Projet 2000+ is a collaborative partnership between eleven major international agencies and inter-governmental organisations with particular concerns and responsibilities for research and development in the field of science and technology education. At an International Forum in 1993, 400 participants from 80 countries met in Paris to establish a global agenda supporting individuals, institutions, organisations and governments working towards the reform and revitalisation of science and technology education at all levels. The Project 2000+ Declaration found its driving force in the previous World Declaration of Education for All and the Rio Declaration on Environment and Development. It pointed out that sustainable development is dependent upon a scientific and technologically literate population and called on governments, industry, public and private sector interests to review educational provision. Priority should be given to providing equal access for all boys, girls, men and women to science and technology. It called for continuing provision for teacher education in this field and for task forces to be set up to foster scientific and technological literacy for all by developing educational activities designed to set science and its applications in a wider social and cultural environment.
The 1993 Declaration
urged agencies, NGOs, IGOs and governments to work together to advance
the capability of countries for designing, planning and implementing programmes
to enhance scientific and technological literacy for all. It recommended
that UNESCO made provision during this decade for an international programme
of co-operation in the field of science and technology education. This
programme has focussed on strengthening regional and sub-regional networks
for exchange of ideas, information, human and material resources. Its
goal is to foster scientific and technological literacy for all by promoting,
worldwide :
understanding of the nature of, and need for, scientific and technological
literacy in relation to local culture and values and
- national social and economic needs and aspirations;
- identification of issues of special importance for personal, local and national development;
- establishment of suitable teaching and learning environments and structures;
- formulation of guidelines for on-going professional development and leadership;
- development of effective communication, assessment and evaluation strategies;
- support for non-formal, informal and life-long learning strategies.