Challenges of Development in Africa: The Missing Technology Link, the Morbid Corruption Pandemic

By Austin Aneke

Undoubtedly, Africa has experienced its fair share of pains during the process of world development. As it remains the most underdeveloped continent, with disproportionate levels of intimidation, domination and all that goes with underdevelopment, this book attempts to discover why. While even Asia, an ex-colonised part of the world has evolved int

• Language: English
• Publisher: Austin Aneke
• Release date: Nov 1, 2014
• ISBN: 9781910256763

Book preview

PART I

1

Development

Development is a process, involving some programming and/or venturing in activities involving risk taking, by people of a particular country, place or territory who also exploit most resources (human and material) available, producing goods and services for the satisfaction of their needs according to efforts/inputs and needs.

Drawing from this premise, we can deduce that development is: a) a process – stage-by-stage attempt to improve the standard of living; b) a programme of activities and/or unplanned business venturing and risk taking; c) Involves people living in a defined area; d) satisfies their wants according to effort, input and need; and e) about exploitation of resources (human and material). This final point is a crucial aspect of the development process. People can sit on the best and most lucrative natural resources without any coherent plans for tapping into them. Think about a nation sitting on petroleum, gold or diamond, and the best of talents without knowing the value of either resources or means of exploiting them for the benefit of all. If this happens, man will be living in poverty in the midst of potential plenty. Though wealth and needs are, and could be culturally defined, international trade and deals neutralise such barriers and facilitates the satisfaction of real needs across borders. International needs and demands, therefore, create values and wealth in local economies.

Consequently we can say that development involves innovation, production and distribution of goods and services. Most parts of the analysis in this book hinge on the interplay between these parts of the development process.

Development strategies

This book aims to be as practical and relevant as possible, but I wish to analyse some past and/or existing development theories that have/had shaped development strategies. The world had witnessed the propagations of the modernisation theories rooted in Western capitalism and imperialism. Their arguments were that: a) colonial and neo-colonial imperialism brought development to Africa, and other developing countries; b) capital flow from developed to developing countries are for the benefit of these nations; c) it is the innovative personality that propels growth, and there are more innovative personalities in Western societies; d) societies that are achievement oriented, universalistic, specific, and affectivity neutral tend to develop as against those that are particularistic, ascription infused, diffuse, and condones affectivity and collective attitudes; and e) nations with N achievement (McClelland) will likely produce more entrepreneurs who, in turn, produce more economic growth.

The popular and general critique of this argument is that it ignores a global system where affluent, powerful and imperialist nations dominate. This work argues that the idea that colonial and neo-colonial imperialism brought development to Africa is patronising and sets aside the fact that there is a common key to development which every nation could use to improve their well being. Secondly, this book asks the following questions. Why should capital, flow to developing countries? How did developed/Western nations generate their own capital? Could developing countries generate their own capital too? Are there not innovative personalities in every society? No nation or people have a monopoly of innovative personalities. If civilisation began in Africa, then it means that Africa is full of innovative personalities, but most African nations are underdeveloped today. Moreover, all variables or indicators as described in points D and E above are also found in all societies today, both developed, developing, or underdeveloped nations. It has been found that many people in developed countries are superstitious, and embrace nature and astrology.

Conversely, the dependency theories/models are anchored in conflict philosophy and developed mostly by radicals of developing countries. They argue that Dependency is a situation in which a certain group of countries have their economy conditioned by the development and expansion of another economy. They argue that developing countries can develop under a conditioned situation, only as a reflection and expansion of the developed countries. This model goes further to indicate that the dominant countries have a technological, commercial, capital and socio-economic pre-dominance over the dependent countries. This permits the impetus to impose conditions of exploitation on part of the domestically produced surplus. They argue that both the internal and foreign collaborators benefit from the dependency system; consequently, the system thrives.

