Enabling competitiveness

Many people equate the possession of high-tech gadgets with being in an advanced state of development. For example, if we can buy the most advanced cellphones or laptops or enjoy the comfort of fancy malls, then we must be technologically advanced.

Unfortunately, many people confuse the ability to use technology, with the ability to create technology. The former is mere consumption, whereas the latter requires S&T capabilities. Sadly, the Philippines has largely been only a technology consumer.

So, what does it take to create successful technologies? While there are many factors that need to be put in place, the single most important indicator is the presence of a productive and competitive S&T community. This single characteristic is a reflection of the state of the system.

S&T funding is obviously important, but it would be a mistake if we think that simply providing the funds will improve our situation. In fact, this type of thinking is part of the problem. We need to spend our money wisely and attend to the needs of developing a real human resource in the same way that successful companies husband their human resources.

The most competitive globalized companies compete to recruit the best people, give competitive salaries, provide the already smart graduates with more competitive skills, build a conducive environment, and keep them productive in the company. Beyond simply providing the financial resources, we must create an attractive S&T environment in the Philippines that the young will want to build their careers in. Clearly, this will only work with unwavering political will, unity of purpose and well-thought out measures.

ESEP 1

From 1992 to1998, the Philippine government, through the Department of Science and Technology, implemented the Engineering and Science Education Project (ESEP) with financing from the World Bank. ESEP sought to upgrade engineering and science through a multi-pronged approach which included the following components: local MS scholarships, local and international PhD scholarships, post-doctoral fellowships, equipment upgrading, civil works, library upgrading, and networking.

ESEP had a number of good features. First, ESEP went beyond just giving scholarships. ESEP employed a more holistic approach to manpower development principally by aiming also to improve the research environment, for example, by providing the necessary equipment, building laboratories, upgrading library resources, and very importantly, by encouraging networking. Second, although ESEP did not achieve the high numbers that it initially projected, it was nevertheless very successful in terms of achieving its main goals. The completion rate improved significantly from baseline values; the return rate of the graduates was very good; and scientific productivity improved due to the sandwich linkages and new facilities. But most importantly, if one surveys local universities today, one will find that many of the leaders were ESEP graduates. Third, despite its relatively high administrative cost, which is typical of a World Bank project, the WB system imposed transparency and discipline with regards to the program planning and implementation.

What were the difficulties with ESEP? First, ESEP ran for a limited period only — six to eight years — and by the time things were starting to function more smoothly — schools were starting to cooperate, PhD students and projects were getting started locally, etc. — it was time to wrap up and assess the program. It was barely enough time to go through one cycle of PhD students. Clearly, a longer period is necessary if we are to introduce a new paradigm in science and engineering education. By the time ESEP finished, we were back to our baseline level of manpower development.

Second, ESEP did not provide for maintenance of equipment, most likely because WB expected this to be taken up by the Philippine government. Unfortunately, our system does not seem to recognize the importance and the cost of maintaining high tech equipment.

A holistic strategy

While we recognize the urgent need to improve our S&T human resources, we must do it smartly and devise a holistic strategy:

• We should provide attractive scholarships.

• We should improve the research environment by providing the necessary equipment, laboratories, library resources, and others. These are essential for productivity. Without these, the students whom we train will simply seek more satisfying jobs elsewhere and continue the brain drain.

• Our program should be a long-term commitment.

• We should encourage innovation, interdisciplinary collaboration, and partnerships between academe and industry and academe and government, both national and local. Local governments and members of Congress can support components of this program by upgrading their local institutions to benefit their own development priorities.

Globalization has also meant increased mobility, especially for the most talented. If we are to succeed, we should start to think of S&T human resource development as a competition for the best minds. We should realize that what will attract students is not so much the scholarships, but their career after they finish their degree. We can succeed only if we can make a scientific career in the Philippines attractive.

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Dr. Fabian M. Dayrit is dean of the School of Science and Engineering and professor of the Department of Chemistry of the Ateneo de Manila University. His research interests include the chemical analysis of virgin coconut oil. E-mail him at [email protected].