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UNESCO INTERNATIONAL SCIENCE, TECHNOLOGY & ENVIRONMENTAL EDUCATION NEWSLETTER VOL. XXXI, No. 1-2, 2006

UNESCO’s role, vision and challenges for the UN Decade of Education for Sustainable Development (2005-2014)

he United Nations Decade of age governments to give life to the as an important ethical framework for Education for Sustainable Devel- Decade and to build public awareness sustainable development. Topment (2005 -2014, DESD) was so that everyone will contribute to the Creating synergies with other ear- proclaimed by the General Assembly of Decade. lier international initiatives is also the United Nations in December 2002 an important feature of the Decade in resolution 57/254. In the following Vision of the Decade of because the DESD; MDGs, which are year, UNESCO, designated coordinator Education for Sustainable geared to poverty reduction; Educa- of the Decade, initiated wide ranging Development tion for All (EFA), which focuses on consultations in order to prepare an universal access to education; and international implementation scheme The basic vision of the Decade is a the United Nations Literacy Decade for the Decade (v. Connect, vol. xxx, world where everyone has the oppor- (UNLD), which is devoted to adult no. 1-2 and vol.xxviii, no. 1-2) tunity to benefi t from education and education, all share a common vision: learn the values, behaviours and life- education is the key to sustainable Guiding the Decade: styles required for a sustainable future development. the DESD International and for positive societal transforma- Implementation Scheme tion. This translates into four objec- Meeting the objectives tives: of the Decade: Quality Given the scale of implementation of • facilitate networking, linkages, education the Decade - local, national, regional exchange and interaction among and international, as well as the large stakeholders in Education for Sus- To meet the objectives of the UN number of stakeholders involved, in tainable Development (ESD); Decade of Education for Sustainable order to ensure success, a framework • foster an increased quality of teach- Development, quality education is a had to be devised enabling all stake- ing and learning in ESD; crucial element. It is a prerequisite holders to make their contribution. The • help countries to make progress for education for sustainable develop- International Implementation Scheme towards and attain the Millennium ment. ESD has come to be seen as is thus designed not only to facilitate Development Goals (MDGs); a process of learning how to make collective ownership of the Decade, it • provide countries with new oppor- decisions that consider the long-term also invites us to build bridges between tunities to incorporate ESD into future of the economy, ecology and various global initiatives to promote education reform efforts. equity of all communities. Building education. This vision is reinforced by the 2003 the capacity for such futures-oriented The Scheme also meets two con- General Conference 32 C/Resolution thinking is a key task of education. cerns of the United Nations General 17 reaffirming UNESCO’s support to UNESCO believes that key to the suc- Assembly, namely how to encour- the Earth Charter and recognizing it cess of the Decade is the acceptance

CONNECT is also available in PDF on the Science And Technology Education homepage : http://www.unesco.org/education/ste UNESCO's role, vision and challenges…

of a wider vision of what is meant by international development coopera- resources; and education for sustain- quality education. For it is through the tion. Both developing and industrialised able consumption. Pursuing sustainable application of learnt knowledge, skills, countries have committed themselves development through education requires values and behaviours - all outcomes of to the MDGs, and the focus is on tack- educators and learners to refl ect criti- quality education, that we can change ling poverty in its many aspects. Provi- cally on their own communities. DESD the way we and others live to ensure sion of primary education, and gender promotes a set of basic values, processes a sustainable present and future. The equality in education are the two areas and behaviours that should be part of understanding of what constitutes a where the MDGs overlap with the EFA learning in all circumstances. quality education is evolving. There is agenda. Other aspects of education, a demand, however, for education to such as literacy, quality, or non-formal Contributing to the refl ect upon its relevance to the modern education, are not an explicit part of Millennium Development world. While in the past much of the the MDGs. Goals emphasis on education related to cog- The six EFA goals* are concerned with nitive understanding and development, extending basic education to every child UNESCO is committed to environmen- now there is a need to also address the and adult – it should be available to tal sustainability as a key element in social and other dimensions of learning. both females and males, to learners of attaining the MDGs. It does this pri- Education is expected to make a contri- all ages, offering relevant learning and marily through the work of its Science bution to addressing sustainable human life skills and striving to increase quality. Sector and through its leadership of development, peace and security, and Basic education should have a positive the DESD. the quality of life at individual, family, impact on the quality of life and on The DESD is one of the outcomes of the societal and global levels. poverty, but the goals do not specify the World Summit on Sustainable Develop- UNESCO promotes quality education underlying purposes of education. ment (Johannesburg, 2002) and it is a as a human right and supports a rights The UNLD contributes directly to EFA world programme to reorient educa- based approach to the implementation and DESD as a thread through all the tion around the three pillars of sustain- of all educational activities. Its work six EFA goals. It is a key instrument able development - economic, social, is based on a number of international of learning and must be part of all and environmental. It is clear that there instruments that identify education as forms and stages of education. In some can be no long-term economic or social a human right. Several of these interna- respects, UNLD goes beyond educa- development on a depleted planet. tional instruments indicate the desired tion, by demonstrating strategic links Education to develop the widespread nature or quality of this education. to other aspects of life – learning and understanding of the interdependence When we look at these instruments using literacy has an impact on mother and fragility of planetary life support together and interpret them we go and child health, on fertility rates, on systems, and the natural resource base far beyond single articles to a web of income levels, as well as increasing upon which human well-being depends commitments that speak to the depth self-confi dence, initiative, participatory lies at the core of education for sustain- and breadth of how we must begin to citizenship and cultural self-esteem. able development. understand educational quality. What is the place of the DESD in relation Building on more than 30 years of to these signifi cant international initia- experience in environmental education, Linking the Decade to other tives? ESD is a vision of education that ESD must continue to highlight the global education objectives seeks to balance human and economic importance of addressing the issues well-being with cultural traditions and of natural resources (water, energy, As the UN agency with the education respect for the earth’s natural resources. agriculture, housing, biodiversity, for mandate, UNESCO is committed to It emphasises aspects of learning that example) as part of its broad agenda. ensuring that the three key global edu- enhance the transition towards sus- In particular, the links with social and cation movements — EFA, UNLD and tainability including futures education; economic considerations will enable DESD, work in concert in support of the citizenship education; education for a learners to adopt new behaviours in MDGs. It will do this with the following culture of peace; gender equality and the protection and use of the world’s understanding of the purposes of each. respect for human rights; health educa- natural resources, which are essential The eight goals and eighteen targets tion; population education; education for human development, and, indeed, of the MDG provide a framework for for protecting and managing natural survival.

