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Science and Technology Policies for Sustainable Development Programme
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The General Conference Authorizes the Director-General
(a) to implement the corresponding plan of action in order to:
(i) develop decision-making instruments, methodologies, guidelines and norms for science policy, in particular for surveying national scientific potential, for preparing programmes and budgets related to submissions for funding of research and development projects, for technology forecasting, assessment and regulation, and for exchanging information and data required for science policy-making;
(ii) conduct analysis of national systems for science and innovations drawing on experience from different economic and cultural settings with a view to proposing best practices and to reinforcing and reforming such systems;
(iii) provide advisory services to Member States (in particular from Africa and Small Island Developing States) for the formulation and implementation of science and technology policies at the national, subregional and regional levels, with a view to increasing and mobilizing scientific and technological resources in support of sustainable development and peace;
(iv) assist Small Island Developing States in obtaining advisory, programmatic and financial support for the follow-up implementation of the SIDS-Mauritius Strategy for the Sustainable Development of Small Island Developing States;
(v) develop strategies to reinforce education for sustainable development with emphasis on needs of small island developing States and their endogenous capacities, including local and indigenous knowledge and values, with special reference to the contribution from formal and non-formal education as a contribution to DESD;
(vi) reinforce community capacities to record, manage and mobilize local and indigenous knowledge in order to shape sustainable development and natural resource management to local requirements and needs;
(vii) promote participatory approaches to policy-making in science through the involvement of all stakeholders within regional and subregional science policy forums in order to increase public support for civil research and ensure its societal relevance;
(viii) promote the active participation of women in science and technology, and ensure that the need of gender equality and women's empowerment be pursued and fully reflected in the design of national science and technology policies for sustainable development, with special emphasis on Africa and the small island developing States;
(ix) promote the active participation of young scientists in science and technology policymaking through support to the UNESCO-backed World Academy of Young Scientists;
(b) to allocate for this purpose an amount of $2,163,100 for programme costs and $23,800 for indirect programme costs at Headquarters.
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Strategic approaches. WCS and WSSD recognized S&T policies as fundamental tools for attaining
sustainable development. To this end, it was recommended that developing countries be assisted in integrating sustainable development priorities into national policies on science, technology and innovation. UNESCO will promote good practices on S&T strategic planning and research and development (R&D) evaluation, advice governments on S&T policies as well as the development and reform of national science, technology and innovation systems. Special emphasis will be placed on the needs of Africa within the framework of NEPAD, and on Small Island Developing States (SIDS). A participatory process will be encouraged, with more involvement of fora of parliamentary science committees, scientists, private and public sector actors, representatives of the media and other members of civil society. UNESCO will advocate that science policies also aim at gender equality and women's empowerment by improving the access of women to science education and supporting networks of women scientists and engineers. Production of policy relevant S&T gender-disaggregated indicators will be undertaken in cooperation with UIS. UNESCO shall promote cooperation among universities and industries through national and regional partnerships as well as through virtual networks of laboratories and universities, and promote research on the trends of the "brain drain" and on measures to improve networking with scientists abroad
[MLA 1].
Following the International Meeting to Review the Implementation of the Programme of Action for the
Sustainable Development of Small Island Developing States (Mauritius, January 2005), particular attention will be paid to implementing the Mauritius Strategy for the Further Implementation of the Programme of Action for the Sustainable Development of SIDS. As recognized in the Mauritius Declaration, small islands continue to be a special case for sustainable development and diversity, including through technology transfer, capacity-building and human resource development. UNESCO will continue to focus on a two-pronged strategy that combines traditional and new information and communication technologies with the strengthening of endogenous island capacities. In order to enhance endogenous island capacities and protect diversities, budgetary reinforcement has been given to activities targeting education for sustainable development of the small islands, formal and non-formal education methods and training capacities as well as biodiversity conservation and monitoring
[MLA 2].
