Introduction
There are significant social and economic differences between developed and developing countries. Many of the underlying causes of these differences are rooted in the long history of development of such nations and include social, cultural and economic variables, historical and political elements, international relations, geographical factors. These, however, do not tell the whole story. The differences in the scientific and technological infrastructure and in the popularization of science and technology in the two groups of countries are the most important causes of differential social and economical levels. An essential prerequisite to a country's technological progress is early recognition of necessity of a good educational system. This was one of the key factors that contributed to Japan's economic success [1]. The role of Technion, the Hebrew University of Jerusalem and the Weizmann Institute in Israel's rapid development cannot be underestimated [2], [3].In this paper we shall emphasize the impact of scientific and technological infrastructure on economical growth of developed and developing countries. Recommendations for developing countries on necessary policies that they should implement will be discussed. The state of engineering education in Turkish universities will be summarized and compared with the American curricula.
Science and Technology in Developed and Developing Countries.
As Abdus Salam, the Nobel Laureate in physics in 1979 observes, in the final analysis it is basically mastery and utilisation of modern science and technology that distinguishes the South from the North [4].Some developing countries have made important contributions to the development of science and technology in the past and some even served as the cradle of human civilization. But the flowering of science and technology that began in Europe in the 17th century was used to advantage by only a relatively small group of nations [5]. This situation created not only a difference in material aspects of cultures, but also a difference in the social climate of the two groups of countries. The practical use of science through technology created the climate for ever increasing emphasis on the pursuit of science and education in developed countries, where funding scientific enterprises is widely accepted as a vital and long-term investment. For example, federal funding alone provided for non-defense basic and applied research in the States, was $7.9 billion in 1985-and more than half of this kind of support is given to the universities [6]. Contributions of industry to national expenditures on research and development are about twice this amount [7].
Today, in developed countries basic and applied scientific research is
an essential investment in the long-term welfare [8]. In the universities, they assign highest priority to stimulating and nurturing scientific and technical talent, and to the concomitant training of students. What is emerging from this priority is the close association of education and economical growth. Accelerating the rate of growth and rate of productivity can basically be accomplished by stimulating and supporting scientific education in universities.
Salam [9] states that science in developing countries has been treated as a ``marginal activity'' and perceived even as an ``ornament.'' Indeed, most of the developing countries do not realize that their situation can only be rectified with the infusion of modern science and technology into their societies. Although some of the developing countries are aware of the importance of science and technology, this awareness does not necessarily make it easy to develop, and popularize science. Inadequate scientific infrastructure is a critical factor which creates strong barriers to the path of advancement in developing countries.
The critical size of human resources and infrastructure, and the amount of investments in these areas, illustrates how science and technology are of neglected importance in developing countries. Industry and universities in Turkey face shortages of researchers-10 for every 100,000 of population compared with 280 in US, 240 in Japan, 150 in Germany, 140 in the UK [8]. In 1984, in Turkey non-defence research expenditures were 0.20%of GNP [10], while in the US they were 2.74%, 2.65%in Japan, and 2.54 %in Germany [8]. Thus, developing countries have principal shortcomings in their funding and supporting scientific infrastructure.
Another indicator of how science is of neglected importance in developing countries is that most of these countries fail to stress that, for long term effectiveness, technology transfer should always be accompanied by science transfer. From the simplest to the most highly complex industrial products are based upon the rapid advances and accumulation of scientific knowledge in various related areas.
Compared to technologists, economists, and planners, the extent to which scientists are allowed to play a role in nation building is another important problem. Few developing countries have formulated such a policy of allowing scientists to play their roles [11].
In summary, the social and economic growth of the developed countries is dependent on an essential emphasis on education, science, and technology. The basic problems of developing countries are the weak educational and scientific infrastructure, and a lack of appreciation of the importance of science as an essential ingredient of economical and social development.
