Understanding Technology: Key to Development.

This paper observes that technology as a concept is not fully understood in the developing world. More often than not technology and science are taken to mean the same thing. It is argued here that the two terms are not synonymous but are actually two sides of the same coin. It is further illustrated that technology is not even applied science as is often misconstrued. A third concept, engineering, is brought into the equation so as to show how technology is delimited. The paper then explains how the developing world lags behind in technology development. Efforts to spearhead technological development through institutions of higher learning in Zimbabwe are analyzed. The science and technology policies, together with other related policies, receive lip service. The curriculum is not directed by any policy to achieve technological innovations. Against this background, this paper advocates for concrete steps to be taken by the developing world in general and Zimbabwe in particular, to ensure that curricula address the gap in technology education. The following are major recommendations that could be effected to ensure that technological development takes place; adopting a national definition for technology, introduction of Technology Education from Primary to Tertiary Education that would impart technological skills to students from early stages of education, Universities of Science and Technology could refocus their research to pursue indigenous and endogenous technology research and publications, creating and promoting appropriate technology to improve quality of life for the rural populace, and building capacity for technological innovation in the mining and agricultural sector