The
present document, prepared by the Conference Secretariat, is aimed at facilitating the
understanding of the draft Agenda which is submitted for approval. This paper is
not presented for endorsement.
THE
NEW CONTEXT 
- Several major factors have transformed, and will continue to affect, the relationships
between science and society as they have developed in the second half of the century.
- Scientific research is increasing our knowledge and ability to understand complex
systems and processes in an ever-wider range of scales in space and time. The natural
sciences are enjoying a highly creative phase stemming from breakthroughs and advances in
various fields, from molecular biology and biochemistry, quantum physics and materials
science to the planetary sciences and astronomy. The emergence of new disciplines and of
interactions among them, increasingly powerful computational tools, the rapid accumulation
of scientific knowledge, and the need to bring together the natural and the social
sciences in joint agendas, are having strong implications on scientific research and
education.
- The conditions for the production and sharing of scientific knowledge are themselves
changing as a consequence of the increasing intensity of communication, the growing
interface between disciplines and tighter interactions between science and technology,
universities and industry, laboratories and factories. Major economic and social
implications are arising from the closer contacts between scientific discoveries and their
application, technological know-how and commercial exploitation. Information and
communication technologies are causing changes on all fronts as profound as those brought
about when print first appeared.
- Linked to the changes occurring in science and technology are the globalization of trade
and business, the growing role of transnational firms, and a reduction in the capacities
of governments to regulate economic activity and its repercussions on society. Within a
framework that is increasingly subject to transnational challenges and short-term
requirements, competitive businesses are often those that can capture information flows
and apply them quickly, rather than produce discoveries and inventions themselves.
- The end of the Cold War has resulted in a significant reorientation of investment in
science and technology in some countries. For the most industrialized ones, resources
dedicated to defence research during this period had represented a major part of public
R&D expenditure. Unfortunately, in recent years, the percentage of GNP devoted to
international co-operation, particularly with developing countries, has –with certain
exceptions– stagnated or decreased. Taken together with economic difficulties, the
result has been little or no growth world-wide in non-business funding for fundamental
research, whilst business R&D has declined in some sectors as a natural consequence of
the stagnation of the global economy. At the same time, research programmes, especially
large ones designed to address global problems, are subject to increasing costs.
- Growing inequalities on all fronts that contribute to new tensions and conflicts today
beset the world. The patterns of disparities are now more complex and more contrasted. As
one of many instances that illustrate this situation on a global scale, we recall that 20%
of humankind share 86% of the total private consumption. Within and between countries the
benefits of education, culture, health services and other factors of human and social well
being are ever more unequally distributed. On the whole, while the industrially more
developed nations have built up a strong capacity for scientific research and
technological innovation, other countries –the majority– have yet to solve basic
needs of their populations, and the least developed countries are struggling for survival.
The varying degrees to which countries and regions adapt to the scientific and
technological changes threaten to further accentuate inequalities in access to and
production of scientific knowledge and technical know-how.
- A further major factor is the multiplication of the environmental problems that weigh on
the future of our planet. Beyond the phenomena of population growth and increasing
urbanization, industrial, agricultural and transport activities are bringing about a major
transformation of the global environment with serious consequences for human health and
the productivity of ecosystems. Human action has even started to affect the functioning of
global life support systems such as the climate system. The need to adopt the
precautionary principle, initiate anticipatory research, take preventive action, and
indeed make sustainability an essential ingredient in any model of development has become
more evident at a time when societies, cultures, economies and environments are becoming
increasingly interdependent.
- The need to take into account ethical consequences when discussing future directions of
science has become more urgent over the last few years, requiring an open debate within
the scientific community and in society at large. In this context, scientists themselves
have started to play an active role in defining and accepting their ethical
responsibilities. Public understanding and awareness of science are important factors in
the establishment of appropriate ethical guidelines and procedures.