* 1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; 2. Ensuring that by 2015 all children, particularly girls, children in diffi cult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory primary education of good quality; 3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes; 4. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults; 5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality; 6. Improving all aspects of the quality of education, and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skill

2 Vol. XXXI, No. 1-2, 2006 UNESCO's role, vision and challenges…

A key challenge, however, is to ensure citizens – contribute to it together, 3. raise public awareness of the con- that the emphasis on environmental for no institution, no organization, no cept of sustainable development: sustainability is no longer limited to government will succeed on its own raising awareness will make it pos- environmental concepts alone - we in making sustainable development a sible to develop enlightened, active have learned that it is the complex reality. and responsible citizenship locally, interactions among environment, soci- Each of us therefore has responsibility nationally and internationally; ety, and economy that have brought us at the local, national, regional or inter- 4. train the workforce: continuing to this unsustainable state in the world national level for the implementation of technical and vocational education and we must work from an under- the Decade. Throughout the Decade, of directors and workers, particularly standing of these interactions to learn ESD will contribute to enabling citizens those in trade and industry, will be how to live sustainably. to face the challenges of the present enriched to enable them to adopt To learn to ensure environmental sus- and future and leaders to make rel- sustainable modes of production tainability, within this larger framework, evant decisions for a viable world. and consumption. will require a reorientation of education To facilitate the implementation of the systems, defi ned broadly. UNESCO is UNESCO’s role Decade at the level of the Member promoting educational reforms in all States, the following actions may be modalities of education, including formal As lead agency, UNESCO will be proac- adopted: and nonformal approaches, the media, tive, and all parts of the Organization • implementation of plans and/or teacher education, and at all levels from will work together in an intersectoral clearly identifiable activities in the early childhood through higher edu- manner to ensure the success of the Member States; cation and lifelong learning. UNESCO Decade. UNESCO’s role, through its • designation in Member States of also recognizes that this reorientation is offi ces, institutes, National Commis- focal points responsible for report- essentially about the content, processes, sions and other bodies, is more specifi - ing; and environments of education - about cally to: • formulation of regional, and possibly the quality of education. • catalyse new partnerships with the subregional, plans or strategies; private sector, youth and media • definition of indicators on progress Building the Decade on groups; accomplished and of mechanisms to partnerships and synergies • promote monitoring and evalua- monitor such progress; tion; • identification of sources of technical The Decade of Education for Sustain- • encourage a research programme assistance and of examples of good able Development proposes to promote and serve as a forum for ESD practices; values education at all levels and in all research; • sharing of information on relevant forms to ensure that the concept is amal- • serve as forum for bringing together research and development and inno- gamated into existing work and educa- key stakeholders, such as multi- vations; tion becomes part of an essential ethos nationals, faith-based institutions, • means of fostering partnerships; for sustainable human development. youth associations, indigenous peo- • provision of advice in key areas; ESD requires the active participation and ple, etc.; support of all governments to engage • share good ESD practices; Implementing civil society if we are to meet the chal- • link its Member States that have put the Decade: seven lenge of ensuring the development in place ESD curricula, policies and interlinked strategies of thriving, inclusive and sustainable research with the States requesting communities in all parts of the world. help; The implementation of the Decade can Education, broadly understood, is there- • convene flexible working groups on also draw on the seven strategies set fore inextricably linked to well-balanced particular subjects. out in the International Implementation development, which takes into consid- Scheme. eration the social, environmental and UNESCO’s role and, in fact, the task of 1. Formulation of a common vision economic dimensions of an improved its Member States are defi ned by the and mobilization: The success of the quality of life for present and future gen- four major thrusts of ESD: Decade rests on the formulation and erations. Of vital importance, therefore, 1. promote and improve the quality of sharing of a common vision of ESD is the involvement of people themselves. education: the aim will be to refocus and general mobilization in support Our various partners are well positioned lifelong education on the acquisi- of ESD. The media are a partner of to play a major role in encouraging tion of knowledge, skills and values choice for achieving such large-scale and facilitating this participation through needed by citizens to improve their mobilization. capacity building and outreach con- quality of life; 2. Consultation and ownership: Once ducted through information, education 2. reorient the curricula: from pre- defined, the common vision will be and communication (IEC) activities. school to university, education must owned by all stakeholders - broad The Decade will be a success if and only be rethought and reformed to be a participation of stakeholders in if all of us – governments, international vehicle of knowledge, thought pat- defining the vision, formulating poli- organizations, associations, communi- terns and values needed to build a cies and planning their implementa- ties, educators, the private sector and sustainable world; tion will ensure such ownership. This

