1 2 November
1969
. ,
CRITICAL PiANPOI~fER 'R D E V E L O P M ~ ~ N D UTILIZATION
-
PRCBLEMS I N-
AFRICA =
(Note by t h e s e c r e t a r i a t )
. , ,
, . . ,
1. ~ f r i ' o a ' s major manpower problems
, . . , . .
~ f ' r i c a n ' c o u n t r i e s want a c c e l e r a t e d economic and s o c i a l development i n o r d e r t o a c h i e v e G e t t e r l i v i n g s t a n d a r d s f o r t h e masses of t h e people. To
. .
t h i s - e n d i t i s n e c e s s a r y t o m o b i l i ~ e f u l l y t h e r e g i o n ' s human and m a t o r i a l , . r e s o u r c e s f o r the developmefit e f f o r t . However, t h e c o n t r i b u t i o n of human r e s o u r c e s t o n a t i o n a l development can reaoh optimum only when a v a i l a b l e manpower is developed t o a c q u i r e t h e r i g h t s k i l l s and a t t i t u d e s and when . . , .
, , , . .
t h e l a b o u r f o r c e i s f u l l y and e f f e c t i v e l y u t i l i z e d .
. . .
. . , Unfo,r.tpnat~ely, B f r i c a n nanpower s u f f e r s 'from a number of brawbacks:
. ,
' ( I ) +i ov&whelming p r o p o r t i o n of 'the l a b o u r f o r o e i s u n t r a i n e d
and
,, .~ . .
. , . . .. ,
l a c k i n g i n s k i l l s needed t o r a i s e p i o d u o t i y i t y . . . . . . . . ~
, , , . . . . . . . .
( i i ) ' A gqbd p a r t of even t h a t s m a l l p r o p o . r t i o n : o f t h e l a b o u c f ~ r c o . . . t h a t h a s had some t r a i n i n g a l s o l a c k s t i e a b i l i t y . t o comprehend
. . , :
. . .
and a'pply modem s c i e n t i f i c a& t e c h n i c a l knowledge t o p r o d u c t i o n
. . .
p r o c e s s a h d ' b u s i n e s s managem&t.
. .
( i i i ) Iforkers' a t t i t u d e s t o work and income a r e r o o t e d i n t r a d i t i o n a l s o c i a l v a l u e s and t h e s o c i a l s t a t u s accorded t o some c a t e g o r i e s of work i s h a r d l y r e c o n c i l e d w i t h the socio-economic v a l v e s
-
and p r e r e q u i s i t e s of a modernizing economy.
I n terms of manpower needs f o r a c c e l e r a t e d economic development, the f o l l o w i n g manpower development a n d utilization prohlems a r e of p r l o r i t y concern t o most A f r i c a n c o u n t r i e s :
-
2-
( i ) S h o r t a g e s of middl3- and high-level managerial, p r o f e s s i o n a l and t e c h n z c a l p e r s o n n e l , e s p e c i a l l y l n f i e l d s concerned w i t h d i r e c t p r o d u c t i o n l n a g r i c u l t u r e , i n d u s t r y
,
n a t u r a l r e s o u r c e s ,I
e t c . The most a c u t e of t h e manpower b o t t l e n e c k i s t h e s h o r t a g e
o f p e r s o n n e l w i t o t r a i n z n g i n s c l e n o e and technology and h a v i n g 4 t h e c a p a b l l l t y t o apply modern t e c h n ~ q u e s to production processes.
To i l l u s t r a t e t h e problem, t a k e tne casu of t h e DIinistry charged w i t h promoting i n d u s t r i a l i z a t i o n i n an A f r l c a n country. The t y p i c a l s i t u a t i o n i s t h a t such a M i n i s t r y o f t e n l a c k s t h e t e c h n i c a l and p r o f e s s i o n a l personnel capable . of . e v a l u a t i n g t e c h n i c a l r e p o r t s on industrial p r o j e c t p r o p o s a l s , d e s i g n i n g and s e l e c t i n g a p p r o p r i a t e technology, a n a l y s i n g and c o s t i n g p r o d u c t i o n p r o c e s s e s o r of conceivmg a p p r o p r i a t e s o l u t i o n s t o
t e c h n i c a l production problems. The r e s u l t is t h a t t h e s e t e c h n i c a l s e r v i c e s a r e u s u a l l y c o n t r a c t e d t o f o r e i g n c o n s u l t i n g f i r m s a t c o n s i d e r a b l e exaense.
