in
Developing Countries
Russel
C. Jones, Ph.D., P.E.
President,
Committee on
World
Federation of Engineering Organizations
ABSTRACT
In
the pursuit of a more secure, stable and sustainable world, developing
countries seek to enhance their human, institutional and infrastructure
capacity. To do so they need a
solid base of technologically prepared people to effectively improve their
economies and quality of life. Such a base will facilitate the infusion of
foreign capital through attraction of multinational companies to invest in the
developing country, assist in making the most of foreign aid funds, and
provide a basis for business development by local entrepreneurs. In a
coordinated approach, UNESCO and WFEO are mounting major efforts at technical
capacity building in developing countries.
INTRODUCTION
An
old Chinese proverb says:
“Give
a person a fish: you have fed the person for today.
Teach a person to fish: you have fed the person for a lifetime.”
In
today’s global economy, one more level needs to be added for developing
countries:
And:
teach the person how to process and package fish for export and market it, and
you have stimulated economic development.
Economic
development for developing countries can be effectively stimulated by building
the technical capacity of their workforce, through quality engineering education
programs. A competent technical workforce base can then provide several paths to
economic development: attraction of technically oriented multi-national
companies, who can invest effectively in the developing country once there is a
cadre of qualified local employees available; effective utilization of foreign
aid funds, and providing a legacy of appropriate infrastructure projects and
technically competent people to operate and maintain them; and small business
startups by technically competent entrepreneurs.
Capacity
building can be defined as follows:
Capacity
building is a dedication to the strengthening of economies, governments,
institutions and individuals through education, training, mentoring, and the
infusion of resources. Capacity
building aims at developing secure, stable, and sustainable structures, systems
and organizations, with a particular emphasis on using motivation and
inspiration for people to improve their lives.
In
the global economy of the 21st Century, engineers play a key role in
overall economic development for countries and regions. In the well developed
countries, the role of the engineer is well understood and utilized. In much of
the developing world, however, the available pool of engineering talent is
typically below critical mass – and economic development and even important
basic societal needs that rely on engineering – such as clean water supply and
sanitation – lack the technical talent to address them.
Technical
capacity building efforts aim at developing a sufficient pool of well educated
and certified engineering graduates in developing countries to effect three
desirable outcomes:
•
Technical capability is needed for developing countries to engage
effectively in the global economy; direct foreign investment, international
trade, mobility of engineers, and the flow of work to countries with
cost-effective talent will result.
•
Indigenous science and technology capacity is needed to insure
that international aid funds are utilized effectively and efficiently – for
initial project implementation, for long-term operation and maintenance, and for
the development of capacity to do future projects. And a sufficient pool of
engineers can enable a developing country to address the UN’s Millennium
Development Goals effectively, including poverty reduction, safe water and
sanitation, etc.
•
In order to stimulate job formation in developing countries, a
technical workforce pool is needed, made up of people who are specifically
educated and prepared to engage in entrepreneurial startup efforts that meet
local needs
The
World Federation of Engineering Organizations, through its Committee on
RESULTS
OF PREVIOUS EFFORTS
In
a detailed study of the results of foreign aid to developing countries over the
past several decades, William Easterly concludes, in his book “The Elusive
Quest for Growth” (MIT Press, 2002):
–
Previous efforts have tried to use foreign aid, investment in
machines, fostering education at the primary and secondary levels, controlling
population growth, and giving loans and debt relief conditional on reforms to
stimulate the economic growth that would allow these countries to move toward
self sufficiency
–
all of these efforts over the past few decades have failed to
lead to the desired economic growth
–
these massive and expensive efforts have failed because they
did not hit the fundamental human behavioral chord that “people respond to
incentives”
Having concluded that past efforts at
stimulating economic growth in developing countries have failed, Easterly
outlines what he thinks would work. He argues that there are two areas that can
likely lead to the desired economic growth in developing countries, and can lead
them toward economic self sufficiency:
–
utilization of advanced
technologies, and
–
education that leads to high
skills in technological areas
While
emphasis on health and basic relief needs must continue, there is also a
critical need to break the cycles of poverty through development of strong and
competitive economies that can relate to world markets. The building of
indigenous pools of people with quality educations in science, technology, and
engineering can help lead to economic growth and healthy economies.
One
need only look at examples from
In
the case of
In
China, already a major economic power, the proportion of first science and
engineering degrees to all bachelors-equivalent degrees was 59%, as compared to
about 33% in the US in 2001 (Source: Science
and Engineering Indicators 2004, National Science Foundation, National
Science Board). The report opens with the statement:
“Excellence
in (science and engineering) higher education helps a country to be
technologically innovative and economically competitive.”
WHAT
IS NEEDED
First
and foremost, a large enough pool of high quality, accredited engineering
graduates is needed in developing countries so that the good results listed
above can be realized. It must be recognized that there will be some leakage of
these graduates to jobs in developed countries, but many will choose to stay
where family ties and native country culture provide a comfortable environment.
But
the basic need is the creation of good jobs in the home country. This is a
chicken-and-egg issue. Increased demand for engineers will result only when
there is a sufficient pool of well qualified graduates to attract direct foreign
investment, multinational corporation operations, offshore outsourcing from
developed countries, and entrepreneurial startups. Developing country planners
and government officials must pursue effective economic development and job
generation strategies in parallel with making the needed investments to enhance
the quality and quantity of engineering graduates.
Engineering
education in developing countries should include significant coverage of
entrepreneurship – how to start, operate, and grow a small business. Note that
US companies such as Hewlett-Packard, Microsoft, and Yahoo all were started in
garages by enterprising young people with a technical bent. Engineering
graduates should be equipped to take a path of creating jobs rather than seeking
one if they wish to do so.
As
technology based economies grow in developing countries, one important source of
top talent – in addition to new engineering graduates – is the return of
previous emigrants from the diaspora. Several countries that are developing well
have benefited from the return of former citizens who see new opportunities in
their home countries, and bring back foreign experience and network contacts to
the benefit of their home countries.
In
addition to increasing the number and quality of engineering graduates, and
pursuing strategies to have good local jobs available, developing countries need
mechanisms to apply research and development results from local universities and
companies for economic gain. Such mechanisms as incubators and small business
development financing are needed in the mix.
UNESCO
AND THE WORLD FEDERATION OF ENGINEERING ORGANIZATIONS
Given
the strong relation between creation of a critical mass of educated and skilled
engineering and science graduates, shouldn’t efforts be made to build these
capacities in Sub-Saharan African countries? This is one of the conclusions
reached by both UNESCO and the World Federation of Engineers (WFEO). The World
Federation of Engineering Organizations was founded in 1968 under the auspices
of the UNESCO in
In
keeping with its mission, WFEO created its Standing Committee on
Engineering for the
African Initiatives:
Many of the societal, human and economic needs identified in the Millennium
Development Goals and other similar descriptions of the situation in developing
countries are present in sub-Saharan
Electronic Initiatives: The Committee on
Other
Activities: The Committee on
•
•
Gender issues
•
South-south interactions
•
Engineers without borders
•
FIDIC (International Federation of Consulting Engineers)
•
UNESCO/WFEO Expert Conference
CONCLUSION
Technical
capacity building in developing countries as a lever for economic and social
development is currently recognized as an important priority in the global
engineering community. The WFEO Committee on
Russel
C. Jones is a private
consultant, working through World Expertise LLC to offer services in engineering
education in the international arena. Prior to that, he had a long career in
education: faculty member at MIT, department chair in civil engineering at