Science is regarded as a way of thinking and search for truth. Its merit lies in its objective and critical approach and its acceptance of facts even if they upset accepted physical laws. The importance of science to a developing country lies in the fact that it encourages objective thinking and analysis for finding solutions to many problems of social, economic and material significance instead of attacking them emotionally. In fact a notable attitude difference between people of a developing country and the developed nations lies in their attitude towards change. Developing countries must realize that change is a natural phenomenon in human affairs and that development is incompatible with a static and rigid view of the world. The spirit of enquiry to find the facts and rely upon them needs to be encouraged and propagated in the developing countries. Science has the potential of solving many of the social and material problems.

There is something of a cohesive nature in all scientific explorations which determines the nature and sets off the process of future development. It has a certain long term purposefulness about itself which promotes optimism. Indeed most of the problems of under development are amenable to solution through appropriate application of modern science and technology. The rapid advances promise to transform the world beyond recognition in the coming decades. Science and technology are undoubtedly the principal agents of progress in the modern world. True economic independence is not possible without a significant degree of autarky in science and technology. Science must become a component of the development of all mankind, particularly the less developed ones.

It has been established that 95 % of new science in the world is created in the countries comprising only 20% of the world's population while the remaining 80 % contributes only 5% towards it. This lopsided distribution of scientific activity creates serious problems not only for the scientific community in the developing countries but also for the development of these countries. Two thirds of the humanity located in the developing countries is living in abject poverty and abysmal ignorance. Lack of technical know-how inhibits productivity which breeds poverty and further diminishes investment for development of science and technology. This state of affairs further increases the disparity between the advanced and under developed countries, creating social and economic problems at national and international level.

The best way to check this is the path of international cooperation for the development of science and technology. It is not enough to provide loans and capital but of equal or greater importance is the sharing of the essential know-how in science and technology as well as scientific and technological education. Enlightened aid should aim at enabling the developing countries to exploit their resources and stand on their own feet. Science and technology cannot merely be transplanted in a country. Transfer of technology per se is of limited value, however, if the means are not available for its assimilation, adoption and application by the recipient state.

Science is, nevertheless not new to developing world. In fact this part of the world saw earliest pioneers in the field of science even before Greek Civilization. Only about 100 kilometers from Nathiagali, there was a flourishing Buddhist University whose ruins are still extant. Science was an integral part of the Muslim culture. During the dark ages of the European continent, the torch of knowledge and research burnt brightly in the Muslim world. Observatories and universities of Baghdad hosted conferences and meetings of scholars from all over the world.

In order to encourage active involvement, some sessions during each college are devoted to presentations of contributed papers in the form of seminars and posters by the participants of the College. This provides an opportunity to the scientists and researchers from developing countries to exchange information about their current activities and fields of interest with each other in addition to comments and suggestions from the faculty members. This has often resulted in formulation of collaborative programs.

The proceedings of the colleges are being compiled and until now seven volumes have been published while two volumes are in the press. Abstracts of lectures and seminars/posters are distributed among participants beforehand for necessary orientation.

Evenings and the weekends are invariably devoted to social and cultural exchange activities. Apart from indoor games, arrangements are made for the screening of films on cultural heritage and holding of musical evenings where a multinational participation reflects a true picture of international fraternity. Other activities include hiking and visits to nearby hill resorts and tourists attractions at Murree, and Ayubia. Participants are taken for a round of the twin cities of Rawalpindi/Islamabad and nearby places of interest at Taxila, the archaeological site dating back to the fifth century. Arrival and departure schedules permitting, tours of picturesque Northern Areas of Pakistan and the city of Lahore are arranged for the interested participants and faculty members.