Allama Iqbal Open University,

Islamabad
(Department of Secondary Teacher Education)

Assignment No. 1

Course Name: Trends and Issues in Education

Course Code: 3701

Program: M.Phil.(Teacher Education)

Submitted by: Bilqees Bibi

Student ID: 0000675355|ISB|18MT|6402

Submitted to: Dr. Munazza Ambreen

 Question

Review The Article: Science, Technology And Development By Dr. F. K. A. Allotey

King/Chavez/Parks Visiting Professor The University Of Michigan Ann Arbor, Michigan

Chairman, Council For Scientific And Industrial Research, Ghana.

Review

In this article, the importance of science and technology and diverse economic pathways

that are responsible for the socioeconomic development of a country during the last decades of

20th century is discussed by DR. F. K. A. ALLOTEY.

Prior to the onset of 20th century more importance was given to physical resources such

as land, labor or capital. But this notion is changed during the 20th century and the whole world

acknowledged that scientific knowledge and technology plays a vital role in the economic

development of a country. As Professor Freeman J. Dyson in his book “Infinite in All

Directions”, considered technology as a gift from God as it has widened the scope of human

knowledge which is accessible to all human beings equally. Science and technology raised the

living standard of the nations in all the field such as agriculture, health, housing, communication,

transportation and food production. Then various comparisons of the economies, literacy rates

and standard of living of various countries is made. It is estimated that in the regions where the

science and technology is not used more labor force is required still these are unable to meet the

demands like in Africa where 70% of labor force was engaged as compared to US where 3.5 %

labor force was used in food production along with the use of science and technology.
 Then there is a statistical comparison of Southeast Asian countries with that of African

countries, the former are socioeconomically more developed than the later due to science and

technology based education and the free market economy. The comparison of South Korea

( Southeast Asian country) where there is free market economy is made with Ghana (An African

country) where Marxist form of economy is practiced. The literacy rate of Southeast Asian

countries is greater than that of sub-Saharan African countries. The low literacy is the major

cause of low life expectancy, poor productivity of agricultural and industrial set up and low

living standard of people of African countries. The reasons for low literacy in African countries

are inadequate funds, lack of trained teachers, lack of foreign exchange, social and

economical(Marxist) practices. The Edward A. Bouchet Institute formed by African physicist

started many programs for the advancement in the field of research, basic science and mutual

collaborations. Despite all of its advantages science and technology also has negative impacts on

the economy of third world countries who’s economy is reliant on raw materials export. But the

overall impact of science and technology surpassed its negative effects. Hence the high literacy

rate, and technology based education along with the free market economy is inevitable for

socioeconomic growth of a country.

In recent years many countries such as Brazil, India, China, South Korea and South

Africa are playing their outstanding roles as producers and intermediate powers in the global

economy. Their rapid economic and industrial growth is due to adoption of technical know how

along with strengthening of local technological capabilities. Many Less Developed Countries

(LDCs) have nowadays try to reshape their Science, technology and Innovation policies (STIP).

These LDCs such as Iran can design suitable strategies by following the successful experiences

of developed nations. Researches proved that there is a strong association between ICT
indicators, education indicators and income level of countries. The data analysis suggests that

there is a strong relation of income and participation in education in poorer countries whereas in

wealthier countries income is more closely related with adoption of technology. The relationship

between ICT and education is reciprocal, both affects each other. In improving educational

outcomes low income countries still lag behind. In developing countries digitalization has

become a game changer. Aker and Mbiti (2010) have pointed out that telecommunications,

especially mobile technology has played a transformative role not only in increasing the GDP of

African countries, but rather entirely changed people's lives.

According to Njoh (2017) almost all African countries have seen remarkable growth in

the ICT sector, particularly in mobile subscriptions since the turn of this decade. In lower income

Sub Sahara African countries, mobile phone subscription have grown tremendously by about 400

percent between 2005 and 2011 (ITU, 2015).

In developing countries digitalization has also been playing an important role mainly

through lowering communication costs from the early 2000s on. This has played a role in helping

the poor in rural areas with limited access to almost all essential services such as water and

electricity. Also digitalization impacts both the supply and demand sides of the economy in

developing countries. On the supply side, investments in ICT directly enhance productivity and

contribute to GDP growth. Moreover, digitalization facilitates human capital development

through improved access to training, education, and healthcare, which in turn fosters overall

economic growth. Thus digitalization has the multifaceted benefits for developing nations.

However, the failure to fully take advantage of the digital revolution is linked to

extractive institutions in these countries (Acemoglu & Robinson, 2013). Samimi, Ledary, and
Samimi (2015) also argued that, in low income countries the effects of digitalization on

economic growth and productivity may take more time because there is no enough competitive

space, and the government is in control of the markets whereas in developed countries markets

are free with less government control. Niebel (2014) also asserts that the impact of digitalization

on economic growth in developing countries differs from developed countries, as the former may

be lacking absorptive capacity, such as, for instance, an appropriate level of human capital and

complementary factors such as research and development (R&D) capacities (also see Keller,

2004).Acemoglu and Zilibotti's argument emphasizes the critical role of workforce skills in

determining the extent to which countries can benefit from technological advancements.

Developed nations typically have a higher concentration of skilled workers, giving them an

advantage in harnessing the productivity gains from new technologies.On the other hand,

Rodrik's perspective offers hope for developing countries, suggesting that while they may face

challenges, they can still experience productivity growth and employment generation through

digitalization.

Indeed, the question of how digitalization affects economic growth in developing

countries remains open and is subject to various factors such as infrastructure, education

systems, government policies, and access to technology. It's a complex issue that requires

continued research and exploration to fully understand its implications and potential for inclusive

growth.

References:

1.Goksu I and Atici B 2013 Need for Mobile Learning: Technologies and Opportunities.

(Procedia-Social and Behavioural Sciences) 103 685-69

2.Innovation vol.7 no.1 Santiago mar. 2012 http://dx.doi.org/10.4067/S0718-

27242012000100014

Journal of Technology Management & Innovation 2012,Volume 7, Issue 1

3.Digitalization and economic growth: A comparative analysis of Sub-Saharan Africa and OECD

economies Godwin Myovella, Mehmet Karacuka, Justus Haucap Telecommunications Policy 44

(2), 101856, 2020