-
( i i ) A p o l i t i c a l l y explosive and s o c i a l l y u n d e s i r a b l e problem is what t o do w i t h t h e j o b l e s s educated ~ r i m a r y and secondary s c h o o l l e a v e r s whose numbers a r e r a p l d l y i n o r e a s z n g i n a l l major c i t i e s . They demand w h i t e o o l l a r jobs t h a t a r e h a r d t o come by and a f a i r s t a n d a r d of l i v r n g , b u t they l a c k e i t h e r t h e a t t i t u d e and t h a t e c h n i c a l s k i l l s f o r engagement i n n o n - c l e r l c a l d u t i e s o r t h e
means t o c o n t i n u e t h e l r education. I
( i i i ) Ladk of f z n a n c i a l and i n s t i t u t i o n a l c a p a c i t y f o r manpower devalop- ment such a s could e f f e c t i v e l y make good q u a n t i t a t i v e s h o r t a g e s
and q u a l i t a t i v e d e f i c z e n c i e s i n manpower r e q u i r e m e n t s , and t o
provide f a c i l i t i e s f o r t h e f u r t h e r e d u c a t i o n and v o c a t i o n a l t r a i n i n g u f unemployed sohool l e a v e r s .
( i v ) The problem of d u c a t z o n a l progIammes wnich a r e n o t a d e q u a t e l y r e l a t e d t o development n e e d s , e s p e c i a l l y i n terms of manpower requirements f o r i n d u s t r l a l l z a t l o n , agricultural m o d e r n i z a t i ~ n and t h e s u p p o r t i n g s e r v i c e s and i n terms of t h e need t o c u l t i v a t e
. .
a t t i t u d e s , t h a t a r e r e c e p t i v e t o , and e a g e r ' t o a p p l y d & e l o p i e i t
r , . ' , .
inndvat ions. . .
( v ) The s h o r t a g e o f q u a l i f i e d t e a o b e r s ? e s p e o i a l l y s c i e n c e t e a c h e r s . .,
and t e c h n i c a l ' i n s t r u c t o r s , t h a t a r e needed t o implement programmes.
.
.
. ,aimed a t i n c r 6 b s i n g s u b s t a n t i a l l y t i e p r ~ p o r t i o n of schBol l e a v e r ?
. . ..
::it.{ t e c h n i c a l and science-based educ:ti.sn r n d f o r t:ic reform of t h e e d u c a t i o n a l s y s t e m s ' t o c o p e w i t h the c h a l l e n g e of development.
. , . .
. ( v i ) The i n e f f i c i e n t u t i l i z a t i o n of a v a i l a b l e t r a i n e d , manpower o f t e n
. ,
due t o f a c t o r s such a's p o l i t i c a l and s o c i a l c o n s t r a i n t s , i n - , . . ' , '
. a p p r c $ r i a t e and unwieldy a d m i n i s t r a t i v e s t r u c t u r e s , l a c k of , . , p r o p e r manpower p l a n n i n g machinery, and t h e p r e v a l e n c e : o f wage ' . . p o l i c i e s and wage s t r u c t u r e s i n h e r i t e d from c o l o n i a l p r a c t i c e ~ ~ and which do n o t a d e q u a t e l y r e f l e c t development needs i n terms of . t h e p l a c e . df t e c h n i c a l p e r s o n n e l i n n a t i o n a l develipm&t
, . e f f o r t s .
