There is significant difference between developed and developing countries, although the concept of development is an ongoing process as such, developing does not implies the end state of a country’s development but its present state. Today we hear a lot about educational reform, but our quest for accountability has resulted in many cases in the abandonment of quality educational practices. Accor ding to ss matazu " no country can develop beyond its science and technological education", therefore, for a country to develop there should be early recognition of necessity of a good science educational system, as well as the detection of the major challenges which may hinder its advancement and provide a lasting solution to the problems.
Over the last two decades many developing countries have invested heavily in improving access to, and enhancing the quality of science education. Human resource development has become a central feature of most national development strategies and within this the emphasis has more often than not been on the acquisition of scientific and technological skills and capabilities. In many developing countries there is now more than two decades of experience with system reforms, curriculum development, and teacher training for science education at secondary and higher levels. Though much has been achieved, the impact of these initiatives has not always lived up to expectations.
In developing countries, science education is recognized as the key force for modernization and development. This has cause and increase demand for its access, accompanied by a number of challenges, which include; inadequate funding to education sector, lack of qualify science teachers, inadequate science infrastructure, inadequate teaching and learning materials, lack of adequate practical exposure, curriculum deficiencies among others.
In conclusion, the social and economic growth of the developed countries is dependent on an essential emphasis on education, science and technology. The basic problems of developing countries are therefore, the weak educational and scientific infrastructure, and a lack of appreciation of the importance of science as an essential ingredient of economical and social development. As such science education in developing countries is influenced by complex factors that have their roots in commercialization, general funding, and human population growth.
In the view of the above challenges, below are the recommendations;
The funding of the institutions should be improved to enhance effective teaching and learning of science education.
Government to embark on massive training and retraining of science teachers particularly at the grass root though in-service training, conferencing, seminar and workshops.
Government should provide enough infrastructural facilities through partnership with the private agencies who can also be good contributors.
Curriculum developers, adopters and implementers should be mindful of their target, that pose to be retrogressive in nature, so as minimize the impediment of curriculum implementation.
Proper political decision should be made on the part of those who decide on the future of developing countries to take proper steps toward creating, mastering and utilizing the resources of science education.
Written By; youngdim
(A.Y.O. AGBOOLU)
