Countries for Economic Development
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 in order to
effectively improve their economies and quality of life. Such a base of
qualified engineers and technologists 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 the World Federation of Engineering Organizations are
mounting major efforts at technical capacity building in developing countries.
The need
“Let
me challenge all of you to help mobilize global science and technology to tackle
the interlocking crises of hunger, disease, environmental degradation and
conflict that are holding back the developing world.” - Kofi Annan, United
Nations, 2002
“We
need to encourage international commitments to promote the kind of engineering
and technology that contributes to lasting development around the world.” -
Koichiro Matsuura, UNESCO, 2000
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.
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
What outcomes are
desired
•
Technical capability is needed for developing countries to
engage effectively in the global economy.
A base of
qualified engineers and technologists will facilitate the infusion of foreign
capital through attraction of multinational companies to invest in the
developing country
•
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.
An engineering approach serves to reduce brain-drain,
showing people that they can partner with donor nations in helping build their
own homelands.
•
In order to stimulate job formation, 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
An engineering
approach, when coupled with entrepreneurship, results in societal as well as
personal benefits.
Two complementary approaches are being pursued in parallel to achieve these desired outcomes:
•
UNESCO “Engineering for a Better World” proposal, to enhance
engineering programs within that organization
•
WFEO Committee on
UNESCO
plans for capacity building
In
2003, the
The overall objectives of the “Engineering
for a Better World” proposal are to strengthen human and institutional
technical capacity in developing countries, to promote engineering to young
people, and to provide an interactive
and catalytic role for the application of engineering and technological
resources to sustainable economic and social development and poverty
eradication. There is specific reference to the Millennium Development Goals of
eradicating extreme poverty and hunger, ensuring environmental sustainability,
promoting gender equity and empowering women, and developing global partnerships
for development.
The program strategy to promote human and institutional
capacity building in engineering will focus on the need for:
·
strengthening engineering education, training and continued
professional development;
·
standards, quality assurance and accreditation;
·
development of curricula, learning and teaching materials and
methods;
·
distance and interactive learning (including virtual universities
and libraries);
·
development of engineering ethics and codes of practice;
·
promotion and public understanding of engineering and technology;
·
development of indicators, information and communication systems
for engineering;
·
addressing women and gender issues in engineering and technology;
·
inter-university and institutional cooperation, including
fellowships;
·
development of engineering and technology policy and planning to
promote the above.
The “Engineering for a Better World” proposal is currently before the UNESCO organization for funding consideration, with a level of $2.5-million per year requested for each of the next six years.
·
Providing pathways for the technical and professional societies of
the developed world to make their expertise available to engineers in the
developing world – including technical publications, conferences, codes of
practice, and ethics
·
Utilizing state-of-the-art distance learning technology to deliver
needed information and interactions to engineers and engineering educators in
developing countries
·
Strengthening engineering education, both initial and lifelong
learning, in developing countries – including making available global best
practices in curriculum reform and engineering practice
·
Providing an information resource for teaching and learning
materials, laboratory equipment, software, etc. for the engineering education
needs of developing countries
·
Addressing pipeline and diversity issues in providing the needed
quality and quantity of engineers for the world’s needs
·
Promoting collaborative efforts between institutions in the
developed and developing worlds
·
Promulgating quality assurance standards and accreditation for
engineering education throughout the world, particularly in developing countries
·
Developing pathways for engineering volunteers in the developed
world to spend time and effort working on capacity building in developing
countries – including efforts in times of disaster relief
The WFEO Committee on
It is anticipated that the WFEO
Committee on
“Engineering for a Better
World” is a call to action from the United Nations. The WFEO Committee on
WFEO CCB Planning Conference
The WFEO Committee on
Committee chair Russel Jones and WFEO President Dato Lee chaired the final session of the planning conference, pulling together the elements of the two days of discussion into a forward looking work plan for the committee. President Dato Lee observed that WFEO has many strong national members which can support the capacity building efforts of this committee. He noted that the committee should focus on improving communities in developing countries utilizing engineering. He also observed that many outside organizations are interested in and supportive of this WFEO capacity building initiative.
Chairman Jones grouped the discussions and recommendations by committee members over the two days of the planning conference into four areas: organization, communications, partnerships, and projects.
Next steps for the CCB in organization include:
Next steps in communications include:
Next steps in partnership development include:
Next steps in projects include:
Conclusion
Developing countries need to be taught how to fish, rather than
continually having fish provided to them by the developed world.
State-of-the-art science and technology capacity must be built in developing countries if they are to be able to compete effectively in the global economy. A well-educated technical workforce pool must be in place in a developing country before technology-based multinational companies will be attracted to make investments there in production facilities and other areas. The day is past when such companies would simply introduce expatriates from developed countries to attempt such operations. Current political and economic realities require that a well-educated and trained indigenous workforce is needed to sustain technically based industrial operations in developing countries.