2

Scientific Consciousness and the Tool of Technology

We know that development involves the production and provision of goods and services. But how are these manifested. Effective and efficient production of goods and services would entail some perfect instrumentation. But perfect instruments and equipments are only possible if the right attitudes are in place. How do people relate and perceive the environment they live in on a daily basis. Is it like the German Octopus—superstitiously attempting to predict future events, or like an average scientific inventor attempting to copy Faraday?

First and foremost, I wish to state that scientific knowledge extricates man from the grasps and grope of nature’s bondage. Though a universal phenomenon, some people apply theirs to unimaginable fruition while others wallow in deluded and superficial existence that reflects the most minimal of their potential and ability. This, in the long run results in regression, very limited choices and poverty. It is self-inflicted subjugation which plays into the hands of those nations that turn scientific knowledge into beneficial values. The non-utilisation of this crankshaft of development is prevalent where some greedy and lousy elements lead a people. They lack the zeal and orientation to help the real cream of society to make the final push. This stems from the aggrandisement of the fake life they live that lacks substructure. Consequently, they effectively drag everyone back to nature’s bondage only noticeable when a nation is tested for its real worth. The results of such tests are always an empty barrel or, at best, some crude deposit of rough diamonds.

Scientific Consciousness

I first engaged with idea of scientific consciousness in an elective course during the later years of my studies in university. It was a welcome alternative to the powerful dependency ideas being spilled into my consciousness at the same period. I was particularly excited when the tutor introduced the idea to us especially when he rhetorically asked whether; Africans were fundamentally underdeveloped. It was a line of questioning that was completely at variant from the line of inquiry and answers we were familiar with. Any idea of fundamental underdevelopment would make nonsense of all imperialistic, colonial, and neo-colonial linked answers to the problem of Africa’s underdevelopment. It was like—why were you the one so weak to be enslaved, colonised and neo-colonised?

I do not agree, however, with this idea of fundamental underdevelopment unless it is the same as lack of will on the part of those in charge to make the final important push. Scientific consciousness refers to the idea of conditioning people to always attempt to approach and explain their every day events in a systematic way. This is very vital and fundamental to having breakthroughs necessary to societal development. I believe this should be a universal thing rather than inclinations associated with a particular part of the world.

The idea of scientific awareness is gaining prominence. In an international meeting on the matter in Delhi, in 2008 named Mapping the Scientific Consciousness, National and Global Efforts, convened by Gauher Raza, and jointly organised by National Institute of Science, Technology and Development Studies (NISTADS) New Delhi, and National Council of Science and Technology Communication (NCSTC); the issue of scientific consciousness was once more assessed. On this occasion the emphasis was on the role and usage of statistical tools to measure the perception, acceptance, and appreciation of science by the lay people of different parts of the world, including people from Africa (Mishra, 2008).

The keywords and phrases here are perception, acceptance, and appreciation of science by the lay people. The key questions then include: Do people of certain parts of the world perceive, accept, and appreciate science more than others? If yes, why? Are regions or countries where there are greater acceptance and appreciation of science more developed than places where there are lower prevalence of such indicators? I tried to answer these questions in this book. It is also an attempt to discover where lay the scientific spirit in some developing countries especially Africa. Consequently, I have included below, a six stage process, to which I shall constantly refer in the subsequent analysis.

Stage one

The assumption made in this book is that all human beings from every nation and/or race have basic intelligence they can apply to solve problems or survive on a daily basis. This basic but superior intelligence of modern homosapiens differentiates them from all other animals. This attribute of man is applied instinctively and without effort, especially, when the tasks involved become something of a routine. Nevertheless, you could hear your friend mocking you sometimes, saying Think. You do not think or you act before you think. Modern man is expected to think before he acts. It could be a long thinking or thoughts that guide your every day life.