( v i i ) The seeming n e g l e c t t o develop a p p r o p r i a t e t r a i n i n g programmes f o r t h e bulk of t h e l a b o b r f o r c e
-
the untrained and u n s k i l l e d manpower whose p r o d u c t i o n e f f o r t s determine, t o a v e r y ccn- s i d o r a b l e e x t e n t , t h e s i z e of t h e n a t l o n a l income. Thus, t h e a t t e m p t t o modernize t h e r u r a l s e c t o r cannot a c h i e v e t h e d e s i r e d o b j e c t i v e if 3ue a t t e n t i o n i s n o t p a i d t o t r a i n i n g programmes aimed a t r a i s i n g t h e p r o d u c t i v i t y and l i v i n a s t a n d a r d s of r u r a l workers and t o c r e a t i n g new economic opportunities. Rural mode+aaticn r e q u i r e s t h e i n ~ e ~ t l o n of a s u b s t a n t i a l amountof t e c h n i c a l s k i l l s , c a p i t a l and r e c e p t i v e and i n n o v a t i n g a t t i t u d e s .
( v i i i ) The s h e e r l a c k of c l e a r n a t i o n a l p o l l o i e s and programmes on p o p u l a t i o n , manpower u t i l i z a t i o n , lncome and employment a s
i n t e g r a l elements i n n a t i o n a l o v e r a l l economic a n d s o c i a l
develupment p o l i c y and programmes, sanctioned by t o t a l n a t i o n a l commitments t o t h e r e a l i z a t i o n of development o b j e c t i v e s .
2. ECA's approach t o r e s o l v i n g A f r i c a ' s manpower problems
ECA c o n s i d e r s A f r i c a ' s human r e s o u r c e s a s the c o n t m e n t ' s most v a l u a b l e a s s e t f o r r e a l i z i n g the o b j e c t i v e of oconomic and s o c i a l development
-
t h e improvement of the p e o p l e ' s s t a n d a r d of l i v i n g . Consequently, t h i s v a l u a b l e a s s e t h a s t o be developed, moblllzed and r a t i o n a l l y deployed f o r a c c e l e r a t e d economic development. Itsemployment has t o be planned and i n t e g r a t e d wrth o v e r a l l development p l a n s and programmes. ECU i s , t h e r e f o r e , concerned w i t h programmes t h a t aim a t encouraging member S t a t e s t o i d e n t i f y a?d p l a n t h e i r manpower and t r a i n i n g needs, evolve p o l i c i e s and programmes t h a t w i l l develop adequate manpower t o meet requirements, d e v i s e a p p r o p r i a t e machinery f o r manpower and employment p l a n n i n g , o r i e n t a t 6 e d u c a t i o n a l programmes t o cope w i t h manpower needs and, a t improving performance c a p a b i l i t y of t h e i r personnel.
ECA's manpower development programme Includes a o t i v i t i e s i n t h e f o l l o w i n g main f i e l d s :
( i )
( i i )
(iii)
advice t o member S t a t e s i n developing a p p r o p r i a t e manpower p o l i c y and human r e s o u r c e s development s t r a t e g y and i n e v o l v i n g
e f f e c t i v e a d m i n i s t r a t i v e machinery f o r manpower plannlng and t h e t r a n s l a t i o n of manpower p o l i c y i n t o c o n c r e t e employment- c r e a t i n g development p r o ; e c t s ;
i d e n t i f i o a t i o n and assessment of manpower and t r a i n i n g needs, o v e r a l l and s e c t o r a l , e s p e c i a l l y f o r the requirements of
m u l t i n a t i o n a l development p r o j e c t s , and thus provide g u i d e l i n e s f o r m u l t i n a t i o n a l co-operation i n e d u c a t i o n and t r a i n i n g ;
t h e t r a i n l n g of A f r i c a n a d m i n i s t r a t o r s and e x e c u t i v e s i n s p e c i f i c a r e a s of development plannlng and administration, i n o l u d l n g t h e t r a i n i n g of s t a t i s t i c a l p e r s o n n e l , manpower p l a n n e r s and t r a i n e r s , and thc d i s s e m i n a t i o n of mformation on t r a i n i n k o p p o r t u n i t i e s open to B f r l c a n s ;
( i v ) s e e k i n g s c h o l a r s h i p and f e l l o w s h i p f a c ~ l i t i e s and co- o r d i n a t i n g programmes f o r t h e t r a i n i n g of Africans i n p r i o r i t y a r e a s of development;