Connect 3 UNESCO's role, vision and challenges…

process will be the responsibility of Some are educators, others are envi- about different types of learning, skills, governments. ronmentalists, or economists. It is much competences, values and attitudes. It is 3. Partnerships and networks: ESD is easier to work on one single area, but about the kind of things that normally intended to be multidisciplinary and from experience, it has been shown that do not get measured in education, so intersectoral. The establishment of all the pillars have to be brought together ways to start to learn how to measure partnerships and networks to create for a more just and decent life for every- these have to be established. UNESCO synergy and disseminate informa- body. Thus all these varied pieces must be is concerned about the quality of edu- tion on the implementation of the pulled together to integrate them into a cation, and more particularly about Decade is essential. holistic vision for the future. what, where, when, why and how 4. Capacity-building and training: All Once the focus is on education, and the learners learn. the skills of the partners will be 3 pillars are put together, how does one Sustainable development is not a fi xed needed to attain the goals of the actually change education? All stakehold- goal, but an ever-changing concept Decade. Pooling such skills on the ers must really become partners in educa- and horizon, a mechanism for balanc- one hand and making them available tion. Collectively, they have to expand ing different values, priorities and opin- for the training of stakeholders, in education and take advantage of what ions. Thus, ESD must achieve several particular teacher trainers and pre- is in the EFA movement, which is an things: service and in-service teachers, on expanded vision of education. It is not just • Develop an awareness of the con- the other are challenges to be taken about schools and schooling, but more cept of sustainability; up. important, learning. The big challenge is • Ensure that the system is clear in its 5. Research, development and inno- ultimately how to reorient education. objectives by according to the ques- vation: The application of research One must go beyond environmental tion of why we learn (that is, what findings will make it possible to education to reach ESD. The concept are the expected learning outcomes) speed up the implementation of the of sustainable development has been the same importance as what we Decade and ongoing activities must closely related to environmental pro- learn, how we learn, where we also be guided by research. Imagina- tection. The Decade is not limited to learn, and who learns; tion is required to adapt ESD to the environmental education, but also • Enable learners to understand the local context and to the wide variety encompasses social and economic pil- importance of integrating disciplines of learning situations. Here is where lars. Developing adequate teaching and the nature of inter-disciplinar- innovation plays a part. approaches are, thus, an immediate ity; 6. Use of information and commu- challenge. • Allow students to develop the skills nication technologies: During the There is a need to learn from what to understand both the global and Decade, information and commu- already exists and build on it. Many local nature of the wide range of nication technologies (ICTs) will be countries have carried out ESD pro- issues that are included in sus- used to link up distant partners, store grammes or activities. Identifying these, tainable development and act on data and share information quickly. evaluating the results, and disseminating them; 7. Monitoring and evaluation: A key information about them will allow for • Instil in learners the ability and will monitoring and evaluation feature quicker integration of this new vision of to integrate sustainable living prac- will be the definition of adequate education into national plans. tices, for themselves and others, in and relevant indicators at all levels The media represent a powerful means their daily lives. – local, national, regional and inter- of awareness-raising and dissemination. To achieve these goals, the Decade national – and for each initiative and It has to be mobilized. Making the will promote fi ve fundamental types of each programme. media an ally for transmitting quality learning : information to citizens is a pledge of • Learning to know, so as to acquire Challenges success. a taste for learning throughout life The DESD will be a success if we collec- Last but not least, partnerships have to and for understanding the world. tively manage to take up the following be established and synergies created This concerns cognitive skills and challenges: among initiatives and programmes. No reasoning. One of the hardest challenges is to keep institution, even at a global scale, can • Learning to do, so as to be able to the focus on ESD – this decade is about manage to achieve the goals of the deal with many situations, and be education for sustainable development, DESD on its own. Only united, can stake- an actor as well as a thinker. This not on just sustainable development. holders be sure to build a viable world focuses on practical skills and know- Hence, all stakeholders need to keep for present and future generations. ing how to act. focusing on education because what • Learning to be, so as to better needs to be done is to learn our way Principles and ideas that develop one’s personality and be out of where we are. UNESCO brings to the able to act with greater autonomy, It is important to work on the integration Decade judgment and personal responsibil- of the 3 pillars of sustainable develop- UNESCO understands that ESD is about ity. This relates to personal skills and ment (environment, economy, society). values, principles and behaviours that dignity. Stakeholders of the Decade all come we have to know, share and practice • Learning to live together, so as to from different places and points of views. whenever and wherever. It is actually develop an understanding of other

