Development of African Materials Research and Education for the 21st Century
- PDF / 383,666 Bytes
- 3 Pages / 612 x 792 pts (letter) Page_size
- 23 Downloads / 193 Views
Development of African Materials Research and Education for the 21st Century Abebe Kebede and Alfred Z. Msezane Africa is a paradox which illustrates and highlights neo-colonialism. Her earth is rich, yet the products that come from above and below the soil continue to enrich, not Africans predominantly, but groups and individuals who operate to Africa’s impoverishment. —Kwame Nkrumah (1900–1972), Ghanaian president. Neo-Colonialism (1965), chap. 1
Introduction Africa accounts for 11–45% of the world supply of eight major mineral commodities as well as 13% of the world’s bauxite, the principal source of aluminum. It possesses a tremendous capacity in agriculture, and it has a diverse variety of plants and animals. Of the 356 biosphere reserves, 48 are in Africa.1 Despite such riches, the per capita income of Africans is much lower than those in industrialized nations. The goals of materials research and education in the 21st century should not be to uncover new and exotic materials, but primarily to address the critical needs of the populations of Africa. The development of water resources, building materials for housing, textiles, efficient food production, and health care must take center stage. The African mineral industry is export-oriented; thus the economy is exposed to world market fluctuations.1 Materials research in the 21st century should also focus on diversifying Africa’s mineral industry to open new industries that turn raw material into commodities. In this brief article, we will discuss the current state of higher education, the conditions that hinder scientific research, and the possible development direction for materials research and education in Africa for the 21st century. Materials science is an interdisciplinary field of study that focuses on the structure, properties, and application of various kinds of materials. These aspects are studied using the principles of chemistry and physics to develop new materials and modify existing ones for applications that enhance the quality of life. The majority of Africans have not benefited from the advent of materials science in comparison with the populations of the west and the north. It is beyond the scope of this article to provide an analysis of the complex political, MRS BULLETIN/NOVEMBER 2001
economic, and social conditions that led to such a contrast. Africa has over 350 higher education institutions with a variety of experiences and priorities. The primary objective of these institutions is to produce white-collar workers, teachers, and the work force for mining, textiles, and agricultural industries. The state of higher education and scientific research in Africa has been discussed in several conferences. The proposals that are generated by these conferences advocate structural changes in higher education, North-South institutional linkages, mobilization of the African Diaspora, funding, and so on. As a consequence of these declarations, many African institutions are developing education and research programs that will lead to the development
Data Loading...