( v ) t h e promotion of m u l t i n a t i o n a l i n s t i t u t i o n a l f a c i l i t i e s f o r s p e c i a l i z e d t r a i n m g and r e s e a r c h i n p r i o r i t y a r e a s of development needs and a s s i s t a n c e i n s e e k i n g e x t e r n a l a i d f o r t h e e s t a b l i s h m e n t and/or development of t h e s e
n i n s t i t u t i o n a l f a c i l i t i e s ;
( v i ) t h e promotion, e s t a b l i s h m e n t and o p e r a t i o n of an A f r i c a n
i
s o h o l a r s h i p and f e l l o w s h i p fund w i t h i n t h e scope of t h e proposed S p e c l a l T r u s t Fund f o r Afrioan Development, such a s w i l l make i t p o s s l b l e t o take advantage of s p e c i a l i z e d t r a i n i n g and r e s e a r c h f a c i l i t i e s i n A f r i c a a s w e l l a s i n o t h e r p a r t s of t h e world f o r t h e purpose of t r a i n i n g A f r i c a n s f o r the implementation of m u l t i n a t i o n a l and economically strategic n a t i o n a l development p r o j e c t s ; i n i t i a t i o n of s t u d i o s and e v a l u a t i o n s u r v e y s on s p e c i f i r l
r e a s of manpower, employment, d d u c a t i o n a l and t r a i n i n g problems such a s w i l l provide guidelines f o r t h e r a t i o n a l development of manpower and employment programmes and p o l i c i e s i n member S t a t e s ;
( v i i i ) ppomoting i n t e r n a t i o n a l co-operation and c o n c e r t e d a c t i o n i n d e v e l o p i n g programmes almed a t a m e l i o r a t i n g A f r i c a ' s manpower and employment problems a t r e g i o n a l , multi- n a t i o n a l and n a t i o n a l l e v e l s by a c t i n g a s a co-ordinator and c a t a l y s t of e f f o r t s t o a s s i s t A f r i c a w i t h i n t h e United Nations s y s tem.
3. H i g h l i g h t s of ECA's Human Resources Development Programme, 1969-73 The ECA o r g a n i z e s a n n u a l l y , and i n c o l l a b o r a t i o n w i t h i n t e r e s t e d o r g a n i z a t i o n s and s p e c i a l i z e d a g e n c i e s , seminars, c o u r s e s , workshops and s t u d y t o u r s , aimed a t improving t h e performance c a p a b i l i t y of persofinel i n t h e p u b l i c and p r i v a t e s e r v i c e s o f member S t a t e s and a t g i v i n g course p a r t i c i p a n t s an o p p o r t u n i t y t o c o n s i d e r new i d e a s
and approaches i n g r a p p l i n g w i t h t h e i r c o u n t r i e s ' dev'klopment problems.
These t r a i n i n g a c t i v i t i e s a r e u n l e r t a k e n i n r e l a t i o n t o i d e n t i f i e d u r g e n t t r a i n i n g
needs
i n t h e r e g i o n and i n d i r e c t response t o e n a b l i n g r e s o l u t i o r i s, .
adopted by S e s s i o n s of the Commission and the reoommendations of i t s s u b o r d i n a t e , 1 :Bodies.
the main h i g h l i g h t s of t v i t i e s .
-
Regional seminar on e d u c a t i o n f o r dovelopment i n A f r i c a , i n c l u d i n g a c o n s i d e r a t i o n of oducation f o r r u r a l modernrzation (1970).-
T r a i n i n g c o u r s e s i n t h e techniques and methodology of manpower planning and t r a i n i n g programming (.annual).-
Seminars on human r e s o u r c e s planning f o r policy-making o f f i c i a l s (1969,1971
and 1973).-
T r a i n e r s'
Workshops on modern t r a i n i n g methods and t e a c h i n g a i d s (two workshops a n n u a l l y ) .-
Promotion of sub-regional and/or r e g i o n a l c e n t r e s f o r t h e development of t r a m i n g m a t e r i a l s , f o r t r a i n e r s ' workshops and manpower p l a n n i n g oourses and f o r r e s e a r c h i n human r e s o u r c e s development problems.-
Seminar on t h e r o l e of p r i v a t e employers and t r a d e unions i n t h e e d u c a t i o n and t r a l n i n g o f workers (1971).-
Seminar on correspondence eduoation f o r t h e development of personnel i n u f r i o a (1971).-
Sub-regional t r a i n i n g c o u r s e s on r u r a l e x t e n s i o n and oommunity development (1969, 1970).-
T r a i n i n g of s o c i a l work personnel: development of indigenous t e a c h i n g m a t e r i a l s (1970/71).-
Seminar ou t h e a d m i n i s t r a t i v e framework f o r development(1970).