4 Vol. XXXI, No. 1-2, 2006 ROSE Study in Japan

people and their history, traditions provide intellectual leadership/guidance, values in practice in all education and and spirituality, in order to partici- but UNESCO sees itself in many ways as learning settings (schools, companies, pate and co-operate with others in being a partner with various stakehold- communities, etc). all human activities. This has to do ers and helping provide guidance. What Of course, ESD must be more than just with social skills and social capital. is hoped from the Decade is a growing a logo or a slogan. It must be a con- • Learning to transform oneself and movement that enables everybody in crete reality for all of us – individuals, society, so as to develop respect for the world to live a decent good life organizations, governments – in all of the environment, for social solidarity where their rights are honoured and our daily decisions and actions, so as to and for a non-discriminatory, gen- fulfi lled without putting the life and the promise a sustainable planet and a safer der-sensitive world. This reflects a rights of future generations at risk. world to our children, our grandchildren synergy of cognitive, practical, per- and their descendants. (Koïchiro Matsu- sonal and social skills to bring about Conclusion ura, Director-General of UNESCO, at the sustainability. What all stakeholders need is to work International launch of the UN DESD in For anybody, even for the UN system, together and create dynamic synergies. New York, 1 March 2005). ESD is too big to do on one’s own. Learning is seeing the connections, dis- UNESCO recognizes the importance of covering the interconnections between partnerships and synergies in which issues and items. The Decade requires Alina Bory-Adams, each of the stakeholders has something everyone to work on this, all stakehold- Chief, ED/PEQ/ESD, UNESCO, to offer. In line with the concept of part- ers need to dialogue in and out of 7 Place de Fontenoy, nership, UNESCO believes that its role their respective fi elds of competence. 75352 Paris, France. is to be a shepherd. UNESCO hopes to Stakeholders have to put principles and e-mail: [email protected]

Even Science Lovers do not want to become Scientists or Engineers: Conclusions of a ROSE study in Japan

ased onthe preliminary results of the international 1. Science Lovers showing positive attitudes towards Bsurvey carried out under the ROSE project, Dr Svein school science in terms of both absolute and relative Sjöberg reported in Connect, Vol.xxx, No.1-2, 2005, preference perspectives that many students in ‘rich’ countries neither want to 2. Hidden Science Lovers showing positive attitudes become scientists nor work in technology related jobs. toward school science from an absolute preference He also expressed serious concern about Japanese stu- perspective, but negative attitudes from a relative pref- dents’ negative responses on those points. erence perspective In the analyses of Japanese data set of ROSE, we identifi ed 3. Science Haters showing negative attitudes from both three major groups (Science Lovers, Science Haters and absolute and relative perspectives, and lastly Hidden Science Lovers) categorized by their school science 4. Apparent Science Lovers showing a rather unusual preference. Through the process of comparative analysis attitude, that is, negative absolute preference but posi- we have recently obtained simple but quite interesting tive relative preference. fi ndings: namely, that even within the Science Lovers cat- egory about two thirds do not want to become scientists Figure 1: Framework for ‘School Science Preference’ or technology related professionals. Loving School ROSE Survey and Data Analysis: The Japanese Case Apparent Science Following the guidelines of the ROSE survey instrument Science which was translated into Japanese, 50 schools were selected randomly from among 11,203 lower secondary schools in Japan. Nineteen of those that accepted formed the Japanese sample comprising a total of 560 ninth grad- No Interest ers (268 girls, 291 boys, and one unknown). Interest An original analytical framework was developed in which Hidden students’ ‘absolute preference of school science’ and Science Science ‘relative preference of school science’ were cross-tabu- lated (Figure 1). This enabled us to classify students into four homogenous groups in terms of their school science Loving other preference: Subjects

Connect 5 ROSE Study in Japan

After cross-tabulation between items F2 and F5 (see effectively classified by three major groups whose rela- Table 1), the response groups ‘disagree’ and ‘slightly tive ratios are quite similar to one another. That is, one disagree,’ and ‘agree’ and ‘slightly agree’ were col- third in each group. lapsed respectively (Table 2). The category Apparent This study focuses on describing patterns of response Science Lovers was excluded from further analysis among the Science Lovers group because we assume that since the total number of students was found to be they have the greatest likelihood of choosing a career in too small to be relevant. Thus the Japanese sample was science or technology.

Table 1: Cross-Tabulation between F2 and F5 among Japanese Students

F5: I like school science better than most other subjects Sex slightly slightly disagree agree Total disagree agree

disagree slightly 34 3 0 0 37

disagree 46 26 5 1 78

Girls slightly agree 28 23 16 2 69

agree 13 18 21 31 83

F2. Total 121 70 42 34 267 School science is interesting disagree slightly 24 3 1 0 28

disagree 29 16 5 1 51

Boys slightly agree 25 44 19 2 90

agree 5 18 42 48 113

Total 83 81 67 51 282

Table 2: Classifi cation of Japanese Students in terms of School Science Preference (Total in ‘Apparent Science Lovers’ includes one unknown student.)

