Why Research Cooperation?

Published: Mon, 12 Jul 2010 13:07:07 GMT   Updated: Thu, 01 Nov 2012 15:03:25 GMT

Research cooperation is a key part of Swedish development cooperation. Sweden started research cooperation with developing countries in 1975 through an independent agency called SAREC. In 1995, following a major reform of Swedish development cooperation, SAREC was integrated into the Swedish International Development Cooperation Agency, Sida. In 2008, SAREC was reorganised into the Secretariat for Research Cooperation and since 2010 the Unit for Research Cooperation has the main responsibility for research related contributions. The overriding aim of Swedish research cooperation has remained the same since its inception; to strengthen and develop scientific research of relevance for development.

Building strong and independent research institutions in developing countries is a precondition for sustainable development. All societies need access to knowledge and capacities for analysis, to be able develop and look at different options for informed decision about efficient use of scare resources. Qualified analytical capacity in low income countries is important for the design and priorities of the Poverty Reduction Strategies (PRS). Ownership in a partner country only makes sense if there is capacity to critically voice, assess and commit to the priorities and strategies.

Low income countries have weak national research communities and therefore have fewer opportunities to identify, adapt to and make use of new knowledge. Investments for building proper research foundations, including skills in research management in the basic natural and social sciences remain problematic. This is not only due to the lack of resources, but also because the use of funding for higher education and research is inefficient. Therefore, low-income countries need strategic investments in higher education, research and innovation to break the vicious circle of underdevelopment.

Research support can be instrumental in breaking this cycle. Through a system of support for PhD and master programmes in developing countries, combined with core support to universities and research institutes, research capacity is built up on the national and regional level. Rather than giving grants to researchers to study at PhD programmes abroad, this model allows for development of viable national research institutions. Students who complete their PhDs at home move on to become lectures and professors, and improved management and facilities improve the quality of research. By "teaching the teacher" research support allows national and regional research institutions to grow in a sustainable manner. It also has the potential to create a "critical mass" of highly educated individuals who can use their skills for the benefit of their communities.