- A feature of our times is the emergence of organized sectors of society demanding
participation in democratic debates and decision-making, as well as transparency on all
public issues. Alongside traditional actors, such as trade unions and political parties,
strong new groups are coming to the fore, including the communication media, citizen
movements, and a variety of non-governmental organizations, such as associations of
parlamentarians, industrial professions and entrepeneurs. Many of these are concerned with
the environmental and other issues that the sciences are expected to address. Some reflect
a lay disenchantment and disregard for science, and a fear of the unforeseen or unknown
consequences of some of its applications. The confusion about who speaks for science
amongst the many sectors, and whose science can be trusted, adds to this public mistrust.
- Women as a majority of the world population are claiming an increased role in all
activities, particularly in science and technology. Important institutional and cultural
barriers that prevent the progress of women in science education and research and their
taking on responsibilities on a par with men, need still to be removed. Achieving a better
gender balance in scientific activities, itself being a strong desideratum for reasons of
equity, also implies that the approach, and even the content, of scientific advances may
change to focus more on the needs and aspirations of humankind.
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- There is today an accumulation of discoveries, applications and know-how that constitute
an unprecedented source of knowledge, information and power. Never have discoveries and
innovations promised a greater increase in material progress than today, but neither has
the productive –or destructive– capacity of humankind left unresolved so many
uncertainties. The major challenge of the coming century lies in the ground between the
power which humankind has at its disposal and the wisdom which it is capable of showing in
using it.
- Guided by the conviction that it is both urgent and possible to take up this challenge,
the participants to the Conference are determined to concentrate efforts on the production
and sharing of knowledge, know-how and techniques to address the major problems ahead
–whether local, regional or global. It is evident to everyone today, however, that it
is not science alone that will solve the problems. A new relationship needs to be built
between those who create and use scientific knowledge, those who support and finance it,
and those concerned with its applications and impacts; such are the essence and the spirit
of the new commitment.
- In considering the practical expressions of this commitment, it must be recognized that
the relationship between scientific research, education, technological innovation and
practical benefits is much more diverse and complex today than in the past, and frequently
involves many players other than researchers. The progress of science cannot be justified
purely in terms of search for knowledge. In addition, it must be defended –and
increasingly so, in view of budgetary restrictions– through its relevance and
effectiveness in addressing the needs and expectations of our societies.
- Democratic decision-making on scientific matters requires participation of all groups of
society. It also needs consideration and respect for national diversity, within a spirit
of solidarity and cooperation. If only one sector of the population or a single group of
nations has an active role in science and its applications, disequilibria are likely to
occur, and the gaps and disparities tend to increase. Therefore, in defining and carrying
out the multilateral commitment to science it is not only important that each and every
country be able to make its own informed and articulate contribution, but also that all
actors –the public, the media, scientists, educators, industrialists, politicians and
decision-makers– be involved in the process.
THE NEW COMMITMENT
- In the process leading to the World Conference on Science and to the drafting of Declaration on Science and the Use of Scientific Knowledge
and the Science Agenda – Framework for Action,
numerous reflections and enlightening debates have taken place. Among the wide variety of
concerns and proposals expressed, there are clear signals of convergence with regard to
some central issues. These are listed here as general guidelines to facilitate the
identification of the new commitment.
- Need for drastic changes of attitude and approach to problems of development, especially
to their social, human and environmental dimension. The sciences must be put to work for
sustainable peace and development in a progressively responsive and democratic framework;
scientists, as all other stakeholders, must correspondingly recognize their ethical,
social and political responsibilities.
- Need to improve, strengthen and diversify science education, formal and non-formal, at
all levels and for all sectors, and to integrate science into the general culture,
emphasizing its contribution to the formation of open and critical thinking a well as to
the improvement of people’s ability to meet the challenges of modern society. Any
discriminatory barrier operating against equitable participation in science must be
removed, and positive efforts are needed to fully integrate women into the sciences.
- Need to strengthen the national S&T base, refurbishing national science policies,
increasing scientific personnel and ensuring a stable and supportive research context,
especially in areas of local and global relevance. In developing countries increased
funding for S&T is needed, taking into account local capacities and priorities, and
this funding should be augmented by similar commitments from developed partners.
- Need to break traditional barriers between the natural and the social sciences and to
adopt interdisciplinarity as a common practice. Moreover, since the processes underlying
present global problems and challenges need the concurrence of all scientific disciplines,
it is imperative to attain a proper balance in their support.
