AFRICA UNIVERSITY CHOSEN TO COODINATE THE PROVINCIAL SCIENCE AND TECHNOLOGY TASKFORCE

The Government of Zimbabwe asked Africa University to coordinate the Manacaland Provincial Science and Technology Taskforce. The purpose of the taskforce is to:

The Taskforce is made up of representatives of various industries, government departments, NGOs, Community groups and institutions of higher learning in Manicaland Province of Zimbabwe. Prof. Fanuel Tagwira, from the Faculty of Agriculture and Natural Resources at Africa University was chosen to Chair the Taskforce.

The Minister of Science and Technology, Dr Olivia Muchena launched the Provincial Taskforce on 11th March 2004 at Africa University. Among the many delegates who attended the occasion were The Governor of Manicaland, Retired Lt General Mike Nyambuya, The Chancellor and Vice Chancellor of Africa University and some Africa University Board members.

Below are some extracts of the Minister's speech.

MINISTER'S SPEECH AT THE LAUNCH OF THE PROVINCIAL TASKFORCE ON SCIENCE AND TECHNOLOGY

It gives me great pleasure to be here today for the launch of the Provincial Taskforce on Science and Technology. The crucial role played by science and technology (S & T) in socio-economic development is well understood. Our government has recognised that science and technology is a critical ingredient for socio-economic development. Although the link between science and technology on the one hand and economic development on the other is rather subtle and complex there is sufficient evidence to show that the two are inextricably related and do influence each other in a significant way. The African continent has made various efforts towards the development of S and T. The Vienna Programme of Action on Science and Technology (1979), the Lagos Plan of Action for economic development of Africa (1980), the conference of ministers of African Member States responsible for the application of Science and Technology to development (CASTAFRICA I and II, 1974 and 1987 respectively) have all stressed the need to increase the number of S and T personnel per million inhabitants. The number of S and T personnel per million inhabitants in North America is 13 000 while that of Africa is less than 2 000.

Chinua Achebe, a leading African academic, contends that, apart from the legacy of colonialism, Africa's problems have been compounded by three major factors; the continent's poor self image, the neglect of its domestic capacity for development and its inability to make its views on development heard on the world stage. Africa now needs to redesign its self-image, create an environment of peace and stability and plan a new science led future, appropriate to its culture, needs and aspirations. To improve the continent's self image and achieve stability, one of the most important issues to be addressed is the empowerment of the rural poor. The poverty problem is not just one of material goods and services, but also the lack of goals and the means to attain them. To alleviate this poverty, requires a decisive policy. The policy should focus on investment in a different kind of education and capacity building. The essential ingredients of this policy should be;

Thomas Odhiambo, the former Director General of International Centre for Insect Physiology and Ecology (ICIPE) said "Socio-economic transformation will require a shift in development from one dominated by economic theory to one that is science-led but imbued with economic values that reflect the social and cultural heritage of the people".

Today, Africa faces many major challenges that are unique to the African continent. The solutions for some of these challenges lie in science and technology that is African driven. The scourge of Aids has an African dimension that only those working on the continent can understand and solve. The top priorities on the research and development (R and D) agenda should include intensification of food production. Intensifying food production to meet the needs of food deficit countries will require breakthroughs in technological solutions and their proper management. Africa is the remaining region in the world with decreasing food production per capita. The worst levels of poverty and malnutrition in the world exist in this region. A United Nations study identified declining soil fertility as the fundamental agronomic cause for declining food productivity in Africa. African farmers take out of the soil more than they put in. This has led to soil fertility decline over the years. Africa is loosing about 8 million metric tones of soil nutrients every year from cultivated lands while it is putting in as fertilizer 1.2million metric tones of nutrients. Europe, America and most parts of Asia, on the other hand, have a net positive nutrient balance. Africa is therefore experiencing nutrient depletion. Our African scientists, working hand in hand with the farmers, need to find economically feasible methods of sustainable soil fertility management for the smallholder farmers in Africa.

Africa has produced millions of distinguished scientists who have potential to help develop the continent However, most of these are busy serving other continents as they fail to get significant incentives to keep them on the continent. There is need to identify incentives that will attract our scientists back.

Since independence, the Government of Zimbabwe has recognised the need to strengthen science and technology. The Research Act of 1986, which empowered the Research Council of Zimbabwe to coordinate all research programmes in the country is an example. The development of the science and technology policy of 2002 was meant to provide a comprehensive framework within which the country can promote Science and Technology and harness it for national development. The policy sought to provide for better coordination and direction of Research and Development activities while addressing constraints such as;

In an effort to reaffirm its commitment to the development of Science and Technology our government set up the Ministry of Science and Technology, of which I am the Minister.

