Africa is known as the cradle of civilization and origin of great inventions. Science is not a word that Africans are usually associated with.
Great scientists have mostly been know as White-Europeans and Americans. This does not mean that there are no great African scientists.
Related: Groundbreaking African Inventions in Technology
There is, however, a greater need to encourage young scientific talents in Africa. An annual gathering of African scientists known as the “Next Einstein Forum” was introduced recently.
Senegal has actively participated in this annual gathering of scientific minds. Below is a list of ten scientists originating from Senegal including both old and new
Rose Dieng-Kuntz
She was born in She is the first African woman to enroll in Ecole Polytechnique in France. Rose is a specialist in artificial intelligence. This Senegalese computer scientist died in
Her work and person is still remembered both in France and her native Senegal. She worked at the National Institute for Research in Computer science and Control (INRIA) in France.
Her work involved knowledge management and the semantic web. She hoped for a future where the web of knowledge lin
Baba Dioum Edit Profile
forester
Baba Dioum is a Senegalese forestry engineer
Education
As a youth he attended Koranic school in Dahra and worked in the fields.
Career
In a paper presented in New Delhi in , at the triennial meeting of the General Assembly of the International Union for the Conservation of Nature and Natural Resources (International Union for Conservation of Nature), Dioum made the much anthologised statement: &#;In the end we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught.&#; His major concerns have been agricultural development and natural resource management. Dioum was born in Dahra, in a rural region of Senegal. His father sold groundnuts and cattle to the French.
He later studied at a regional primary school in Linguère, then at the École Blanchot in Saint-Louis and the Lycée Van Vollenhoven in Dakar.
After graduation, he studied natural sciences at the University of Dakar before moving to France to continue those studies at the Sorbonne. He completed his education at the École nationale des eaux et forêts in Nancy, from which he received h
The Importance of&#;
Conservation ambitions are an important focus of environmental education; however, there are so many more reasons to choose environmental education. Education in the outdoors is consistently ranked by the majority of children to be more fun and memorable than classroom learning. It is also a natural way to identify and overcome authentic challenges that necessitate higher order learning skills such as creativity.
These skills, in combination with the inter- and intra-personal development that occurs, result in highly skilled students that are prepared to face the uncertain and dynamic challenges of our future workforce. Finally, learning outdoors results in universally documented benefits to student mental health and well-being, through a synergistic effect of exercise, the natural elements, and kinship with all living beings.
The result? Yes, environmental education creates a connection with the environment that these youths will draw upon in order to steward for its care. But environmental education also effectively services our life support system, our education system, our economic system, and our health care system all at once. We cannot affor
Nature: The heart of young peoples&#x; well-being in the twenty first century
Knowing very well that nature is intricately woven into our identity, our economy, our politics, our views of the environment, and even our own personal development, how can we effectively inform and connect the current generation of young people with nature and inspire them to seize its power in their everyday lives? But even before we can make such a move, we need to question whether young people, who are increasingly becoming more urbanised, disenfranchised, and statistically poorer than older generations, are aware of their significant role in nature conservation and in ensuring sustainable communities.
In , Baba Dioum stated that, “In the end, we will conserve only what we love. We will love only what we understand. We will understand only what we are taught’. Despite meagre, there is evidence of teaching (and learning) about nature, connecting to (loving) nature, and participating in its conservation among the current generation of young people. Since the Tbilisi Conference in , there has been an evolution of environmental education in learning institutions; education and communication i
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