Hidden Science Apparent Science Science Lovers Science Haters Total Lovers Lovers

Girls 70 82 109 6 267

26.2% 30.7% 40.8% 2.2% 100%

Boys 111 92 72 7 282

39.4% 32.6% 25.5% 2.5% 100%

Total 181 174 (5) 181 13 549

33.0% 31.7% 33.0% 2.4% 100%

Findings and Discussion From the viewpoint of self-realization, most Science Lov- abilities’ (Table 3), ‘working with something they fi nd ers were very positive in their responses about their future important and meaningful’ (Table 4), and ‘with something jobs. They wanted to have jobs ‘using their talents and that fi ts their attitudes and values’ (Table 5).

6 Vol. XXXI, No. 1-2, 2006 ROSE Study in Japan

Table 3: Using my talents and abilities

B9. Using my talents abilities

not important less important impotrant very important Total

girl 2.9 4.3 17.1 75.7 100.0 sex boy 1.8 6.3 22.5 69.4 100.0

Total 2.2 5.5 20.4 71.8 100.0

Table 4: Working with something I fi nd important and meaningful

B15. Working with something I fi nd important and meaningful

not important less important impotrant very important Total

girl 1.4 5.8 30.4 62.3 100.0 sex boy 4.6 11.9 30.3 53.2 100.0

Total 3.4 9.6 30.3 56.7 100.0

Table 5: Working with something that fi ts my attitudes and values

B16. Working with something that fi ts my attitudes and values

not important less important important very important Total

girl 2.9 5.8 37.7 53.6 100.0 sex boy 1.8 14.5 29.1 54.5 100.0

Total 2.2 11.2 32.4 54.2 100.0

The majority of Science Lovers also seemed to appreciate the importance of science and technology as shown in Tables 6 and 7.

Table 6: Science and technology are important for society

G1. Science and technology are important for society

disagree disagree agree somewhat agree Total somewhat girl 5.8 11.6 40.6 42.0 100.0 sex boy 2.8 7.3 32.1 57.8 100.0

Total 3.9 9.0 35.4 51.7 100.0

Table 7: Thanks to science and technology, there will be greater opportunities for future generations

G3. Thanks to science and technology, there will be greater opportunities for future generations

disagree disagree agree somewhat agree Total somewhat girl 4.3 17.4 42.0 36.2 100.0 sex boy 3.7 18.3 30.3 47.7 100.0

Total 3.9 18.0 34.8 43.3 100.0

Connect 7 ROSE Study in Japan

However, as shown in Tables 8 to 10, Science Lovers’ view of scientists and their activities seemed to be less positive. Another interpretation could be that the Science Lovers are skeptical about the role of scientists in society.

Table 8: Scientists follow the scientifi c method that always leads them to correct answers

G13. Scientists follow the scientifi c method that always leads them to correct answers disagree disagree agree somewhat agree Total somewhat girl 23.0 50.8 21.3 4.9 100.0 sex boy 7.5 43.9 29.9 18.7 100.0

Total 13.1 46.4 26.8 13.7 100.0

Table 9: We should always trust what scientists have to say

G14. We should always trust what scientists have to say disagree disagree agree somewhat agree Total somewhat girl 60.3 36.8 2.9 0 100.0 sex boy 38.0 38.9 14.8 8.3 100.0

Total 46.6 38.1 10.2 5.1 100.0

Table 10: Scientists are neutral and objective

G15. Scientists are neutral and objective disagree disagree agree somewhat agree Total somewhat girl 22.2 47.6 20.6 9.5 100.0 sex boy 17.8 38.3 31.8 12.1 100.0

Total 19.4 41.8 27.2 11.2 100.0

Even among the Science Lovers, as many as 66% (girls: 81% and boys: 56%) responded that they did not want to become scientists (Table 11), and 63 % (girls: 85%, and boys: 48%) did not want a job in technology (Table 12).

Table 11: I would like to become a scientist

F14. I would like to become a scientist disagree disagree agree somewhat agree Total somewhat girl 59.4 21.7 7.2 11.6 100.0 sex boy 30.9 25.5 24.5 19.1 100.0

Total 41.9 24.0 17.9 16.2 100.0

Table 12: I would like to get a job in technology

F16. I would like to get a job in technology disagree disagree agree somewhat agree Total somewhat girl 55.9 29.4 5.9 8.8 100.0 sex boy 21.3 26.9 27.8 18.2 100.0