WCS underlined the inter-relationship and interaction between scientific and indigenous knowledge systems as an issue of major importance with respect to natural resource access, utilization, conservation and benefits-sharing - and hence for sustainable development. The recognition of local and indigenous knowledge systems creates opportunities for establishing sustainable development and natural resource management processes that are rooted in social equity and relevance, local ownership and value systems, sound institutional partnerships and the valuation of both cultural and biological diversity. Particular attention will be focused upon the central role of women, as bearers of distinctive and complementary sets of local knowledge, and the need for heightened attention to the transmission of knowledge from elders to youth. This integrated approach that acknowledges the importance of building capacities, whether in small islands or indigenous communities, based upon local ecological and sociocultural systems, provides fertile ground as well for contributions to DESD. Budgetary reinforcement has been provided to strengthen local and indigenous knowledge in SIDS relevant for sustainable development
[MLA 3].
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Main line of action 1. Promoting policy dialogue and building capacities in the formulation of science, technology and innovation policies
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Expected results at the end of the biennium
- Formulation of S&T policies and strategies as well as mechanisms for S&T systems improved.
Performance indicators:
- guidelines and briefs prepared;
- S&T indicators developed;
- countries adopting S&T policies, with special poverty focus:
- Benchmark: eight countries;
- policy specialists trained;
- UNESCO chairs established/reinforced.
- Access by universities to knowledge for science, technology and innovation issues facilitated
Performance indicators:
- free access to data/information gathered in the Encyclopedia of Life Support System (EOLSS);
- universities accessing and using EOLSS, especially from LDCs.
- Participatory governance of national and regional S&T systems promoted.
Performance indicators:
- subregional, regional and international Science Policy Forums;
- stakeholders participating in forums;
- guidelines on participatory governance developed.
- Regional cooperation among scientists promoted.
Performance indicators:
- cooperation projects among scientists in the Middle East initiated;
- Israeli-Palestinian Science Organization operational;
- scientific networks in South-East Europe
- Benchmark: three networks.
- Role of science as vector of common heritage and cooperation better understood.
Performance indicators:
- study on ethics of science (with MP III);
- awareness promoted on history of science:
- Benchmark: international exhibition organized;
- advocacy partnerships created.
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Main line of action 2. Inter-island and inter-regional cooperation for sustainable development of Small Island Developing States (SIDS)
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Expected results at the end of the biennium
- Priorities for sustainable development needs of SIDS identifi ed.
Performance indicators:
- Evidence-based priorities of sustainable development needs established;
- Benchmark: at least one country/cluster of countries analysis completed per small island region.
- Strategies for sustainable development pathways for SIDS elaborated.
Performance indicators:
- countries adopting national sustainable development pathways:;
- Benchmark: at least one each in Pacifi c and Caribbean subregions;
- inter-island projects developed for implementation of regional strategies:
- Benchmark: One inter-island project.
- Environmental knowledge-sharing consolidated among SIDS, including across regions.
Performance indicators:
- intra- and interregional university networks and Internet forums established;
- universities participating in networks;
- intensity of exchange and sharing.
- Education for sustainable development in SIDS reinforced drawing on action research and local knowledge.
Performance indicators:
- research initiatives undertaken to develop pedagogical tools and methods:
- Benchmark: at least two initiatives;
- education projects developed and implemented:
- Benchmark: at least one each in Pacific and Caribbean small island regions.
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Main line of action 3. Local and indigenous knowledge systems for sustainable development and natural resource management
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Expected results at the end of the biennium
- Community capacities to record, manage and mobilize local and indigenous knowledge strengthened.
Performance indicators:
- training activities carried out;
- on recording, managing and mobilizing local and indigenous knowledge undertaken.
- Role of local and indigenous knowledge in assessment and mitigation of environmental and social consequences of climate change, natural disasters and development highlighted.
Performance indicators:
- study on role of indigenous knowledge for the assessment of impacts from diverse sources of change:
- Benchmark: at least one case study;
- Partnerships and networks established to learn lessons and build awareness.
- Relevance of local and indigenous knowledge on education for sustainable development in SIDS documented.
Performance indicators:
- assessments/workshops conducted in local schools:
- Benchmark: at least two assessments/workshops;
- pedagogical tools/methods developed for formal and non-formal education:
- Benchmark: three quality modules produced.
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Science Policy
