Developing Countries and Foreign Universities

SUMMARY

Countries which are underdeveloped, as measured by the size of the gross national product per person, need a high rate of increase of the gross national product if they are ever to have a standard of living anything like that of the wealthier countries. However, there are many obstacles to achieving such a high rate of development, amongst which is the inadequate provision, and standard, of technological and business education. That is to say, the education of people for the continuing development of industry is inadequate in some or even all respects. Some of these inadequacies can be removed or mitigated through co-operation with member institutions of SEFI and similar bodies. This co-operation has to be very carefully designed and implemented if it is to make any substantial impact on the rate of development. Engineering schools in underdeveloped countries have, or should have, different objectives from those in welldeveloped countries. These objectives will change as the development progresses but for a time they must be somewhat different if the schools are to have the most effect on industrial development.

This article is based on extensive experience of working in, or working for, engineering schools at universities in various developing countries. My interest in, and commitment to, enhancing the role of engineering schools in development began in 1964 when I was asked to go to the new University of Science and Technology in Kumasi Ghana, as a visiting professor for two terms. Since that time I have worked as a visiting professor and examiner or as an educational consultant and expert in engineering education for universities in several developing countries.