Total 34.1 27.8 19.3 18.2 100.0

8 Vol. XXXI, No. 1-2, 2006 Multicultural Science Teaching

The conclusion is very clear. While Further analysis is required to see Jenkins, E.W. and Nelson, N.W. (2005). Japanese Science Lovers seem to have whether or not this tendency is refl ected Important but not for me: students’ positive attitudes towards self-realiza- in other countries participating in the attitudes towards secondary school tion in their future working life and ROSE survey. I would like to encour- science in England. Research in Sci- also have a strong appreciation of age other researchers participating in ence and Technological Education, the role of science and technology in ROSE to apply the analytical framework Vol.23, No.1, pp.41-57. contemporary society in general, they presented here in their analysis as the Schreiner, C. and Sjøberg, S. (2003). have rather negative attitudes towards results may uncover more important Optimists or pessimists? How do scientists. Finally, fully two thirds of the information about Science Lovers. young people relate to environ Science Lovers do not want to become mental challenges? Paper pre- scientists or engineers. Masakata Ogawa sented at the ESERA (European The fi nding should be striking for Faculty of Human Development Science Research Association) con- Japanese science policy makers as Kobe University ference, Noordwi-jkerhout, the well as science educators, because Kobe, 657-8501, JAPAN Netherlands. many campaigns to promote science fax : +81-78-803-7939 Sjøberg, S. (2005). Students’ perceptions and technology among youngsters E-mail : [email protected] of science and technology. CON- have undoubtedly been based upon NECT, Vol.30, Nos.1-2, pp.3-8. the naïve assumption that increas- Reference : Uitto, A., Juuti, K., Lavonen J. and ing the percentage of science lovers Meisalo, V. (2004). Who is among youngsters would automati- Busch, H. (2005). Is science education responsible for sustainable devel- cally contribute to an increase in stu- relevant? Europhysics News, Sep- opment? Attitudes to environ- dent recruitment within science and tember/October, 162-167. mental challenges: A survey of technology. The results suggest that Ogawa, M. and Shimode, S. (2004). Finnish 9th grade comprehensive ‘liking science’ does not necessarily Three Distinctive Groups among school students. Paper presented mean wanting to become scientists Japanese Students in terms of at the XI IOSTE symposium, Lub- or engineers. If we want to encour- their School Science Preference: lin, Poland. age youngsters to become interested From Preliminary Analysis of Jap- Vázquez Alonso, A. and Manassero in pursuing science-related careers, anese Data of an International Mas M-A. (2004). Young pupils’ we must develop new educational Survey ‘The Relevance of Science views on the environmental chal- activities in science classes and new Education’ (ROSE). Journal of Sci- lenges from Spanish data. Paper strategies to promote science and ence Education in Japan ol.28, presented at the XI IOSTE sympo- technology. No.4, pp.279-291. sium, Lublin, Poland.

Multicultural Science Teaching: A Student Teacher and Science Teacher Survey conducted in India

n the West, developments in science a post-modernist viewpoint which has pertains exclusively to multi-ethnic or Icurriculum during the 1960s and increasingly started to view modern sci- multi-racial education. 1970s brought about a major shift of ence as a refl ection of western culture At present multicultural science educa- emphasis from stressing acquisition of and a section of science education- tion deals with three contexts: scientifi c knowledge toward ensuring ists question science teaching practices 1. Western science education occurring an understanding of the structure of that aim at assimilating students from in a non-western cultural context; scientifi c theories and the process of other cultures into the western cul- 2. Western science education in a west- scientifi c inquiry. During the 1980s and ture. Multicultural science education ern context but with populations of early 1990s, science educators worked has been envisaged as an alternative to predominantly non-western origin; towards another shift of emphasis, this “assimilationist” approach. 3. Western science education in a namely, making science more society- Multicultural education was originally western context with populations of oriented and science education more conceived to help improve the aca- varied cultural origin, both western learner centred, which have particular demic achievement of ethnic and immi- and non-western. relevance to the issue of multicultural grant populations in nations such as Hence, by its very nature there can science education. These changes are the United States, United Kingdom, be no straightforward, unifi ed and echoed in curriculum developments in Canada and Australia, which have unambiguous perception of multicul- Indian science as well1. diverse immigrant and ethnic groups. tural science education as it can mean This shift in emphasis towards multicul- However, the term has now acquired many things to many different people. tural science education is a refl ection of a wider connotation and no longer Relative emphases will need to vary

Connect 9 Multicultural Science Teaching

from country to country, region to can be successful only if it is socio-cultur- study was conceptualized on the basis region and even from school to school. ally relevant to the student. of the following: However, on a broad functional basis In the Indian case, achieving Scientifi c 1. Science for all is an internationally the following defi nition can be used: Literacy was put forward as an explicit recognized, contemporary educa- “Multicultural science education is a goal of science education by the National tional goal. construct, a process and an educational Council of Educational Research (NCERT) 2. Science for all can be achieved through reform movement with the goal of recently although a need for socially and STL. providing equitable opportunities for culturally relevant science education had 3. Formal education has a significant culturally diverse student populations been recognized much earlier. influence on the achievement of scien- to learn quality science in schools, col- Research has shown that developing tific and technological literacy. leges and universities” 2 . scientifi c literacy can be successful only 4. Developing STL through science teach- The concern for culturally relevant science to the extent that science fi nds a niche ing can be successful only if it is socio- teaching is being viewed in the light of in the cognitive and cultural milieu of culturally relevant to the students. the concern for scientifi c and techno- students4. Since there has been very 5. Before making any attempts to intro- logical literacy (STL) for all. In 1993, UNES- little research in this fi eld in India, it was duce socio-culturally relevant science CO’s Director-General stated: “In a world felt that ascertaining the present as well teaching, it is important to clarify and increasingly shaped by science and tech- as future science teachers’ preference ascertain teachers’ opinion on culture nology, scientifi c and technological literacy for multicultural science teaching could vis-à-vis science teaching since their is a universal requirement, if people are help us evolve improved science teach- teaching will be effective only if they not to be alienated in some degree from ing practices in order to achieve the believe in what they are doing. the society in which they live, if they are national goal of STL for all. Thus, the The study targeted science student not to be overwhelmed and demoralized objectives of this study were: teachers and practicing science teach- by change, if they are to have the basic • To find out what percentage of the ers. All science student teachers (totaling knowledge and understanding to make respondents prefer multicultural sci- 465) from six teacher training institutes those multifarious political, environmental ence teaching. in the state of Tamilnadu were admin- and ethical choices with which scientifi c • To identify the respondents’ choice istered the questionnaire during a one- discoveries and their consequences are of approaches to science teaching. hour class period. confronting us all”3. • To ascertain if preference for mul- As far as science teachers are concerned, But in this quest, it is essential that STL ticultural science teaching is influ- a proportionate quota sampling was for all should be related to local culture enced by: Gender; Religion; Caste; used to ensure that teachers from CBSE, and values and to the social and eco- and Locality. Matriculation and State Board schools nomic needs and aspirations of each Preference for multicultural science (the 3 predominant streams of syllabi in country and its peoples. This view is in teaching was ascertained on the basis Tamilnadu schools) were adequately rep- consonance with research which has of the respondents’ option for culture resented. A total of 250 science teachers shown that developing science literacy free or culture fair science teaching. The responded to the questionnaire.

