THE importance of science and technology to socio-economic development is overwhelmingly obvious and there is not a debatable one. Consequently, emphasis on this in the education system is an imperative and there should be no compromise on this.

All the countries that have made and are making spectacular economic and industrial development have the teaching of science and technology as a priority within their education systems.
In the industrialised world-  the US, Russia, Japan and Europe are typical examples of how emphasis on science technology education has resulted in rapid socio-economic development, while in the developing world China, India, Brazil and South Korea are demonstrating the same trend.

According to UNESCO, in a rapidly-evolving world, science and technology education is an important instrument in the search for sustainable development and poverty reduction. Yet educational systems are faced with the challenge of science and technology education that has lost relevance in not being able to adapt to current scientific and technological developments.

Our country which is at a relatively low level of industrial and economic development certainly needs to follow the pattern of these leading developing countries.

In this regard, the recently developed Science and Technology Master Plan is a good step, as it has recommended the marrying of science with technology to reduce poverty and raise the quality of life of the citizenry.

The draft plan, which will be tabled before Cabinet, stipulates that advancement in this direction would require more attention to science and technology in the school system. The Education Ministry has been making efforts in this regard.

“The pivot of this will of course be the education and training of teachers; first to understand the power of science, and then to be able to effectively impart it to all segments of the population, starting with the pre-primary and primary levels.

“The intention is to raise a science culture where the attitudes implicit in scientific discourse and actions are acquired by all in the society, thereby creating a more tolerant, patient, respectful and productive citizenry,” the plan states.
It was noted that Guyana needs to further accelerate the instillation of a knowledge society as expressed in several notable development plans, and improvement of the country’s capability in science and technology will facilitate this task.

For this to happen, the country’s research and development capacity and capability will have to be deepened, expanded and energised, to gain targeted technological skills to address local issues, and develop capabilities to identify, select and transfer foreign scientific insights and technological methods.
This is certainly true and with the long period of plummeting of science and technology education we have a lot of catching up to do. Our highest tertiary education institution, the University of Guyana, virtually has a non-existent Natural Science Faculty. As such, there are hardly any Physics and Chemistry graduates around, while most of our secondary schools are ill-equipped to teach the sciences. This certainly has had debilitating effects on our national development.
It is therefore, most encouraging that this grave shortcoming has been fully recognised and, more importantly, tangible steps are being taken by the government to address it.