Two aspects of what good governance mean nowadays are almost universally accepted in developing countries. First, that central planning and command economics have failed miserably and that the role of the entrepreneur is as important in developing countries as it is in the rich, industrial world. Secondly, that globalization is a feature of our present days and that this means that countries can not withdraw into their protective national shells: borders are not impenetrable -even under dictators; satellite dishes invade homes through any border; international trade is a key to wealth.
It is amazing how these liberal concepts have overturned – within the space of a decade – enshrined ideas of economic nationalism and poor – man’s socialism ( in the double sense of this phrase). Yet the passage from accepting the idea of market economy to implementing it, is strewn with enormous obstacles, to which every African observer can attest.
The same hard passage characterises opening closed markets to the winds of a changing, globalized trade. Here, though, blame must be allocated not only to developing countries but also to the rich, industrial world which resorts to deplorable barriers – tariff and non-tariff alike – with regard to imports of agricultural imports from developing countries.
A third point I would like to make is the need to reform the schooling system in developing countries. There should be a dramatic change in two directions: the extension of primary schools and the emphasis on technological and vocational schools. These are two absolutely crucial requirements and international aid – which has been the source of so much disappointment – should be diverted to these targets.
I would like to emphasise the role of computers both as teaching aids and as a subject of computer literacy. Computers, even if one uses second hand old-generation ones – are surprisingly successful when introduced to poorer sections of society. As the Israeli case shows, such introduction not only prepares the pupil for the future, but has the added bonus of avoiding unqualified or regressive teachers. It is also well-known that when it comes to computer classes there is no problem of discipline or lack of motivation. Students cling to the small screen with welcome enthusiasm.
Can such a system – emphasising computer technology – be introduced to Africa? Yes. Gradually and with the assistance of the rich world, who throws away yesterday’s computers to the dust bin.
Such technological schools will start as small islands and begin to grow through their success and increasing parental demand.
At any rate – spreading primary education and emphasis on technology instead of prestigious liberal arts colleges and universities – deserve our attention as well as our generosity.
