There is substantial research evidence linking science education and socio-economic advancement in different parts of the world . Experts have demonstrated a tangible connection between (science) education and development of human capital, an important precursor and contributor to social and economic development. Although education at all levels contribute to the development of individuals, particularly by preparing them for the intellectual and social rigors of tertiary education/training, tertiary education plays a more definitive role in shaping individuals and preparing them for professional and business pursuits as well as community development.
Over the last several decades, tertiary education has become increasingly accessible and institutionally embedded in Nigeria, yielding at face value, a more formally educated populace. Science literacy has also increased tremendously, evidenced by a higher percentage of graduates from pure, applied and related science fields at the tertiary level of education across the country. This has however unfortunately not translated into meaningful socio-economic development.
Based on observed trends in other more advanced parts of the world, it would be expected that improved science education and or research should aid scientific innovation, technological growth, medical research, pharmaceutical discovery, manufacturing, waste management, exploration and conservation of resources, agricultural productivity and so forth, which has so far not been the Nigerian story. Numerous factors contribute to this gap, although with the right attitude and correct investment, meaningful change is possible. To tackle this pervasive waste of resources and socio- economic redundancy, a multi-disciplinary approach is necessary.
Social, political, and economic reforms might be important to achieving aims of a relevant education and more specifically, ensuring that the right type and amount of science is taught and that skills/knowledge imparted, translate effectively into meaningful economic development.
Collectively, as a nation, our attitudes to learning and research has to change. We need critical culture shifts across board ranging from the way academics teach and conduct research to learning and post learning engagement. While the quality of Nigerian research has steadily improved over time, there is still a lot of ground to be covered with respect to research design, execution and reporting. Foremost on this front is the attitude of many academics towards research. While this is arguably one of the most important issues, several other constraints have been identified over time, which would be discussed subsequently. Although, scientists are perceived as the most important players, they cannot effect meaningful change alone.
On the part of university or polytechnic students, learning attitudes have to change as students need to be more enthusiastic, open minded, tenacious and hardworking.
Admittedly, the socio-economic status of the country is a major deterrent, as there is a general sense of hopelessness, as well as a limited capacity to take risks and explore possible innovative endeavours, due to inadequate funds and poor infrastructure. The combined effect of these, is a highly unmotivated and uninspired flock of students, which stifles innovation and possible solutions should be proferred as soon as possible. Other social institutions such as the family need to be strengthened;- the need for this seems obvious as character content and values are imbibed, to a large extent during formative years at home.
Political will and involvement is key to realizing the potentials of improved science education. First, Nigeria’s political leaders need to be interested and involved. Advocates, delegates and other relevant academic players need to aid the understanding of these people and help them to see that investment in science education and research is a precursor of socio-economic prosperity. Budgeting, financial allocations and policy initiatives fall to these members of the society and has resounding effects on the quality of personnel, infrastructure and dissemination of research. It is important to note here that policy initiation and or revision must be guided and focused. Revised or new policies should ensure readily-implementable, content based standards that will ensure the provision of science education that is relevant to all students, their respective communities and our local agricultural, industrial, corporate, research, business and commercial needs. Participation in politics at the University level is an area that has for a very long time been undermined.
It is the duty of youth and intellectuals to strategically and constructively resist political and economic oppression. It is thus, important for students and academics to realize the importance of active participation in local and national politics.
A minuscule group of people will initiate policies that will influence education and the trajectory or quality of afterlife of students. The importance of influencing the people who make these critical decisions cannot be overemphasized. One desirable development is for the so-called elites to become more active in the political process, not just by the routine voting (although, that is an extremely important civic duty that must not be shunned), but also by zestfully participating in party or
organized politics.
It is important to clarify here, that this is not in any way a recommendation that every member of the university community should run for political or elected office, as this is likely to generate severe personnel deficits that will contribute to our woes. What is meant here, rather is that keen, enlightened folks must participate in the administration of political parties and selection of candidates. To make real progress, decent people have to moderate the selection and presentation of
candidates, otherwise, we may continue to have undesirable options.
Seeing as the responsibility to train creative and productive individuals, who can effect change and contribute to national development falls heavily on tertiary institutions, these institutions as entities need a level of focus.
Aggressive and rigorous education reforms at all levels is necessary. Although,
the curriculum in many cases is sufficiently rich, broad revisions of Nigeria’s curriculum and teaching standards is highly desirable. This is important, as it forms the crux of virtually every kind of growth that might be anticipated in this regard.
Our approach to teaching science also has to change. While some Universities have been commendably well maintained, several others are severely dilapidated. It makes no practical sense, that students who live and learn in an uncomfortable environment are expected to acquire any useful skills that can solve problems. Physical infrastructure including well-ventilated classrooms and laboratories, bathrooms or lavatories, properly groomed lawns and other requisite physical facilities for conducive teaching and learning should be a priority for government at all levels and University administrators.