- Need to open scientific matters to public debate and democratic participation, so as to
arrive at consensus and concerted action. The scientific community is expected to open
itself to a permanent dialogue with society. A dialogue with other forms of knowledge and
expressions of culture is particularly relevant.
- Need to reinforce and broaden scientific cooperation, regional and international,
through networking and institutional arrangements with IGOs, NGOs, research and education
centres. In this regard, the programmes of UNESCO and ICSU must be strengthened, in
particular through cooperation between them and with other UN bodies. It is a challenge to
improve the coordination of the various efforts of these partners, respecting their
different roles and stimulating synergy between them.
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BASIS FOR ACTION
The following text takes up all sections of the draft Science
Agenda – Framework for Action and attempts to provide the general ideas
behind the guidelines for action listed therein.
1. SCIENCE FOR KNOWLEDGE; KNOWLEDGE FOR PROGRESS
1.1 Role of fundamental research 
- The sciences are expected to continue to fulfil their intrinsic assignment which is the
acquisition of knowledge and understanding, benefiting from the creativity of scientists
around the world. This is the central argument for continuing to carry out fundamental
research and education in all disciplines of the sciences.
- Public authorities, private companies, universities, research laboratories and
institutes have each their own dynamics and domains of action. In being associated with
all such different partners, scientific research must cope with the underlying diversity
of contexts and adopt a coherent agenda, establishing a balance between immediate and
long-term objectives.
- In designing international policies and programmes for science, the multiplicity of
conditions for scientific research, of perceptions of science, and also of problems, needs
and possibilities to apply scientific knowledge must be borne in mind. International
science is ideally built upon the plurality and diversity of contributions that all
nations can make to the scientific endeavour, in regard to their own capacities, needs and
interests.
1.2 The public and private sectors
- Fundamental research requires sustained public support, as it represents an
‘off-market’ public asset with uncertain short-term profitability. The returns
and applications deriving from it provide, in turn, new irrigation for the entire research
system, while at the same time contributing to the solution of specific problems and the
development of technological competencies.
- New funding mechanisms must be sought for science, taking into account the present
context. In most industrialized countries private investment in S&T research surpasses
that financed by the public sector, and a number of public institutions have been or are
being privatized. Agencies awarding grants tend to give preference to research with
short-term goals, and accountability of results is increasingly based on technological
applications and patents rather than on basic knowledge acquisition. In the majority of
developing countries, on the other hand, most of scientific research is publicly financed.
Even in those countries that have managed to build up a critical mass of scientists, the
private sector gives preference to research with short-term goals or does not invest in
research at all; the scientific system is weakly linked to the productive system and local
industry does not benefit from the opportunities created by science; as a result, S&T
contributes little to the creation of national wealth in these countries.
1.3 Sharing scientific information and knowledge
- The new communication and information technologies have become an important factor of
change, giving rise to new directions, methodologies and scenarios for scientific work and
new ways of producing, accessing and using information. The growing impact and potential
of the new technologies make it necessary for scientists and institutions to adapt
themselves in order to fully benefit from the advantages they can bring. In this regard it
is essential that they be developed and used to provide equal opportunities for scientists
in different regions of the world, to facilitate the wide distribution and access of
information, and to promote a truly international scientific dialogue. Computing and
information systems that are reflective of the diverse cultures, languages, technical
resources, habits and needs of people around the world, need to be designed.
- True and comprehensive sharing of scientific knowledge cannot be accomplished by
electronic means alone. Regional and international networks for research and training,
partnerships involving communities of developed and developing countries, and specific
programmes for the exchange and transfer scientific knowledge and skills, have proved to
be important mechanisms and should be fostered and implemented more widely.
2. SCIENCE FOR PEACE AND DEVELOPMENT
2.1 Science for basic human needs
- Food, water, shelter, access to health care, social security and education are
cornerstones of human well being. Poverty and dependence affecting a number of countries
can only be escaped through social and economic transformation and political
determination, a comprehensive and upgraded educational system, and the appropriate
development and use of science and technology. Scientific knowledge needs to be applied to
find ways of reducing the imbalance, injustice and lack of resources that particularly
affect the marginalized sectors of society and the poorer countries in the world.
