Mr. Chairman, first, let me take this opportunity to convey the apologies of our Minister, Hon. Prof. George Saitoti who had to leave Paris to attend to other pressing commitments. Secondly, let me register the condolences of the Government of Kenya, to the people of South Asia for the loss of life and destruction caused by the Earthquake.

Mr. Chairman, the application of basic sciences spans across various economic sectors that address agriculture, energy, environmental conservation, health, Information Communication Technologies (ICTs), resource management, water and environment. Closely related to this is the complementary relationship between basic sciences as found in the academic and research institutions and applied sciences and technology that is widespread in the economic domain. The theories developed in basic sciences help to solve problems in the applied sciences and technology while the innovations from technology and applied sciences provide the basic sciences with new research ingredients, new concepts for modification of theory and development of new methods.

We commend the Director General for moving expeditiously in implementing the resolution No.14 of the 32nd General Conference which requested him to take measures to reinforce intergovernmental cooperation in strengthening national capacities in the basic sciences and science education. We note with appreciation that the overall aim of the newly launched International Basic Sciences Programme (IBSP) as outlined in the draft 33 C/5 programme and budget. We are confident it will strengthen the capacity building component in basic sciences in member states.

Mr. Chairman, I will now address the issues raised by you letter in order as follows; The Government of Kenya recognizes that for the country to achieve the desired economic growth targets and social development, a high priority must be given to the development of human capital through strengthening of basic sciences and technology as well as promoting technical and vocational training. However, the enrolment and examination performance in Science and Mathematics has been below average, particularly for girls at all levels of education (primary, secondary and tertiary) for example in the 2003 Kenya Certificate of Secondary Examination (KCSE) out of the 207,730 candidates 46% were girls compared to 54% boys. In the same Examination Boys out performed girls in Mathematics, Sciences and Technology related subjects such as Building Construction, Mechanics, Electricity, Drawing and Design, Aviation Technology and Computer Studies. The poor performance in sciences and mathematics is further reflected in the low enrolment rates in public universities and other tertiary institutions in science and technological based courses.

Mr. Chairman, the poor performance in the science and mathematics has been attributed to a variety of factors including; lack of adequate facilities, shortage of teachers, poor teaching methods, negative attitude towards the subjects, limited financial resources to purchase equipment and chemicals, content based curriculum, and limited teachers’ capacity to effectively handle the subjects among others.

In order to address some of these challenges, the Government through the Sessional Paper No. 1 of 2005 on Policy Framework for Education, Training and Research and the Kenya Education Sector Support Programme (KESSP) for 2005-2010, outlined the following as priorities with regard to basic sciences.

At the secondary level, the teaching of basic sciences and mathematics will be strengthened through in-service training programmes. Grants will also be provided to schools by the Government for the purchase of laboratory equipment and materials/ chemicals. A National Assessment System to monitor learning competences in secondary will be established as a means of enhancing the capacities of schools to under-take school-based continuous assessment system.

As regards teacher education, curriculum for the primary teacher training will be revised to enhance the mastery of the language of instruction as this was found to be contributing significantly to the poor delivery of the subject content. The capacity of teachers will also be build to undertake and encourage school based assessment. A system of periodic monitoring learning competences at various grades using established attainment standards will be put in place. The secondary school teacher training programme is to be structured to require teacher trainees to obtain basic qualifications in their respective subject areas and subsequently undertake post-graduate training in pedagogy or extend the Bachelor of Education degree programme to be five years. Curriculum review for Science Diploma Teacher Training colleges and technical subjects is to be undertaken so as to ensure both quality and relevance of the content.

At the University level, the Governments target is to promote and popularize Information and Communication Technologies (ICT) and science and technology education at all levels by 2008. Each of the public universities will be expanded to have a capacity of at least 5,000 students by 2015 and increase the proportion of all students studying science related courses to 50% with at least one third of these being women by 2010.

Mr. Chairman, with regard to the Technical, Industrial, Vocational and Entrepreneurial Education (TIVET), the reforms will entail: mobilization of resources to rehabilitate TIVET institutions at all levels; creating opportunities for national polytechnics to offer degree level programmes; and to collaborate with stakeholders to create necessary linkages and credit transfers between tertiary institutions. The Government will also offer scholarships and other merit awards for staff and students in order to promote excellence in creativity and innovations in the field of science and technology.

