Preamble
We, the Ministers with responsibility for science participating or represented at the Round Table on “The Basic Sciences: Science Lever for Development” held on 13 and 14 October 2005 during the 33rd Session of the UNESCO General Conference, arrived at the following common positions: General context
• Basic sciences have an essential role in the improvement of the human condition, the pursuit of sustainable development and, in general, the advancement of civilization.
• Addressing major challenges such as poverty, environmental degradation, climate change, existing and newly emerging diseases, natural disasters and energy needs, requires new knowledge provided by the basic sciences.
• Basic scientific knowledge forms the stable foundation on which all current and future technologies stand. However, the emerging relationship between the basic and applied sciences and technology is complex and non-sequential.
• The creation of scientific knowledge is an objective process, and is a common heritage of human kind. The basic sciences know no borders, but should respect social and cultural contexts.
• An ethical dimension to the practice of science is essential. Education in science
• Effective pursuit of the basic sciences ultimately depends upon science education that inspires students at all levels – pre-primary, primary secondary and tertiary – as well as in the informal environment.
• Greater emphasis needs to be given to science education as an integral part of capacity building, in particular quality assurance, the sharing of human resources (researchers and science educators), and more flexible, broad-based PhD programmes.
• Innovative means need to be developed in order to allow young people to appreciate the value, creativity, challenges and excitement of science, to become positive players, as concerned citizens, in the advancement of human development.
• The public often feels alienated from science, even though it benefits from it; science needs to be demystified and popularized at all levels.
• There is a symbiotic relationship between scientific research and higher education that should be fostered.
• Universities are the pivotal institutions in securing the development of the basic sciences; they provide main human resources, serve as generators of ideas and concentrate much of the crucial infrastructure.
• There is a need for well organized, non-formal education programmes for the popularization of science in the community; the public media and the universities can play an important role.
• Ready access to scientific information and literature should be provided to scientists and researchers, particularly from developing countries. Capacity building
• An essential way to achieve the Millennium Development Goals is through the extensive application of science and technology. The international community should give greater attention to capacity building in basic sciences as the platform for knowledge-based development.
• ICT capacities are to be enhanced as enablers of global inclusion and equality of participation in science and technology; hence ICTs should be used for bridging the digital divide, enabling distance learning, electronic access to scientific textbooks and journals, and providing the means to ‘leapfrog’ in socio-economic development.
• Capacity building is enhanced through the sharing of best practices.
• An international support for capacity building, education, teacher training, research and innovation in the basic sciences should be promoted.
 • Least developed countries, and countries in post-disaster and post-conflict situations, especially those in Africa, should be assisted through flexible mechanisms for S&T development.
• Investment in research areas of the basic sciences needs to be driven by national and regional priorities.
• Promotion of science requires the establishment of incentives, opportunities and the appropriate environment.
• There is need for the creation of an enabling environment to alleviate brain drain, foster cooperation and the mobility of academic staff, and make better use of diasporic researchers.
• Gender parity and equal opportunity in the basic sciences need to be promoted, including equal participation in science decision-making at all levels, and through it the involvement of new capacities and talents. Cooperation
• Member States should seek to benefit from regional, interregional (North-South, South-South) and global cooperation in the basic sciences. The basic sciences themselves would be enriched by such cooperation.
• Public-private partnerships, and cooperation with civil society, including NGOs, should be promoted and enhanced in support of education, science, innovation and research.
• A pivotal role is to be played by regional centres and networks of excellence in advancing the knowledge, understanding and application of science, within the framework of regional and sub regional structures. Role of UNESCO
In the light of the above, we call upon UNESCO to consider the following: • To place greater emphasis on promoting the basic sciences and science education with a view to the attainment of a science culture as a precursor of a knowledge-based culture worldwide, through the vehicle of the recently launched flagship International Basic Sciences Programme (IBSP).
• To develop and promote a clear programme of action for youth and gender parity.
• To strengthen existing UNESCO Chairs and centres of excellence in the basic sciences in the developing countries, in cooperation with regional structures such as NEPAD in Africa.
• To seek stronger synergies through intersectoral programmes between the basic sciences and higher education.
• To assist in the formulation of science and technology policies in developing countries, bearing in mind the importance of S&T policies for long-term planning.
• To help to seek and foster partnership and coordination across the UN system, and with other international organizations. |