A technical workforce pool is also needed to fuel entrepreneurial startup efforts that meet local needs. Well-educated engineers and scientists in developing countries will find appropriate ways to extend R&D results to marketable products and services responsive to local needs – to their personal economic benefits as well as to the economic benefit of their countries. Further development of such entrepreneurial startups can lead to products and services that profitably extend to regional markets, and eventually global markets.
Thus it is clear that developing countries need their own indigenous technological expertise. They cannot afford to buy it from developed countries, and even when technical expertise from developed countries is provided by external funding it is often ineffective in appropriately responding to local needs and constraints. Capacity building of technical expertise in developing countries is thus key to enhancing their ability to become economically self-sufficient.
APPENDIX: WFEO CCB planning conference summary
Opening Statements
Introductory remarks and greetings were made by several persons involved with hosting this first meeting of the WFEO CCB:
Keynote presentations
Dato Lee, President of the World Federation of Engineering Organizations, made a major presentation putting the effort of the WFEO CCB in a broad context. He described pressures on the World from population growth, poverty, and environmental stress – then described the UN Millenium Declaration and its goals for improving these areas by 2015. He described the several Millenium Project task forces, focusing in particular on the one that he co-chairs – TF10 on Science, Technology and Innovation. He then more finely focused his address by listing several areas that the WFEO CCB should look into: engineering construction, the ICT revolution, mobility of engineers, entrepreneurial capacity building, and engineering philanthropy and public service. Finally, President Dato Lee described the collaboration between WFEO and UNESCO, and in particular noted the “Engineering for a Better World” proposal currently being considered by UNESCO.
George Bugliarello, Foreign Secretary of the US National Academy of Engineering and President Emeritus of Polytechnic University of New York, made a major presentation on “The Role of Engineering in Economic Development for Developing Countries”. He divided the spectrum of developing countries into three tiers on the basis of income, connectedness, concentration and efficiency – with the lowest tier suffering from poverty, isolation, dispersion and inefficiency. He listed needs of a developing country: increase connectedness (IT, transportation, social networks); concentrate, not disperse (corridors); and build capacity (traditional engineering, simpler engineering curricula, and for the third tier “engineers without boundaries”). He discussed several “traditional” engineering challenges—water supply, energy, food, housing, infrastructure, environment, information, and education – and several “non-traditional” engineering challenges – urbanization, education, transformation to service economy, quality of public service delivery, corruption, safety, entrepreneurship, and poverty. He closed by suggesting engineering priorities for capacity building in developing countries: education, systems development, pooling engineering resources, and engineering activism and leadership.
Introduction to WFEO CCB Role
Russel Jones, President of the
new WFEO standing Committee on
Presentations on similar
activities
Mike Sanio, director of
international activities at the American Society of Civil Engineers and a former
officer of COMTECH, described the activities of the WFEO standing Committee on
Technology over the past eight years while it was under
Don Booth of the US State
Department and Tony Marjoram of UNESCO described activities concerning
engineering activities at UNESCO that have been stimulated by the 2003 rejoining
of UNESCO by the United States. In particular, they described the “Engineering
for a Better World” proposal developed by the US engineering community in
collaboration with UNESCO, which is currently under consideration by that body
for significant internal funding. When and if funded, EBW would provide a
complementary approach to the WFEO Capacity Building effort
John Boright of the US National Research Council presented a summary of a recent major report on capacity building from the point of view of national academies of science: “Inventing a Better Future”. The report, released in January 2004, was prepared by the InterAcademy Council – a coalition of 15 national academies. The report consists of several chapters of analysis: 1) the urgency to promote worldwide science and technology capacity; 2) science, technology and society; 3) expanding human resources; 4) creating world-class research institutions; 5) engaging the public and private sectors; 6) targeted funding of research and training efforts; and 7) from ideas to impacts; coalitions for effective action. It concludes with agendas for major actors in building science and technology capacity.
John Ritchie of
Needs of developing countries
Ato Wright, committee member
from
Monique Frize of
Panel on various constituencies
Andy Reynolds of the US State
Department chaired a panel on what various types of organizations can bring to
the development of technical capacity in developing countries. Tom Price of AAES
described what professional and technical societies have to offer –
publications, standards, continuing education, conferences, etc. Bill Kelly of
the Catholic University of America covered contributions than can be made by
engineering education and accreditation groups – best practices, quality
assurance, expert consultants, etc. Bill Salmon of the Council
of Academies of Engineering and Technological Sciences (CAETS) described the
focus of the international consortium of academies that advises governments on
technical issues, promotes public understanding of technical issues, and works
to contribute to the strengthening of engineering and technological
activities in order to promote sustainable economic growth and social welfare
throughout the world. Andy Reynolds
completed the discussion by citing the role of government agencies in shaping
public policy and programs in technology, citing the role of his own
organization in providing background information and advice to the
Banquet speaker
The committee and its expert
guests spent informal time together at an opening reception, over group
breakfast and lunch sessions, and at a banquet during the evening between the
two main days of the conference. The featured speaker at the banquet was George
H. Atkinson, Science and Technology Adviser to the
Plenary speaker
The second day of the planning conference was opened with a major presentation by Joseph Bordogna, Deputy Director of the US National Science Foundation. He noted the priorities of the NSF ─ people, ideas and tools ─ and cited the agency’s vision – to enable the nation’s future through discovery, learning and innovation. Bordogna listed several activities that engineers can do well: green design, interchange of cultures, synthesis of knowledge, integration across boundaries, creation of new knowledge, and development of new products, systems and services. He suggested two fundamental features for technical capacity building: broad gauged education for graduates who will work across disciplinary boundaries, and systems that facilitate learning capabilities from one another. He suggested that the criteria used by the US NSF to select projects to support may be applicable to other countries as well: add to intellectual capital, integrate research and education, and promote partnerships. Bordogna also noted that developing countries have an advantage in not having entrenched institutions that may hinder progress.
