How can Pakistan develop through education, scientific research and technology?
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Answer: The stunning advances in various fields of science and technology have had a profound impact on our lives in almost every sphere of our activity, such as health, agriculture, communication, transportation, and defence. These advances have been driven by an ever-growing volume of exciting discoveries, largely emanating from science laboratories in the West, and by their transformation into new products or processes that have flooded world markets. These floods in turn shower vast economic rewards on those nations that have the will and vision to make science and technology the cornerstone of their development programmes.
The world is today sharply divided by a technology boundary that separates the technologically advanced countries from the technologically backward ones. The former have been able to use their scientists and engineers for rapid economic growth, whereas the so-called developing countries (which in reality are not developing at all) are relegated to the role of consumers of technological products. They become almost totally dependent on the advanced countries for most of their needs, be they chemicals, pharmaceuticals, engineering goods, transportation equipment, or defence equipment. In the process, more and more funds from developing countries are being transferred to developed countries, raising the level of poverty in the developing countries.
It needs to be understood that development is a multifaceted process, and a number of factors must dovetail together before economic growth and progress can occur. In my opinion, five key components must come together. First, the development process must be built on a foundation of high degrees of literacy and quality education at all levels. The Afro-Asian countries have vast populations at their disposal, and the challenge is to transform this resource into wealth. In order to unleash their creativity, the Third World countries must expose their youth to a challenging educational environment that teaches them to think and find novel solutions to difficult problems.
The second important facet for development is a high level of expertise in the sciences. Third World countries need to upgrade their universities and research centres to an internationally compatible level of excellence through development and retention of world-class researchers and provision of appropriate research facilities. They must become focal points for creation of new knowledge. Only when we have high-quality basic research in various fields and can work at the cutting edge of knowledge will we have the capacity to absorb frontier technologies and adapt them for our use.
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Appointments at faculty positions were linked to international stature of the applicants as judged from their international publications, patents and citations, and (5) Quality Enhancement Cells were established in all universities for the first time in the history of the country.[2]The first IT policy and implementation strategy was approved under the leadership of Prof. Atta-ur-Rahman, then Federal Minister of Science & technology, in August 2000 which laid the foundations of the development of this sector[3] On the request of Prof. Atta-ur-Rahman, Intel initiated a nationwide programme to train school teachers in Information and Communication technologies in March 2002 which has led to the training of 220,000 school teachers in 70
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