The need to invest heavily in equipment, laboratory supplies and other laboratory consumables cannot be overemphasized. In many fields of study, where demonstration is necessary, teachers are handicapped when the right laboratory facilities are either inadequate or completely lacking. When we successfully buy machines or other teaching/research tools, we should be reminded that we need to invest accordingly in training personnel. Technicians and other research specialists
who can use and transfer skills to students should be trained accordingly.
Relevant reports indicate that various key sectors of emerging and advanced economies have benefitted immensely from postgraduate scientific research. Although, Nigerian universities have to a great extent, judiciously utilized available financial and human resources, we still have a very long way to go. Significant rehabilitation across several strata/sectors is necessary to improve the practice
and utilization of research output. Universities need a clear outline of the type of research that can answer immediate local problems and broader, national problems. More attractive incentives to do science for postgraduate students and their advisors is necessary. This could be in form of more attractive research grants and scholarships. Better appropriation of resources by university, faculty and department chairs is key. Of available (scarce) resources, deans and HODs are tasked with directing funds to pursuits that are most meaningful for students and the execution of research (for research, include teaching above).
Funding forms a key part of executing research and while government and university generated revenue has increasingly improved the practice of science in
Nigerian Universities and research centers, more relevant investment is necessary. In addition to national or local funds, researchers can form useful partnerships with industry and other corporate entities to solve agricultural, mining, energy, food processing and waste management problems.
Government and University administrators can create commercial impetus for academics and industry to collaborate to solve problems. This must however be approached cautiously in order not to create incentives that can perverse the process of doing science.
During Nigeria’s glory days, like many other serious countries, certain specialized institutions and research centers were established to address specific national and economic challenges, and focus on developing certain spheres of the economy. Many of these are specialized Universities, science research focused institutes and corporations to train, research and provide informed guidance to respective sectors of the economy. Many of these institutions have either collapsed or are on the verge
of collapse. Those that are still in formal existence are suffering from various forms of systematic malaise rendering them utterly dysfunctional. Mismanagement of funds and resources, nepotism and partisan practices as well as administrative ineptitude has striped these once fine institutions of their socio-economic relevance and essence.
There are simple solutions to salvaging and revamping these institutions. Select driven, passionate and qualified individuals to head these outfits (and yes, there are
still some decent, capable hands and it continues to be duty of elected leaders to select competent administrative leaders for institutions). Further, we can stamp out our crippling sloppy corrupt approach to administration and work, generally and focus on excellence driven strategies to redeem these institutions. In the case of specialized universities of science, technology and agriculture, some of which have continued to be relevant, there have been in recent time, some misguided discussions about conferring a mainstream status on them. The expert opinion on this issue is that it is an unwholesome idea.
To preserve the relevance of science education and ensure that these institutions
can serve the purposes they were created for, thereby boosting socioeconomic development, the status quo must be maintained. It is important however, to stress here that Universities cannot achieve the desirable goal of achieving meaningful scientific education, training and ultimately socio-economic development. The crucial relationships and alignment between academia and other structured research arrangements must be revamped and subsequently, conscientiously maintained.
Another key area is the issue of mentorship. Scientific research relies heavily on mentoring. In this part of the world, many young scientists lack dedicated, devoted and informed mentorship. Senior scientists need to be tasked on effective transfer of knowledge, skills and know-how. The dissemination of academic research is another key area. Local and regional Journals are still amateurish to a great extent and should be improved into excellent and reputable platforms for sharing
and reporting research findings. This can be achieved if all key Nigerian science players (academics, public and private researchers, market researchers, journalists, and other members of the intelligentsia) patriotically support the improvement of Nigerian academic/scientific Journals.
These Journals should indeed be a reliable channel to communicate and broadcast local research to the world. However, there is a need to publish results and conclusions of local studies in other international Journals, in order to bring national discourse, problems and possible solutions to a global audience.
A significant percentage of the populace does not have access to or read scientific publications, and it is therefore, necessary to explore the dissemination of academic research findings or summaries in other more commonly read outfits such as magazines, newspapers, and forth.
Other ways to use the internet to facilitate the dissemination of research findings should also be explored. One of the revisions to our curricula could incorporate science journalism training to equip people who can effectively disseminate science research on environmental, food and human health issues. This would go a long way in mending certain social deficits drawing us back such as the ubiquitous elite
disorientation and general misinformation. It will also enable members of the society to make informed dietary, cosmetic, household and overall lifestyle choices.
It is important to note that achieving these strides is possible, but will likely take some time and so perseverance on every side, but prompt, decisive and focused action is highly recommended.
Appropriately contextualized modus operandi tailored to solve local/indigenous problems starting from within the universities, technical colleges and forth. The overall goal must be to create a successful model for higher education and knowledge production that will yield socio economic growth.