Table 1: Profi le of the Sample

Student Teachers Variables Categories Teachers (N=243) % of Total (N=677) (N=434) Male 146 62 30.7 Gender Female 287 181 69.1 Hindu 282 168 66.5 Religion Muslim 17 5 3.2 Christian 135 70 30.3 Caste Forward 30 107 20.2

Four of the fi ve teacher training colleges Though the age-old caste system is los- semi-urban localities close to Chennai in Chennai are exclusively for women. ing its hold in Indian society, polarization were chosen for study. This is refl ected in the sample as well, along caste lines is still fairly common. To ascertain the preference of the where women outnumber men. For purposes of reservation in educa- respondents for multicultural science Hindus form the majority of the popula- tional institutions, job placement, etc., teaching, a questionnaire on the “Role tion in India, followed by Muslims and the Indian government recognises 4 of Culture in Science Teaching” was Christians. However as there is a predomi- categories of castes: Forward Caste, developed on the basis of interviews nance of Christian-run teacher training Backward Caste, Most Backward Caste conducted by the researcher with 28 institutes in Chennai, the Christian sample and Scheduled Caste & Tribe. Due to leading scientists, science educators and tends to outnumber the Muslim. time and resource constraints only two experienced science teachers in Chennai

10 Vol. XXX, No. 1-2, 2005 Multicultural Science Teaching city. A semi-structured format was used categories were also included in the ques- difference between the two sub-samples for the interviews, which were recorded. tionnaire. Information on the background of student teachers and teachers. The interviewees were questioned about variables was obtained through another Preference for multicultural science teach- their opinion on culture and science in questionnaire. The background variables ing was corroborated by the respon- general and science teaching in particular. for this survey were identifi ed from relevant dents’ choice of approaches to science They were also asked to give, wherever contemporary literature in this area5. teaching. Multicultural science teaching possible, specifi c contextual examples from The basic objective of this study was to approaches ranked fi rst, followed by the their teaching experience. Their responses ascertain the future and present science historical approach and then the teaching were categorized using Ogawa’s categories teachers’ preference for multicultural sci- approaches that make use of indigenous (1996) of researchers in the fi eld of culture ence teaching. knowledge and belief systems. Less than studies of science education: Given the complexity of the concept of one-third of the respondents opted for a) Those who see traditional culture as a multicultural science teaching, it is unlikely teaching approaches that ignore the stu- barrier. that all the respondents would have under- dents’ culture. b) Those who are interested in alternative stood multicultural science teaching in all Here again, it should be noted that knowledge systems that explain the its ramifi cations while responding to the merely choosing multicultural teach- world. questionnaire, in spite of being briefed ing approaches does not mean that the c) Those who address the contributions of by the researcher. However, the results respondents may actually adopt them various cultures to western science. do indicate that given a choice between in classroom teaching. This can only be d) Those whose interest lies in the “cultur- culture fair and culture free science teach- ascertained through further probing using ality” of science itself. ing, the respondents of this study would qualitative methods. A few illustrative approaches to science prefer culture fair science teaching (65% The results of the analysis of data with teaching (generated through the inter- of the respondents opted for multicultural respect to the background variables chosen views), pertaining to the above four science teaching). There was no signifi cant are summarized in the following table.

Comparison of means of the dependent variable (Preference for Multicultural Science Teaching) with the chosen independent variables.

Preference for multicultural science teaching Background Variables Student teachers Teachers Entire Sample Gender OOO Religion OPO Caste OPP Locality OPP

[P represents statistically signifi cant difference (p>0.01)].

