Scientific knowledge is the common heritage of humankind. It is the only this treasure of humankind that can provide a possible remedy to conquer inequality and to bring about an acceptable quality of life and a purpose, for a majority of the people of the world. A case should be made for science and science education in the developing world, a case for optimal support for science and education even in the poorest and the least-developed of the countries of the world. Some of the main problems that should be overcome for a sustainable and proper science education are; x Inadequate teacher compensation and professional development to attract, prepare and retain high-quality teachers, x Insufficient number of science and technology teachers’ taking active role in the preparation of the programs, x The insufficient in-service training of the science teacher in the transition state of a new program,

Compartmentalized subjects taught by teachers isolated within and across departments, x Students generally lack motivation and have low self confidence in learning, x Persistent achievement gaps in science and math among many student subgroups, x demographic changes, x The huge numbers of the students in the class, x The informational education orienting students towards only exam achievement, x The broken link with other lessons, x Insufficient physical conditions of schools (less laboratory opportunities), x The intensive curriculum but insufficient time allocation for science education and x The instruction of lesson in an information level and students in passive position (only listening and writing), teachers in active position (writing on the board and teaching in a classical way),