The setting up of provincial taskforces on science and technology is a major priority of my ministry. We see provincial taskforces acting as major catalysts in the popularisation of sciences and technology in the country among other things. The terms of reference of these provincial taskforces include:

 

The developmental challenges facing various parts of the country may not the same and therefore the provincial focus allows us to understand the challenges that science and technology can help solve in the various parts of the country. Manicaland, for example, is known for being the timber province of the country. Technological innovations are needed to address the issues of better forestry management. This will ensure that our manufacturing industry is adequately supplied with the timber they need. Mutare is the timber capital of Zimbabwe. I understand Mutare struggles to dispose of almost 40 000 tons of saw dust every year. The city could turn this problem into an opportunity for development as this saw dust is a valuable resource that can be fully utilised to produce electricity, or wood fuel for domestic consumption, with appropriate technological innovation. I am also told that sawdust is also a very good substrate for the horticulture industry. A lot of unique agricultural activities take place in Manicaland: general horticulture, coffee and tea plantations just to mention a few. The siltation of the Save river and the under utilisation of the Osborne dam are some of the major challenges that require attention. Manicaland is also known for having a high concentration of renowned traditional healers who use herbs that have great economic potential, if the active ingredients of these drugs can be identified and researched upon. We understand some of our traditional medicines have been patented by foreign scientists without the knowledge or consent of the people concerned. It is only through well-targeted research and development that we can unlock the vast potential that lie in our local indigenous knowledge systems. It is the role of the provincial taskforces to work with the people to come up with these priority research and development programs.

Popularisation of Science and Technology

There is need for the Task Force to work with my ministry and other ministries to popularise science and technology in the schools and in the country. All human beings are born with an enquiring mind. Children by nature have an inborn curiosity, a desire to understand the world in which they live. They continually bombard parents with questions like "why is the sky blue, where does the sun go when it sets, Where did I come from, How does a person's voice come out on radio". Yet, somewhere between childhood and adulthood that enquiring mind seems to be dulled into a mute acceptance of whatever facts are dished out. Our education systems have reduced science to a dull, fact gathering process that holds no particular interest to the pupil, and technology is hardly mentioned in the syllabus. At University, our undergraduate students sit passively while they take notes from the lecturer. Science presented this way will never be popular or inspiring. Scientists and science teachers need to do a better job of selling science to the community if we are to popularise science and technology.

There is an old Chinese proverb which says "Tell me, I forget; Show me, I remember; and Involve me; I understand". Children who are involved will enjoy the subject more than those who are passive listeners. Science has been reduced to a dry list of formulae and rules. We need teachers who will focus on the process of science rather than the facts, who will guide their students forward as critical co-investigators in this fascinating pursuit of knowledge. The problem is that our syllabus is examination oriented and the teacher's success is judged by the number of pupils who pass.

We need to create and stock resource centres where students from schools that do not have adequate facilities can go and utilise for the science learning. Computer centres with good Internet connectivity are some of the facilities urgently required in the teaching of science education. We also need interactive centres, where our students can see the use of science and technology in industry. The interactive centre can have exhibits from industry. Young science exhibitions are also very important in popularising science among the youth.

Our media here in Zimbabwe should play an important role in popularising science. The TV programme L.A. Law is known to have increase Law school enrolments. We need locally made, inspiring presentations on science and technology presented by appropriate role models. Provincial magazines highlighting science and technology activities would be one important way of popularising science and technology. Computers and the Internet undoubtedly have tremendous potential to popularise science and technology in developing countries.

There is a role for industry to play in popularisation of science and technology in Zimbabwe. Making available factory tours helps. Industry also needs to fund science and technology initiatives. Government has put in place incentives for industry to play a role in funding of research and development. We need to realise that investment in science and technology where there was no corresponding link with industry can be a sterile activity. Science and technology will remain academic, whilst industry, especially where it is foreign controlled, would follow a totally independent research and development agenda. In many cases this effort is directed from off show.

In addressing the issues of Science and Technology we should not forget the importance of women. James P. Grant, previous director general of UNICEF said, "Literacy of women is the most important single factor in the reduction of mortality of children. The children of more educated mothers have a greater chance of survival and of healthy growth than those of the less educated or illiterate." Education in science and technology are (in addition to basic literacy and numeracy) the most important areas of the curriculum to enable people to make sense of their world and to use the resources at hand. Yet it is exactly in science and technology that girls and women have the lowest access.

Finally, when we think of science and technology we should not just think of complicated formulas and big machines. There are many of our people in rural and urban areas who are involved in Science and Technology even though they have very minimal formal education. The metal work taking place at the Green Market for example. Some of these people are developing appropriate technologies that need to be given attention and popularised. Others in rural areas are utilising indigenous knowledge systems that have potential to bring large economic benefits to the nation if only they can be given the right packaging. We need to identify all these people and ensure that their work is recognised and supported. Many technological developments did not originate from scientific research but came from the work of simple citizens who had no formal scientific knowledge.

With these few words I would like to ask the Captains of our industries to do their best to support our science and technology initiatives. I would like to ask the newly constituted science and technology taskforce to be diligent and innovative in their work and to involve all sectors of our people particularly women and disadvantaged groups.

Thank you ladies and gentlemen.