- Science is today a currency in the hierarchy of nations. Developing countries need to
enhance S&T capacities in areas that are relevant to the problems of their own
populations and to their national development. It should not be overlooked, however, that
these countries present a very mixed profile, some being in various ways closer to the
industrialized world than to their fellow countries. It is essential that each country has
the capacity and takes on the responsibility to define its priorities and areas of
relevance and how to address them.
- It is against this background that a case for supporting S&T in developing countries
is made. Such an effort will benefit these countries in solving their actual problems and
achieving more healthy and sustained development. In essence, it will be of global
benefit, since there are more than 120 developing countries, comprising three-fourths of
the global population. As long as these countries are not effectively involved in science,
can we talk of "world science"?
- There is need for urgency here. Comprehensive, far-reaching and lasting development is a
universal challenge and is not restricted to a particular group of countries. It requires
coherent, plural, multifaceted action, to which the international community has much to
contribute.
2.2 Science, environment and sustainable
development
- One of the greatest challenges facing the world community in the next century will be
the attainment of sustainable development, calling for balanced inter-related policies
aimed at economic growth, poverty reduction, human well-being, social equity and the
protection of the Earth’s resources, commons and life-support systems. It is
increasingly perceived that sustainable management and use of resources and sustainable
production and consumption patterns in general, are the only pathways to meeting
developmental and environmental needs of present and future generations. We must enhance
and harness our scientific capabilities to develop sustainably.
- Taking into account the "Programme for the Further Implementation of Agenda
21" adopted by the UN General Assembly in 1997, the guidelines for action provided in
the Agenda are expected to address the following key objectives: to strengthen capacity
and capability in science for sustainable development, with particular emphasis on the
needs of developing countries; to reduce scientific uncertainty and improve the long-term
prediction capacity for the prudent management of environment-development interactions; to
foster international scientific cooperation and the transfer and sharing of scientific
knowledge; to bridge the gap between science, the productive sectors, decision makers and
major groups in order to broaden and strengthen the application of science.
2.3 Science and technology
- Science, technology and engineering are among the principal drivers of industrial and
economic development. The difference in abilities of countries to exploit S&T through
the process of innovation contributes to an ever-increasing extent to differences in
economic performance and to the widening income gap between industrialized and developing
countries.
- Innovation in all sectors is increasingly characterised by bi-directional feedback
between the basic research system, and technology development and diffusion. This is
changing the requirements for successful technology transfer and upgrading of innovation
capabilities in the developing countries, with implications for domestic policies and
international cooperation. One of their main priorities must now be to promote the
development of national scientific and technological infrastructures and of the
corresponding human resources.
2.4 Science education
- There is an urgent need to renew, expand and diversify basic science education for all,
with emphasis on scientific and technological knowledge and skills needed to participate
meaningfully in the society of the future. The rapid advancement of scientific knowledge
means that the established education system cannot alone cope with the changing needs of
the population at the various levels; increasingly, formal education must be complemented
through non-formal channels. The communication media and technologies can play an
important role in this regard. On a broader scale, an increasingly scientifically oriented
society needs science popularization in its widest sense, to promote an improved
understanding of science and adequately orient public perceptions and attitudes about
science and its applications.
- It is today widely recognized that without adequate higher S&T education and
research institutions providing a critical mass of skilled scientists, no country can
ensure genuine development. It is further agreed that action at national level should aim
to tighten the links between higher education and research institutions, taking into
account that education and research are closely related elements in the establishment of
knowledge.
2.5 Science for peace and conflict resolution
- There can be no lasting peace as long as essential problems of development are not
properly attended to; there can be no proper development as long as the culture and the
practice of peace are not universally adopted. Were science always geared towards peaceful
purposes, it certainly would make a greater contribution to the well-being of humankind.