-
O r i e n t a t i o n seminar on a d m i n i s t r a t i v e t r a i n i n g f o r p r o f e s s i o n a l and t e c h n i c a l c i v i l s e r v a n t s(1971).
-
Sub-regional semlnars on personnel a d m i n i s t r a t i o n and t r a i n i n gn i n p u b l i c c o r p o r a t i o n s .
i
-
Seminar on modern a d m i n i s t r a t i v e bystems f o r r u r a l development (1973).-
T r a l n i n g c o u r s e f o r s u p e r v i s o r y b u i l d i n g personnel (1972).-
S u b r e g i o n a l t r a i n i n g c o u r s e s f o r B u i l d i n g C o n t r a c t o r s .-
T r a i n i n g c o y r s e s f o r census personnel.-
Seminar on employment p o l i c y and economic growth(1973).
-
ECA/UNESCO Regional Symposium OIL 'the u t i l i z a t i o n of s c i e n c e and teohnology f o r development i n A f r i c a (1969).It is o b v i ~ u s from a c o n s i d e r a t i o n of t h e above p r o j e c t s t h a t ECA's programme of human r e s o u r c e s developLAent i s l a r g e l y one of i n d i c a t i n g
t h e d i r e c t i o n member S t a t e s s h o u l d be moving i n developing n a t i o n a l manpower and omployment pmgrammes and p o l i c i e s . The main a c t i o n and r e s p o n s i b i l i t y f o r human r e s o u r c e s development and u t i l i z a t i o n has t o be taken a t t h e n a t i o n a l l e v e l . lCCA prsgrammes can do no more t h a n encourage and g u i d e A f r i c a n Governments t o t a k e t h e d e s i r e d a c t i o n .
4.
P r o s p e c t s f o r t h e f u t u r eFor t h e n e x t decade, a s most African manpower programmes have shown, t h e supply o f t r a i n e d manpower w i l l f a l l s h o r t of demand by s u b s t a n t i a l margins. The manpower s h o r t a g e envisaged w 5 1 1 be p a r t i - c u l a r l y c r i t l c a l f o r s c i e n c e and technology based d i s c i p l i n e s a t t h e middle- and high-level o a t e g o r i e s . But t h e o x p l o i t a t i o n of A f r i c a ' s n a t u r a l r e s o u r c e s , and t h e aohievement of t h e s e t g o a l s of i n d u s t r i a l i z a -
t i o n and a g r i o u l t u r a l modernization depend t o a c o n s i d o r a b l e e x t e n t on t h e a p p l i c a t i o n of a p p r o p r i a t e s c i e n t i f i c and t e c h n i c a l knowledge and s k i l l s . To f a l l t o have an a p p r o p r i a t e measure of
,
t h e s e v i t a l i n p u t s would mean f a i l i n g t o achieve t h e d e s i r e d develop- ment t a r g e t s .. . . ,
While a q u a n t i t a t i v e s h o r t a g e i s envisaged d u r i n g t h e 1970s i n t h e supply o f c e r t a i n
types
of s k i l l s , q u a l i t a t i v e d e f i c i e n c i e s i. , ,.
i n L ' a v a i l a b l & and p r o s p e c t i v e manpower supply w i l l f u r t h e r a c c e n t u a t e
i
manpower b o t t l e n e c k s . S i m i l a r l y , t h e i n e f f i . 6 i e n t $eplo,yfient of a v a i l a b l e t r a i n e d manp~wer w i l l worsen t h e s i t u a t i b n . If f u t u r e manpow& s u b p l y ' i s t o cope e f f e . c t i , v e l y w i t h t h e need to apply s c i e n c e and t e ~ n n o l o g y ~ t o developmer- ,,
e d u c a t i o n a l and t r a i n i n g programmes must be evolved which would emphasize
, .
