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African Water Development Report 2006 - United Nations Economic ...

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The requisite enabling environment as regardsthe general infrastructure level capable of encouragingthe assimilation of technology transferand information dissemination includes thefollowing:(a) A high level of general schooling for thepublic (fig. 16.4);(b) An effective human resources managementsystem with motivation and incentives;(c) A relatively large number of engineers andscientists;(d) A system for updating and evaluating theknowledge and skills of professionals;(e) A good level of telecommunication and energytechnologies with ample national coverage;(f ) Committed allocation of funds for waterresources activities.people and institutions at local, national, regionaland global levels, aimed at sustaining development.This would involve the building of knowledgeand information bases and their subsequentdissemination among all stakeholders at all levels.Information contributes to awareness and canlead to proper perceptions while knowledge providesskills and hence contributes to competence.Moreover, strategic use of available informationneeds knowledge and to develop and maintaininformation systems requires competence. Inaddition to the capacity needs discussed above.The tools for technology transfer and the meansof effecting capacity building more often thannot converge within an enabling environmentwhich promotes the establishment, adaptationand assimilation of technology, knowledge andinformation in a given society according to itspolitical, cultural and socio-economic structures.The combination of requirements in this regardwould include:ENSURING THE KNOWLEDGE BASEFor any technology to be effective, its transfermust be backed by a process of capacity buildingwhich can be defined as the sum of efforts toenhance and utilize the skills and capabilities of(a) Improvement in the general educationallevel and set-up;(b) Opportunities for professional educationand training both formal and informal;Figure 16.4: Government Education Expenditure (% of GDP, 1990-1999)Percent Education Spending9.00%8.00%7.00%6.00%5.00%4.00%3.00%2.00%1.00%0.00%NamibiaSouth AfricaBotswanaTunisiaLesothoSeychellesCongo, Dem. RepLibyaSwazilandLiberiaMoroccoAlgeriaCote d'IvoireEgyptAngolaTogoComorosGhanaBurundiTanzaniaMauritaniaRwandaGambiaSenegalBeninEthiopiaMozambiqueBurkina FasoUgandaGabonData Source: <strong>United</strong> <strong>Nations</strong> World Statistics Pocketbook and Statistical YearbookGuinea-BissauMaliMadagascarEquatorial GuineaEritreaSudanSierra LeoneNigeriaSomalia(c) Applied research activities both at the nationallevel and in partnership and coopera-313

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