Panel on funding sources
Hank Hatch, chair of the AAES International Activities Committee, served as moderator for a panel of experts discussing possible funding sources for the capacity building efforts of WFEO and related efforts in developing countries.
Marta Cehelsky of the InterAmerican Development Bank described how development banks make loans and grants to developing countries to promote social development and the alleviation of poverty. She noted that the IADB has made loans in response to the requests of borrowing countries in areas including agriculture, science and technology, and higher education. Current emphasis of the IADB is on innovation systems, technology, private sector development, information technologies, and equity.
Eugene Scanlon, president of a
consulting firm specializing in fund raising for nonprofit organizations,
presented information on approaching charitable foundations. He noted that there
are some 70,000 private and public foundations in the
Kerri-Ann Jones, head of the US
National Science Foundation international program, described programs of that
agency for support of international research and education activities. Since the
US NSF is a domestic agency, its primary focus in international activities is
aimed at US researchers and educators – promoting research excellence to
global standards, and preparing the next generation of researchers with
international experience. NSF often supports the
Rosalyn Hobson, AAAS Fellow at
the US Agency for International Development, provided the final perspective on
the panel – that of government agencies. She noted that AID funding provided
to developing countries was typically directed at economic growth, disaster
relief, or specific needs such as energy, agriculture or education – depending
on the needs of each recipient country. Foreign aid agencies such as US AID
often partner with other funding sources to develop cooperative programs. In
discussion following the formal presentations, it was observed that the WFEO CCB
can help steer the large funders of projects in developing countries to include
components of capacity building in each project.
Breakout sessions
Each committee member and consulting expert was assigned to one of four breakout tracks, which met for several hours over the two day conference to discuss possible thrusts of the WFEO capacity building effort in detail. Tracks and their leaders were:
Group 1 discussed strengthening engineering education, both initial and life-long learning, in developing countries; making available best practices in curriculum reform and engineering practice; and promulgating quality assurance standards and accreditation for engineering throughout the world. It also addressed the need for worldwide recognition of the “engineer”: minimum requirements (e.g. Washington Accord); defining requirements for each specific locale or region; body of knowledge for engineers; and body of knowledge for other members of the technical workforce. Members of the group described programs that may be appropriate for WFEO CCB to pursue: teaching entrepreneurship to engineering students, development of regional educational enhancement and quality assurance programs, and transfer of knowledge across national borders through international alliances.
Group 2 discussed the role of technical and professional societies in capacity building, including such factors as: assisting in the establishment of technical organizations in developing countries; helping in the establishment of quality requirements for education and licensed practice; assisting in the establishment of codes and standards for engineering practice; and facilitation of mechanisms for the exchange of knowledge, such as publications and continuing education. The group reviewed the activities of FIDIC in transferring knowledge to consulting engineers in developing countries. It also examined the “engineers without borders” organizations currently sending professional engineers and engineering students into developing countries to work on needed technical projects, and to leave behind local capacity for undertaking future projects.
Group 3 chose to substantially
expand its charge, and deal with technical capacity building at a fundamental
and broad level. It defined capacity building as involving individual people,
communities (business, local governments, community groups, …) and
institutions (national governments, rights and laws, innovation systems, …).
It noted that capacity building required simultaneous
individual, community and institutional development in order to create
sustainable economic, social and environmental development. It addressed issues
such as learning systems, appropriate technologies, development of community
infrastructure and maintenance capabilities, access to education and advancement
for women and youth, and science and engineering policy in developing countries.
Group 4 discussed the types of information that the engineering profession and industry need to have access to, the types of information that the decision makers in communities that engineers serve need, and the possible role of WFEO CCB in making that information available – as a “connecting house”. Important types of information that should be readily available include: funding opportunities for infrastructure development, capacity building, and education; academic institutions and networks interested in international collaborations and development activities; continuing education opportunities; research facilities and research results; technical specialty groups interested in international development; best practice information, codes and standards, technical data bases; and availability of information via the Internet and other IT sources.
These reports from breakout
groups provided the basis for the final session of the conference, preparation
of a work plan for the WFEO Committee on