Stage two

Basic intelligence begins to make more sense when it is turned into ideas. When intelligence is being applied towards solving a particular problem, it becomes an idea. An idea is ‘a thought or suggestion about a possible course of action’. When intelligence begins to take form or pattern, it becomes an idea. Most ideas emanate from experience, and involves some little or huge effort on the part of the individual or group. However some ideas prop up instinctively. Wow, I have an idea about how to retrieve this coin from the hole. Ideas surface in both micro and macro environments and situations. It is the extent of the perceived problems that conditions human ideas.

Stage three

This is the stage when ideas begin to be organised and impacted in a formal and systematic way. This is when ideas begin to turn into skills and vital information. You could gain knowledge working in your father’s workshop or attending a formal educational institution. Knowledge is power, and individuals at this stage need to apply a lot of efforts and dedication at this stage. It takes time and efforts to be knowledgeable. Most nations all over the world make efforts to educate their people, though some nations make more efforts. Knowledge enhances and determines man’s chances of success in life.

Stage four

This is same as stage three, but the emphasis now is on scientific knowledge that enhances or facilitates technology. Scientific knowledge implies knowledge based on testable and verifiable assumptions. For a piece of knowledge to be termed scientific, it must be based on empirical, observable and measurable evidence. Moreover, scientific knowledge must be systematic and precise in order to help man create value. This is the stage whereby knowledge is used to transform and improve life systematically. This stage of the route to technology is still academic, and many nations and individuals continue to perform at a high level here. Researchers of all nations conduct their work in universities and other agencies, ministries, departments or institutes. This stage is always the last option for most nations struggling to develop or be called developed. It is the stage when boys begin to turn into men, and girls become women. Any nation that moves successfully to the next stage is on track to acquiring technology, becoming powerful, and being referred to as developed. Most nations that do not transcend this stage are always less powerful, less influential, and are not referred as developed. Most nations in the Southern hemisphere stop here.

Stage five

The phrase, scientific consciousness has been used interchangeably with others like scientific awareness, scientific conscience, and scientific enlightenment. They mean virtually the same thing, but have different significance among different cultures. This is the stage when scientific research findings are not left to gather dust on the shelves, but attract serious attention, and applied to solve practical problems. This is where governments and leaders show selflessness, leadership, and devotion. This is also the stage when individuals in a society take practical steps to have their ideas put into practice, and accepted for mass use. This is the crucial moment. Most Western nations and/or leaders show desire and interest in getting to this stage, and have actually reached this stage. Others, especially leaders of southern nations do not care, and are more interested in other superficial interests. They fail to realise that this is key to development.

This stage may emerge spontaneously or reached out of careful planning and co-ordinated efforts. Here, people and nations are expected to have very high perception, acceptance and appreciation of science. Governments are also expected to systematically adopt policies aimed at conditioning the private sector to venture into technological projects.

Stage six

Please read the following excerpt by a recent writer on the importance and influence of science and technology. It summarises the importance of stage six: technology. For 200 years, European ideas, European wars, European ideologies and technologies, which had their roots on science, together shaped the modern world.

This is the stage at which the efforts of scientific consciousness come to fruition. This is the stage when vital equipments/ tools are produced to help solve man’s need to explore her environment for the benefit of many. This is the stage when man actually begins to conquer the environment, producing goods and services for the satisfaction of human needs on a massive scale. The Industrial Revolution in Britain comes to mind here. This stage of development confers not only economic and social power on the world stage on any nation that reaches it, but also political power.

Technology typifies the summit of value added. It is the thing that epitomises us as human beings, differentiating us from all other animals. Technology is the greatest and most realistic indicator of our fulfilment as homosapiens. Technology manuscripts are like application software, precisely and systematically produced, aimed at solving particular problems, and in the process enriching lives.