t h e v i t a l f a c t o r
-
s c i e n t i f i c and t e c h n o l o s i c a l knowledge and t h e s k i l l s, . ,
t o a p p l y i t . A 1 1 A f r i c a n Governments a r e 'o'bmmittea' t o such a programme, b u t t h e y l a c k adequate means f o r r e a l i z i n g t h e o b j e c t i v e and t h e c a p a b i l i t y
.
f o r implementing t h e programme. It i s i n t h i s r e s p e c t t h a t m u l t i l a t e r a l and b i l a t e r a l e x t e r n a l a i d has a n important r o l e t o p l a y i n r e n d e r i n g such a s s i s t a n c e t h a t w i l l have t h e r l g h t impact a s d e s i r e d by A f r i c a n Governments
Granting t h a t t h e f i n a n c i a l r e s o u r c e s , i n c l u d i n g e x t e r n a l a i d , and a s e n s e of n a t i o n a l commitment w i l l be a v a i l a b l e t o s q p p o r t an expanded programme of s c i e n c e and t e c h n i c a l e d u c a t i o n , i n c l u d i n g r e s e a r c h f o r t h e a p p l i c a t i o n of a c q u i r e d knowledge, t h e implementation of such a programme ma- be wraoked by t h e p r e s e n t s h o r t a g e of s c i e n c e t e a c h e r s and t e c h n i c a l
i n s t r u c t o r s . Theref o r e , t h e t r a i n & n g of s c i e n c e and technical t e a c h e r s and t h e development of a p p r o p r i a t e s c i e n c e t e a c h m g a i d s should f o r m a n i n t e g r a l p a r t of any s c i e n c e and t e c h n i c a l e d u c a t i o n programine and of any e x t e r n a l a s s i s t a n c e i n a i d of such a programme.
Middle and secondary s c h o o l s i n a n i n c r e a s m g number of A f r i c a n c o u n t r i e s a r e preducing s c h o o l l e a v e r s who a r s f i n d i n g i t d i f i ' i c u l t to o b t a i n g a i n f u l employment because they l a c k t h e t y p e of s k i l l s r e q u i r e d by t h e growing s e c t o r s of t h e economy. Given an a p p r o p r i a t e v o c a t i o n a l and
t e c h n i c a l t r a i n i n g and t h e r i g h t a t t i t u d e t o b l u e - c o l l a r work, t h e s e same j o b l e s s school l e a v e r s could become t h e v l t a l l i n k i n t h e p r o d u c t i o n p r o c e s s - t h a t i s , a s mlddle-level i n d u s t r i a l s k i l l e d and s e m i - s k i l l e d worke'rs,
a g r i c u l t u r a l e x t e n s i o n workers, and t e c h n l c l a n s f o r t h e t r a n s p o r t i n d u s t r y and o t h e r s e r v i c e s . But x f r l c a n Governments, f a c e d w i t h t h e c u r r e n t heavy burden of expanded primary and u n i v e r s i t y e d u c a t i o n and @ i t h t h e slow r a t e of i n c r e a s e i n t h e i r n a t i o n a l income, f i n d i t extremely d i f f i c u l t t o mobilize
a d d i t i o n a l r e s o u r c e s f o r t h e f u r t h e r e d u c a t i o n and v o c a t i o n a l t r a i n i n g of t h e s e u n f o r t u n a t e s c h o o l l e a v e r s . However, t o t u r n t h e s u r p l u s educated p e r s o n s t o meet t h e s h o r t a g e of s k i l l e d and s e m i - s k i l l e d workers, i t i s of t h e utmost importance t h a t t h e w i l l and t h e means t o do so be mobilized f o r t h e v o c a t i o n a l and t e c h n i c a l t r a i n i n g of s c h o o l l e a v e r s , and t h a t such a t r a i n i n g should be d i r e c t l y r e l a t e d t o t h e p o t e n t i a l job o p p o r t u n i t i e s i n t h e eoonornyp
It needs t o be r e a l l z e d t h a t t h e f u t u r e well-being of A f r i c a n , c o u n t r i e s depends a s much on t h e modernization of t n e r u r a l economy a s on i n d u s t r i a l i z a t i o n . There cannot be t h e one w i t h o u t the o t h e r ; t h e
development of b o t h t h e s e major s e c t o r s a s much a s o t h e r s e c t o r s , depends so much on t h e application of s c l e n c e and technology.
