Not only that this is not true, but it has stopped the developing countries to leapfrog to the fore, as they put themselves through all the problems faced by the developed world previously. This therefore will always keep them behind and forever catching up.
If we were to inventorize the problems faced by the developing countries, the following list may result:
economic – essentially the lack of expertise in running the country economically
dependency on handouts from other countries, resulting in a helpless and cap-in-hand mentality
uneven wealth distribution and access to opportunities
misdirected nationalism especially in the face of increasing globalization
low overall educational level
uneven educational opportunities
excessive size of population
a large part of the population not gaining access to education
archaic and anachronistic systems in economy, education, health etc
corruption and increasingly rampant abuse of government officials’ positions
poor understanding of and refusal to recognize ethics
low pro-activeness partly due to all above, partly due to untoward experiences
and perhaps many more which cannot be included here. The point, however, is clear that there is a multi-dimensional challenge for developing countries and that these cannot be resolved using traditional methods.
It seems logical that the Educational Master Plan for developing countries addresses or at least takes into account the inventory of problems listed above. It also seems logical and proper therefore that it is divided into three phases namely, Short-Term, Medium-Term and Long-Term.
Short-Term Educational Plan (STEP)
N IDRUS TRANSFORMING QUALITY FOR DEVELOPMENT KEYNOTE PAPER 7QHES, 29-31 OCTOBER 2002, MELBOURNE, AUSTRALIA