Technology is so vital that many programmes previously packaged for Africa have spectacularly failed because they lack the vital technological elements. They include ‘Millennium Development Goals’ (MDGs) aimed at poverty reduction; the Blair Commission report for Africa; Lagos Plan of Action 1980; The Final Act of Lagos 1980; Africa’s Priority Programme for Economic Recovery (1986-1990); The African Alternative Framework to Structural Adjustment Programme (1989); The African Arusha Charter for Popular Participation and Development (1990); The Abuja Treaty (1991); and the Cairo Agenda (1994); Millennium Africa Recovery Plan (MAP) 2001; Omega Plan (2001); The New African Initiative (NAI), that led to the birth of the new Partnership for African Development (NEPAD) in 2001.

They are failing, or have failed woefully, because they do not have any proactive science/technology element. Bamiro (2007) has argued that science and technology are keys to achieving any identified goals of development in Africa. The Johannesburg Plan of Implementation (JPOI), has also emphasised that ‘science and technology must be placed at the heart of policies to promote sustainable development’. Rwelamira & Kleynhans (1998) focused on the potential and obstacles to agriculture in southern African development community and identified inadequate research and technological development as the core problems. Furthermore, Woodhouse (2009), explored the technological options for agric productivity revolution in Africa, and argued that the backward ‘agric-based model’ used to characterise Africa by the World Development report 2008, constitutes a cog in the wheel of developmental progress of Africa.

The successful completion of the technology journey affords African countries the opportunity to make the transition from low income/low level of human development and poor well being. Completing the race from stage 1 to 6 above would not only improve income, but also enhance life satisfaction and expectancy, education achievement and good health.

Before I conclude Part one of this book, I invite you to consider the statements made recently by both the British Prime Minister at the World Economic Forum in Davos Switzerland and the US President Barrack Obama, while addressing members of both Houses of Parliament at Westminster Hall in London, England (May 25, 2011); James Dyson, the inventor of the famous Dyson Hoover machines, AND Eric Schmidt while addressing the 2011 international television festival in Edinburg. First, David Cameron stated:

Of course our biggest ambitions have got to be innovation. I don’t believe, for one moment, we need to be downbeat about this in Europe. It was British Scientists who unravelled the genome who helped design the Ipod, who invented the worldwide web. So we can (go on) and develop even more of the goods the world wants to buy (Cameron, 2011).

From this extract, one can detect not only the zeal, but also the enthusiasm, power, and pride accompanying this science and technology embedded statement coming from the Prime Minister of the home base of Industrial Revolution. The country is not yet done or bored about science & technology but continues to recognise its importance to any development strategy. The UK still dedicates approximately four to five billion pounds each year to scientific research.

The most interesting part of his speech that attracted my attention was his rhetorical question: Where is the world’s capital of high quality industrial design? His reply: Not USA, not Asia-Europe. It is easy to note how he accepted that though the USA and Asia are part of the equation, Europe is the best; he politely omitted Africa from the equation. Had it been included, his answer may have been Not USA, not Asia, not Africa-Europe. This tells the entire story. Africa is not detected on the science and technology radar of the rest of the world. If the Prime Minister had mentioned Africa, may be his audience would have burst into laughter. This is the problem and the core reason for this book. Why is the base continent of cradle of civilisation missing from the science and technology site map of today?

In his own speech, the US President (Barack Obama) declared:

"We live in a global economy that is largely of our own making. And today, the competition for the best jobs and industries favours countries that are free-thinking and forward-looking; countries with the most creative and innovative and entrepreneurial citizens.

That gives nations like the United States and the United Kingdom an inherent advantage. For from Newton and Darwin to Edison and Einstein, from Alan Turing to Steve Jobs, we have led the world in our commitment to science and cutting-edge research, the discovery of new medicines and technologies. We educate our citizens and train our workers in the best colleges and universities on earth. But to maintain this advantage in a world that’s more competitive than ever, we will have to redouble our investments in science and engineering, and renew our national commitments to educating our workforces."

Furthermore, while addressing the international television festival, Edinburg (2011), Eric Schmidt, executive chairman of Google, commented that UK "IT curriculum focuses on teaching how to use software, but gives no insight into how it’s