Mr. Chairman, may I now turn to the Regional Priorities. The Ministers for Science and technology met in 2003 under the African Union (AU) – New Partner-ship for Africa’s Development (NEPAD) and identified capacity building for science and technology as one of its priority areas of intervention. The ministers agreed on strengthening of basic sciences education and research as an important component for enhancing NEPAD’s impact in the continent. It is envisaged that the strengthening of basic sciences will enhance the other flagship programmes identified by NEPAD such as: Science and engineering; Biodiversity, science and technology; Biotechnology; Information and Communication Technologies (ICT); Energy technologies; Materials science; Space science and technologies; Post harvest food technologies; Water sciences and technology; Indigenous Knowledge and technologies; Desertification research; Science and Technology for manufacturing; and Laser technology. Capacity building for science and mathematics teachers for secondary schools is another priority. Towards this end NEPAD has established a Centre of Mathematics, Science and Technology in Africa (CEMASTEA) at Nairobi, Kenya. The Centre will under-take continuous in-service programme for teachers in the region.

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Mr. Chairman, in the endeavor to undertake the promotion of basic science at the national and regional level the following drawbacks are encountered: there has been a serious concerns about the state of science knowledge and education among the educated population globally. Growth of scientific knowledge raises serious issues about teaching and understanding of basic sciences by students, parents, funding institutions.

There exist global disparities in development of research methods due to rapid advancement in developed countries in a backdrop of poor technologies in developing countries. This results in low quality of scientific products and services. In most sub Saharan countries there is more emphasis on applied research against fundamental research thus basic scientific research has been sacrificed in favour of more applied pursuits. This eventually weakens the applied research and may not solve or meet immediate needs and concerns of the South.

Further draw backs include: low accessibility of relevant scientific information in good time in developing countries; difficulties in incorporation of traditional knowledge with modern science for development; Control of bio-piracy and intellectual property protection; rampant export of intellectual knowledge and information from the South to the North; and closing the gender gap in science and technology.

Mr. Chairman may I now address the thrusts for scientific cooperation in the sub-Saharan region. First there is need for decentralization of training and funding through establishment of Centers of Excellence in key areas like biotechnology, science education, pure and applied sciences among others. This will control the influx of trainees to the North and thus enhance the capacities of the south and hence reduce brain drain. In doing so research will be undertaken in familiar environment and the findings of this research will eventually contribute to the development of the south.

Mr. Chairman, there are several ways and means by which countries may help each other to promote basic sciences for sustainable development in the sub-Saharan region. There is need for co-sponsoring scholarship programmes to enable students to pursue graduate and post-graduate education in basic sciences. Planning and development of science and technology curricula that is relevant and pertinent in content to the society needs could be undertaken jointly. Sharing the good practices and innovations within the continent should be encouraged as well as putting in place systems for quality assessment and assurance that will help renovate the curricula and investing more in skills and human capacity building. There is need to open the doors of our institutions to exchange of staff and students, through collaborative research in targeted priority areas and through international cooperation and collaboration.

Mr. Chairman, there are new opportunities for north-south and south-south cooperation in the basic sciences and the role of UNESCO and other international organizations which I would like to briefly mention: The opportunities for cooperation that could be explored include: Transfer of resources for capacity building to the South to curb south-north drift for training as way to control brain drain to the North; streamlining of the imbalance in technology and information accumulation and flow; providing grants for development of science/research in the South; development of the support for technical staff; utilizing and sharing available resources within the south-south; involvement of industry in both the North and the South to support science and technology development and research; and development of distance and e-learning in the South.

Mr. Chairman, as UN agency responsible of basic sciences, UNESCO should continue with its role as a coordinator of regional and international programmes, capacity builder, standard setter, a laboratory for dissemination of research findings and best practices and innovations and resource mobilization. The other organizations could play a role of mobilization of resources for specific country as well as for regional programmes and capacity building.