The r u r a l s e c t o r p r e s e n t e - p e c u l i a r problems t h a t a r e n o t so e a s y t o determine and s o l v e . It i s i n t h e r u r a l s e c t o r t h a t some
75-80
p e r c e n t of t h e t o t a l p o p u l a t i o n l i v e and e a r n a l i v i n g . It i s t h e s e c t o r where p r o d u c t i o n p r o c e s s e s c u r r e n t l y ' r e l y on t h e m o s t p r i m i t i v e techniques and where i n n o v a t i o n i s not r e a d i l y understood and willingly a p p l i e d because of deep-rooted s ~ c i o ~ c u l t u r a l and economic o o n s t r a i n t s . It has been desori'oed a s t h e " m a j o r i t y economy" whlch c o n t r i b u t e s most t o t h e n a t l o n a l income.This major s e c t o r of t h e economy must be modernized i n o r d e r t o g i v e g a i n f u ' employment t o t h e g r e a t bulk of t h e a o t l v e l a b o u r f o r c e . This means t h a t n o t o n l y must agriculture be modernized t o y i e l d higher productivity and give f u l l employment to fewer workers, but a l s o o t h e r economic a c t i v i t i e s , r a n g l n g from r u r a l c r a f t s , commercial s e r v i c e s t o a g r o - a l l i e d i n d u s t r i e s , must be developed t o give new employment o p p o r t u n i t i e s f o r a n i n c r e d s i n g number of r u r a l inhabitants, p a r t i c u l a r l y f o r t h e g r a d u a t e s of r u r a l
s c h o o l s , i n c l u d i n g r u r a l a g r i c u l t u r a l and t e c h n i c a l schouls. This f u r t h e r r e , u i r e s a new approach t o t h e s t r u c t u r e and c o n t e n t of e d u c a t i o n f o r
r u r a l development and a consideration of t h e t y p e of s c i e n c e and technolozy programme a p p r o p r i a t e f o r r u r a l development and which should be i n f u s e d i n t o t h e c u r r i c u l a of t h e e d u c a t i o n a l system a s a p p l i e d t o r u r a l cornmunitit.
S u b j e c t to t h e a v a i l a b i l i t y of funds and p e r s o n n e l , XCA w i l l g i v e d m c o n s i d e r a t i o n t o t h e above o r i ' t i c a l problems and w l l l intensify a c t i o n aim6
a t a m e l i o r a t i n g , and if p o s s i b l e , r e s o l v i n g some of them d u r i n g t h e
United Nations ~ e c b n d Development ~ e c a c i e . I n p a r t i c u l a r , e f f o r t s w i l l r
L
be made t o promote more e f f e c t i v e inter-agency a c t i o n f o r a n i n t e m t e d approach t o r u r a l development. Action o r i e n t e d s t u d i e s w i l l be made on thi:
' r e - s t r u c t u r i n g of e d u c a t i o n a l progmmmes anJ. t h e a l l o c a t i o n o f e d u c a t i o n a l r e s o u r c e s i n o r d e r t o make e d u c a t i o n s e r v e a s a more e f f e c t i v e instrument i n f o s t e r i n g development. S i m i l a r s t u d i e s w i l l be made i n * c o l l a b o r a t i o n w i t h t h e a p p r o p r i a t e a g e n c i e s , on t h e problem of employment c r e a t i o n and t h e p r e - v o c a t i o n a l t r a i n l i g of jioung school l e a v e r s . S p e c i a l programmes w 1 a l s o be mounted, i n c o l l a b o r a t i o n w i t h i n t e r e s t e d a-enoies, t o promote
t h e development of n a t i o n a l programmes f o r s c i e n c e p o l i c i e s and s c i e n c e popularization, i n c l u d i n g s c i e n c e e d u c a t i o n i n s c h o o l s a s w e l l a s o u t of school. S p e c i a l attention a i l 1 be give? t o t h e promotion of r e g i o n a l
and/or sub-regional i n s t i t u t i o n s f o r a p p l i e d s c l e n c e and technology closel!, designed to cope w i t h t h e c h a l l e n g e of economic development.