- Constructing the defences of peace in the minds of individuals, as recommended in the
preamble of UNESCO’s Constitution, implies grasping the tools of scientific knowledge
to reveal, understand and at the same time prevent the root causes of conflict. This field
of research requires the concerted effort of a large number of scientific disciplines,
involving as it does issues such as social inequality, poverty, food provision, justice
and democracy, education for all, health care and environmental degradation. In other
words, it involves every aspect of economic, social or political life that engenders
violence.
- The contribution to the construction of the defences of peace entails a great
responsibility for all professionals active in science and technology. The principles of
universality, freedom and critical thinking that are dear to science, constitute a common
bond for a constructive dialogue between parts in conflict and serve to fight intolerance
and ideological and social barriers. Scientists have demonstrated the role that they can
play in addressing conflicts and preparing peaceful agreements; this role must continue,
with the support of governments and independent institutions.
2.6 Science and policy
- Each country needs to have the capacity to design and implement its own science policy
with responsibility within the global context, and to confront the dilemmas of priorities
and competition for resources from the particular phase of economic development and
industrialization in which it finds itself. A balanced development of a science base
suitable for the country’s needs requires an elaborate infrastructure and a stable
institutional support, as well as the existence of an appropriate legal and regulatory
framework. Regional and international networking and cooperation can facilitate the
exchange of national experiences and the design of more coherent science policies.
Requiring special attention are the legal issues and regulations guiding international
research and development in strategic areas such as information and communication
technologies, biodiversity and biotechnology. Cooperation among international
organizations is needed, to improve the measurement and understanding of intangible assets
and recognition of their importance and to protect the output of intangible investments in
areas such as intellectual property rights. An internationally accepted framework should
provide for the protection of intellectual property rights, recognizing the provisions in
existing frameworks that allow for different approaches.
- In view of the increasing complexity of decision-making in the contemporary world,
scientists should be more proactive in their contribution to national policy making. The
role of science in society and governance has never been more important.. Science has an
over-riding responsibility to help societies make a transition to a dynamically stable and
sustainable ecological and economic system. In this transition, an alliance between modern
technical science and the holistic wisdom from traditional societies and philosophers from
all cultures can be very important.
3. SCIENCE IN SOCIETY AND SCIENCE FOR SOCIETY
3.1. Social requirements and human dignity
- Science should be at the service of humanity as a whole, and contribute to improving the
quality of life for every member of present and future generations. Those fields that
promise to address issues of social interest need therefore to be high on the agenda. When
dealing with science-society benefits, long-term vision in scientific planning is
necessary, provided that intermediate objectives are defined so that appropriate
evaluation can be undertaken. Different individuals, sectors or groups can have widely
varying needs and requirements, according to parameters such as: age, education, health,
professional training, working place, living place, economic status, gender and cultural
background. Identifying these diverse needs, and finding possible ways to address and
fulfil them, require the concerted effort of scientists from different disciplines. The
new reciprocal commitment between science and society will require not only that the
scientific community take account of these challenges, but also that the cooperation
mechanisms be resolute in promoting a strategy to meet them.
- The scientific community, governments, and all relevant institutions are urged to commit
themselves to unrestricted respect for social and human dignity. In compliance with an
essential social and moral duty, scientists should always work for the democratic
principles of dignity, equality and respect of individuals and against ignorance,
prejudice and the exploitation of human beings.
3.2. Ethical issues
- The new discoveries and applications of science, while raising enormous hopes and
expectations, also give rise to a variety of ethical problems; scientists, therefore,
cannot any more overlook the ethical implications of scientific work. Ethics is a subject
for permanent debate, choices and commitments –both at the individual and the social
level– that transcends juridical prescriptions and adapts itself to a diversity of
evolving situations.
- The full and free exercise of science, with its own values, should not be seen to
conflict with the recognition of spiritual, cultural, philosophical and religious values;
an open dialogue needs to be maintained with these value systems to facilitate mutual
understanding. For the development of an all-encompassing debate on ethics in science, and
a possibly ensuing code of universal values, it is necessary to recognize the many ethical
frameworks in the civilizations around the world.
