Dr. Kemzi N. Elechi-Amadi
The role of science and technology in the economic development of any country cannot be overemphasized. For the purpose of this discourse, it may be beneficial to define science simply as “the systematic, logical and reproducible approach to understanding how things work”. The knowledge thus gained from this approach can be called “scientific knowledge”. The term “Science” can also refer to “a systematic and logical body of knowledge”.
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On the other hand, “Technology” can be defined as “the practical application of scientific knowledge in any particular field of human endeavor for the benefits of humanity”. Indeed, every sector of the economy and every field of human endeavour – health, education, entertainment, aviation, military, security, etc-have been impacted by science and technology. The reality of our world is that advances in science and technology directly impact the society in no small way. Today, artificial intelligence is advancing human activities and economic potentials in every field of human endeavour.
The advanced economies of the world are known to have advanced technologies. Indeed, no nation can grow beyond the level of its scientific knowledge and technological advancement. The prevailing state of underdevelopment of African countries is a testimony to the stunted growth of science and technology in the region. This is probably due to the fact that African countries, especially Nigeria, have not paid the needed attention to higher institutions (universities and polytechnics) which are the hubs of scientific and technological incubation.
In an effort to bridge the gap in science and technology in Nigeria, the Federal Government in 2003, established the Nigerian Institute of Science Laboratory Technology (NISLT), through the NISLT Act 12 of 2003. This body is to provide the platform for the training of Technologists for the country, as well as the advancement of science laboratories and workshops in Nigeria. Section 2 of the NISLT Act 12 of 2003 specifies the general functions of the NISLT. The Institute is empowered to conducting research in all the areas of science laboratory technology [Section 2 (g)], and conducting inspection of science laboratories in schools, post-secondary institutions, industries and research institutes in order to improve the professional standards [Section 2 (l)].
According to NUC curriculum for SLT, the programme is designed to produce “skilled technologists”, and the “curriculum enables the student to explore a variety of study options that range from agriculture, biological, marine, and physical sciences, to basic medical and engineering principles”. The SLT document indicates the following eight (8) options for SLT: Biology Technology, Biochemistry Technology, Chemistry Technology, Chemical/Petroleum Technology, Geology/Mining Technology, Microbiology/Biotechnology Technology, Physics/Electronics Technology and Physiology/Pharmacology Technology. In other words, attention is to be given to the STEM (Science, Technology, Engineering and Mathematics)-related fields, with a deliberate effort to ensure technological advancement in these areas, which will translate to technological advancement in the country.
However, this noble objective, that is, technological advancement in the STEM-related areas, has not been achieved. One of the reasons for this may be the modality adopted by the NISLT operators. Firstly, it must be stated that all the options listed in the SLT document already exist as separate degree/HND programmes in the various universities and polytechnics in Nigeria. Therefore, raising another group of degree/HND holders in the same disciplines through the NISLT does not add value to the Nigerian economy. Secondly, if this system is sustained, it will generally be understood that the graduates of the NISLT programme are but “Technologists” in their areas of specialization. That may imply that they cannot compare with traditional degree holders in those areas. For example, the BSc SLT (Biochemistry Technology) degree holder may not be seen as being equivalent to BSc Biochemistry holder; the former will generally be seen as inferior to the latter, because his/her emphasis is the “technology” aspect of Biochemistry. Similar conclusions may be implied for a graduate of BSc SLT (Chemistry Technology) and BSc Chemistry, BSc SLT (Geology/Mining Technology) and BSc Geology, and so on. Unfortunately, in a world of continuous improvement and advancement, nobody will like to be subservient to another, or deliberately subject themselves to stagnation instead of seeking career growth because of avoidable and unnecessary duplication of academic programmes. And, if the two certifications listed above are the same, then the Federal Government of Nigeria only created an unnecessary duplication of academic certificates which profits nothing.
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In order for Nigeria to derive maximum benefits from the NISLT, it is suggested that the programme run by the Institute be done as postgraduate certificates and Diplomas. This way, graduates (BSc/HND holders) of Biology, Chemistry, Physics, Microbiology, Biochemistry, Pharmacology, Physiology, agricultural and engineering technology, can enroll into the NISLT training programme to obtain postgraduate certification, which will afford them advanced knowledge and technical skills in their respective Disciplines. The manpower from these postgraduate programmes by NISLT will become highly competent to explore hitherto untapped potentials in their respective fields of study, in addition to making them potential entrepreneurs which the country desperately needs. In a few years, Nigeria will harvest technological development, if this modality is adopted. One can imagine the immense benefits the country would have derived so far, if this modality was adopted since 2003. To achieve this, the NISLT Act 12 of 2003, should be amended to reflect this new direction. This suggested template/modality agrees with the modus operandi of the Institute of science and Technology (UK). Universities and polytechnics can serve as training centres for those seeking NISLT certification. This is a more profitable approach than training BSc and HND holders who end up struggling to understand the worth of the certificate and license they are awarded after five (5) years of academic sojourn in a higher institution. In retrospect, one wonders what the NISLT has contributed to the technological advancement of Nigeria since its establishment in 2003, over 20 years ago. Indeed, what has been the fate of the thousands of BSc/HND SLT graduates so far? What we see is a state of confusion that eventually makes them feel that they can function as health workers in the medical laboratories. This is absolutely wrong, because it amounts to quackery; SLT in hospital/health laboratories is the height of quackery, and is best described as a time bomb that only will destroy the health of the citizens.
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It important to give the NISLT the new sense of direction as suggested in this document, because of the avoidable waste of talents and human resources that occurs among the graduates of SLT. The confusion in their minds is worsened by the delusion that they have the competence to work in the health sector as “Laboratory Scientists”. This predilection for quackery in medical and diagnostic laboratories poses a great danger for the health of the citizens. For example, how can a graduate of BSc/HND SLT (Physics/Electronics Technology) or BSc/HND SLT (Geology/Mining Technology) be saddled with such a sacred duty of running medical laboratory diagnosis? Or do we now assume that they studied physics/electronics of human body or Geology/Mining of the human body? Common sense makes it obvious that such is not possible. It is also known the world over that graduates of pharmacology, physiology, microbiology or biochemistry do not have the competence and licensure to render medical/health diagnostic services. This actually begs the question: what is/are the specific and professional role(s) of SLT graduates? This document serves to give a sense of direction that will proffer an answer to the question.
It is strongly advocated that the training of SLT be redirected as suggested above. This will be more beneficial for the graduates of the SLT programme and the country at large.
Dr. K. N. Elechi-Amadi writes from Port Harcourt, Nigeria.
