Train More Engineers: A Strategy by Daouda Mané
Senegal’s Path to Progress: Prioritizing STEM and Engineering for True Independence
Senegal’s progress hinges on a fundamental shift: embracing science, technology, engineering, and mathematics (STEM) as national priorities. As W Niane asserts, “There is no other possibility of developing a contry than by the use of knowledge and especially science and technology.” Without a critical mass of skilled professionals in these fields, Senegal’s aspirations for genuine independence and sustained growth will remain unrealized.
This isn’t a new realization. Professor Abdou Sène of the University of Gaston Berger (UGB) powerfully argues, “a country that does not promote science a priority cannot claim the reality of independence.” The ancient context underscores this point. Recalling General faidherbe’s observations from 1889, Sène highlights the decisive advantage conferred by technological superiority – the “enormous superiority of weapons” – that allowed a smaller French force to overcome larger African armies. The disparity between modern rifles and customary weaponry mirrors the gap between nations that invest in innovation and those that do not.
Senegal’s leadership has long recognized this imperative.Even President Léopold Sédar Senghor, a celebrated poet and intellectual, understood the necessity of prioritizing scientific education. The 1971 law orienting education in Senegal reflected this vision, with Senghor aiming to reduce the proportion of students in literary terminal classes to just 20% within five years, as he articulated in a 1974 interview with Roland Collin. This commitment was reaffirmed in subsequent national consultations on higher education in 2013 and 2015.
However, recognizing the need is onyl the first step. The focus must now sharpen on engineering – the engine of technological sovereignty. As Albert Einstein famously stated,”Scientists study what already exists,but engineers create what has never existed before.” Engineering fosters the development of locally adapted solutions, unlocking economic and industrial opportunities tailored to Senegal’s unique realities.
The success of nations like Russia, the USA, China, India, Iran, and South Korea demonstrates the power of prioritizing STEM education and engineering output. These countries have become global leaders precisely because of their commitment to cultivating a robust engineering workforce.
africa, though, faces a meaningful challenge. In 2015, the Foundation for Capacity Strengthening in Africa (ACBF) identified a staggering deficit of 7.441 million engineers across the continent’s vital sectors - from agricultural research to water management and sanitation.UNESCO echoed this concern in its 2010 report on engineering in Africa, urging states to invest in engineering education. Professor Étienne Ehouan Ehilé, former secretary general of the Association of african Universities (AUA), estimated in 2019 that Africa needs to produce over 300,000 engineers annually until 2023 to address this critical shortfall.
Senegal took a promising step in 2005 with the creation of the University Polytechnique de Thiès (UPT),consolidating engineering schools and institutes under one umbrella. The UPT inherited institutions like the Polytechnic School of Thiès (EPT), the National School of Agriculture (ENSA), the National School of Rural Cadres (Inc) of Bambey, and the Earth Sciences Institute (IST), with the explicit goal of maximizing engineering output.
Unfortunately, this consolidation proved short-lived. The EPT was detached from the UPT in 2009, regaining its autonomy, and engineering training numbers remain insufficient. reversing this trend is now an urgent imperative. Senegal’s future prosperity – its true independence – depends on it.