3.1 Importance of Human Resources

In most developing countries, the immediate bottleneck in using science and technology for development is the shortage of qualified S&T manpower. The basic issue is how to build up indigenous capabilities to manage S&T in the national setting. Implicit in this issue are two related aspects - first, how to reduce the current gap in the level of manpower resources, and second, how to identify future needs corresponding to advancements in technology. Proper planning is necessary for both.

An expansion of science and technology activities requires a large base of highly qualified scientists and engineers. This, in turn, implies major modifications in the educational system. In many developing countries, educational systems continue to emphasize general studies more than technical and vocational education. In the developed countries, some emphasize more science than technology. Each has its effect on the manpower it produces.

In developing countries, a massive expansion of science and technology education is required at all levels of education - primary, secondary and university. As this is not possible overnight, long-range plans with clear directions and priorities must be formulated for gradual change. And in the mean time, advantage can be taken of what is available elsewhere. The experience in external education has not been very fruitful for various reasons, such as (i) "brain-drain"; (ii) "inappropriate specialization"; (iii) "defective selection system"; and (iv) "irrelevant scholarship schemes".

The problem of brain drain is well-known. A very large percentage of scholars from developing countries decided to settle in developed countries, after they completed their higher studies (mostly Ph.D.'s) there. The most common reason for the brain drain is the opportunity for material gains. Those who return to their own country after obtaining their Ph.D.'s in some of the famous universities of the developed world, more often than not find that their area of specialization is inappropriate in the situation prevailing in their countries. However, because of their higher degrees from renowned universities, they get key positions in the governmental S&T organizations. And when these people get an opportunity to set up a research laboratory, it is quite natural that they do what they know best (even though it may be completely inappropriate for the country!).

The problem of defective selection and irrelevant scholarship arise due to vested interest. In a developing country, an overseas study grant has many more attractions than the simple opportunity for higher studies. Moreover, in many cases, the other attractions far outweigh the knowledge aspect. On the other hand, the scholarships offered by various universities of the developed countries are not necessarily for studies that are essential and urgent for developing countries. This is understandable because the universities can only offer what their faculty and funding agencies are interested in.

The adverse effects of the foreign education problem can be minimized by (i) proper science and technology policy; (ii) long-term manpower development plan corresponding to the long-term S&T policies; (iii) devising a selection procedure to identify "high potential and (iv) establishing a reward system for achievements. One additional and very important point to be noted is that the problem of anticipating the future has to be dealt with properly. Tools and techniques of technological forecasting can be used for this purpose.