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Education in Developing Countries: Rotterdam, 18–20 November by Peter A. Cornelisse, Jan Versluis PDF

By Peter A. Cornelisse, Jan Versluis

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A country such as Yugoslavia, which in the current 1959-65 Plan proposes to develop the mechanical, chemical and electrical engineering sectors of its economy, cannot do so without a certain amount of basic and applied research activity in these fields. For the output of modern science and technology in these areas cannot be effectively assimilated except through a corps of people active as research and engineering scientists. The reason for this is that, under conditions of modern scientific and technological progress, the frontiers between basic research, applied research and development have somewhat broken down.

It is difficult to have a foot in at one stage without having a foot in the other. A second qualification is that some countries which are economically underdeveloped have inherited a considerable infra-structure of higher EDUCATION IN DEVELOPING COUNTRIES 83 education (India, for example). The question is not whether this infrastructure should be there, but what national purposes it should serve. Even in the case of countries only now developing their university structure, there can be no doubt that considerable effort should be put into scientific and technical education, and such education cannot flourish without some university-based research effort.

82 J. R. GASS graduates which the educational system should supply. The estimates of the manpower needed seem to be made very often under the assumption that technology will remain static. But technological change, as has been set out above, is much too important to be neglected. It has been said there that technology -in the broad sense -can effect economic progress. The introduction of new techniques in developing countries as a continuous process which it already is in the economically developed parts of the world is therefore highly desirable.

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