3.3. Widening participation in science
- All human beings have the right to participate in the scientific enterprise. Equity in
entering and pursuing a career in science is one of the social and ethical requirements of
human development; there should be no discrimination in science, against any sector or
individual. The increasing participation or involvement of all sectors of society in the
scientific enterprise entails a systemic revision of science; it is clear that the
decision-making and normative mechanisms of the institution of science are inevitably
affected. In particular, any kind of central monitoring, whether political, ethical or
economic, needs to take into account the increasingly diverse actors entering into the
social tissue of science.
- Women’s participation in the planning, orientation, and assessment of scientific
research and education activities needs urgently to be increased, in order to benefit from
their perspective on science and their contribution to it; only in this way can maximum
use be made of the intellectual potential of humankind as a whole and the optimal
contribution to human and social well-being ensured.
3.4. Modern science and other systems of
knowledge
- Modern science does not constitute the only form of knowledge, and closer links need to
be established between this and other forms, systems and approaches to knowledge, for
their mutual enrichment and benefit. A constructive inter-cultural debate is in order, to
help find ways of better linking modern science to the broader knowledge heritage of
humankind.
- Traditional societies, many of them with strong cultural roots, have nurtured and
refined systems of knowledge of their own, relating to such diverse domains as astronomy,
meteorology, geology, ecology, botany, agriculture, physiology, psychology and health.
Such knowledge systems represent an enormous wealth. Not only do they harbour information
as yet unknown to modern science, but they are also expressions of other ways of living in
the world, other relationships between society and nature, and other approaches to the
acquisition and construction of knowledge. Special action must be taken to conserve and
cultivate this fragile and diverse world heritage, in the face of globalization and the
growing dominance of a single view of the natural world as espoused by science. A closer
linkage between science and other knowledge systems is expected to bring important
advantages to both sides.
* * *
List of related conferences
The Declaration on Science and the Use of Scientific
Knowledge and the Science Agenda – Framework for
Action have taken into account the decisions, recommendations and reports of a
number of recent major intergovernmental or non-governmental conferences, listed below, as
well as the reports of associated meetings organized within the framework of the World
Conference on Science.
- Recommendation on Status of the Scientific Researchers, adopted by the UNESCO General
Conference, Paris, 1974
- Vienna Programme of Action on Science and Technology for Development (UNCSTD), UN, New
York, 1979
- ICSU/ICASE/UNESCO International Conference on Science Education, Bangalore, 1985
- ICSU Statement on Freedom in the Conduct of Science, Paris, 1989
- World Conference on Education for All: Meeting Basic Learning Needs (Final Report),
Jomtien, 1990
- WMO/UNEP/UNESCO/ICSU Second World Climate Conference, Geneva, 1990
- Statement of the International Conference on an Agenda of Science for Environment and
Development into the 21st Century (ASCEND 21), Vienna, 1991
- Agenda 21 of the United Nations Conference on Environment and Development, Rio de
Janeiro, 1992
- Conference on Academic Freedom and University Autonomy, Sinaia, 1992
- ICSU Statement on Gene Patenting, Paris, 1992
- World Conference on Human Rights, Vienna, 1993
- Report of the Global Conference on the Sustainable Development of Small Island
Developing States, Bridgetown, Barbados, 1994
- Agenda for Development adopted by the Group of 77 in New York, 18 April 1995
- World Summit for Social Development, Copenhagen, Denmark, 1995
- Report of the Gender Working Group on Gender Implications of Science and Technology for
the Benefit of Developing Countries’ of the United Nations Commission on Science and
Technology, 1995
- Fourth World Conference on Women, Beijing, 1995
- International Congress on Education and Informatics, Moscow, 1996
- ICSU Statement on Animal Research, Paris, 1996
- World Food Summit, Rome, 1996
- Programme for the Further Implementation of Agenda 21, UN General Assembly, New York,
1997.
- World Congress on Higher Education and Human Resources Development for the Twenty-First
Century, Manila, 1997
- Universal Declaration on the Human Genome and Human Rights, adopted by the UNESCO
General Conference, Paris, 1997
- World Declaration on Higher Education for the Twenty-First Century: Vision and Action.
UNESCO, Paris, 1998
- Framework for Priority Action for Change and Development of Higher Education, UNESCO,
Paris, 1998.
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