural resources into income generating products and services is largely the result of the lack of a scientific culture in Africa. Ignorance of the means and methods of production, the uses to which resources can be put, how these products can be priced and marketed all contribute to the inability to discern the economic potential latent in Africa.

Emmanuel Fabiano in Malawi, and Keto Mshigeni and Osmund Mwandemele in Namibia, describe university projects where research at the highest level has popularised science and technology by dramatically demonstrating how they can transform both local and national economies; Jesse Amuah examines the role of popularising science and technology in Ghana in transforming the small-scale industrial sector.

Henry Brown-Acquaye uses another Ghanaian example to show how university researchers have established a consultancy service on which the formal and informal sectors of the economy have become dependent.

In a further chapter entitled 'Indigenous Knowledge Systems and their Economic Potential in South Africa Otsile Ntsoane examines the potential of indigenous knowledge systems for economic development. This is followed by a chapter by Michael Kahn who discusses how regional co-operation could strengthen science and technology, and the teaching of these disciplines; and J.G.M, Massaquoi and Mike Savage describe two effective research networks that have strengthened scientific culture in the eyes of the masses through work that has demonstrably led to the improvements in their quality of life.

In part three of the book, we read of case studies that examine current practices in popularising science and technology. Jane Mulemwa, and Mike Savage, address issues common to all African countries including women s participation and performance, and the effective use of the media. Case studies of projects are described - in Malawi and Zanzibar by Mike Savage, in Malawi by Matthew Chilambo, in Swaziland by Bongile Putsoa, in Ghana by Jophus Anamuah-Mensah, in South Africa by Botlhale Tema, Kebogile Dilotsotlhe and Jaap Kuiper, and in Sierra Leone by Sonia Spencer. Finally, Marian Addy uses an example from Ghana to show how television can be used to popularise an understanding of science and technology.

In the fourth and final part of the book, 'A Synthesis,' by Prem Naidoo summarises the ideas in the previous chapters about ways of popularising science and technology and a way forward is discussed. The final contribution is a chapter by co-editor Mike Savage called, 'Towards a Theory of Change: A Postscript for Policy-makers'. This summarises the AFCLIST experience and develops tentative policy guidelines for consideration by those responsible for developing and implementing effective ways of popularising an understanding of science and technology.