The table shows that the student teach- a greater number of the semi-urban and present science teachers are willing ers’ preference for multicultural science population prefers multicultural science to address the diverse needs of their stu- teaching is not infl uenced by any of the teaching as against the urban popula- dents. The results indicate that a majority basic variables chosen. This could mean tion. One possible reason for this could of the students and teachers are indeed that novice teachers are more ame- be that the urban classrooms are much willing to opt for culture fair science nable to the rather novel concept (in more heterogeneous than semi-urban teaching. However, suggestions for the India) of multicultural scientifi c teach- ones. A practicing teacher may well feel actual modalities of introducing multicul- ing, irrespective of their socio-cultural bogged down by the myriad cultures tural science teaching in classrooms can background. he/she will have to address by opting only come from further research. Among the teachers, while there was for culture fair science teaching. no signifi cant difference among the dif- Mythili R., Associate Director ferent religious groups, caste does seem Conclusion RV Educational Consortium to play a role in the teachers’ preference This study is only a base-line survey in Bangalore, India for multicultural science teaching. Also, that it stops with identifying if the future E-mail: [email protected]

1. National Council for Educational Research. (2000). Curriculum Framework . NCERT, New Delhi 2. Atwater,M.M (1996). Social Constructivism: Infusion into multicultural science education research agenda. Journal of Research in Science Teaching, 33, 821-837 3. UNESCO (1993). Final report: International Forum on Scientifi c and Technological literacy for All. Paris 4. Cobern,W.W (1993). Contexual Constructivism: The impact of culture on the learning and teaching of science. In K.Tobin (Ed) The Practice of Constructivism in Science Education. Washington, D.C: AAAS. Pp 1-69 5. Costa,V.B (1995). When Science is “Another World”: Relationships between worlds of Family, Friends, School and Science. Science Education, 79 (3), 313-333 - Laugksch,R.C. (2000). Scientifi c Literacy: a conceptual overview. Science Education, 84(1): 71-94 - Raza G, SurjitSingh, Bharvi Dutt. (1996). Public Understanding of Science in Complex Cultural Structures. NISTADS, New Delhi

Connect 11 STEE Activities Worldwide

STEE Activities worldwide L’ORÉAL-UNESCO for Women in Science Programme

reated in 1998, the L’ORÉAL- $100,000 - were selected by the inter- I. Preserving Biodiversity CUNESCO For Women in Science national Jury of the 2006 L’ORÉAL- – Priyadharshini Madhou partnership is the fruit of an exemplary UNESCO Awards in Life Sciences, 15 (Mauritius - Africa) collaboration, illustrating the way that eminent scientists presided by Pro- – Sabah Ben Fredj the private sector and an intergov- fessor Gunter Blobel, Nobel Prize in (Tunisia - Arab States) ernmental institution can pursue joint Medicine, and in the presence of Pro- – Ghada Ahmed Mohamed Abu projects to support women of science, fessor Christian de Duve, Nobel Prize El-Heba (Egypt - Arab States) encourage the advancement of knowl- in Medicine and Founding President edge, and enhance development on a of the L’ORÉAL-UNESCO Awards. The II. Decoding Life in the Extreme: global scale. laureates for 2006 were: – Prudence Mutowo The L’ORÉAL-UNESCO For Women in • Habiba Bouhamed Chaabouni, Tuni- (Zimbabwe - Africa) Science programme focuses on three sia, (Africa): Analysis and prevention – Mun Peak Nyon main actions: of hereditary disorders. (Malaysia - Asia/Pacific) 1. Celebrating excellence through • Jennifer Graves, Australia, (Asia/ – Anita Krisko (Croatia - Europe) five L’ORÉAL-UNESCO Awards, Pacific): Evolution of mammalian – Zeina Daher (Lebanon - Arab which constitute the cornerstone of genomes. States) the programme. These prestigious • Christine van Broeckhoven, Bel- annual distinctions, awarded to five gium, (Europe): Genetic analyses of III. Detection for Improved leading women researchers, one Alzheimer’s and other neurodegen- Targeting: per continent (Africa, Asia and the erative disorders. – Ruchi Singh (India - Asia) Pacific, Europe, Latin America and • Esther Orozco, Mexico, (Latin Amer- – Juana Del Valle Mendoza North America), identify exceptional ica): Mechanism and control of infec- (Peru - Latin America) women as role models for genera- tions by amoebae in the tropics. – Andréa Mantesso tions to come. • Pamela Bjorkman, USA, (North (Brazil - Latin America) 2. Encouraging talent through the America): How the immune system – Valérie Gbonon UNESCO-L’ORÉAL International recognizes targets. (Côte d’Ivoire - Africa) Fellowships. Granted annually The L’ORÉAL-UNESCO Tribute for UNES- – Irene Maier (Austria - Europe) since 2000 to 15 promising young CO’s 60th anniversary was awarded women scientists, doctorate or post- to Christiane Nüsslein-Volhard, 1995 IV. Ecosystem Sentinels: doctorate researchers, they reinforce Nobel Prize in Medicine. – Diana Perez Staples (Mexico international scientific cooperation The 2006 UNESCO-L’ORÉAL Fellow- – Latin America/Caribbean) and foster cross-cultural networks. ships For Women in Science were – Dilfuza Egamberdiyeva 3. Developing diversity through the awarded to 15 young women research- (Uzbekistan – Asia/Pacific) L’ORÉAL National Fellowships ers from around the world. During the – Stéphanie Jenouvrier with the support of UNESCO’s 2006 fellowship ceremony at UNESCO (France -Europe) National Commissions, which in Paris, it was announced that the anchor the UNESCO-L’ORÉAL For duration of the fellowships would be Women in Science programme in doubled (a maximum of two years) and For further information contact: countries around the world, while would be worth up to $40,000. R. Clair (e-mail: [email protected]) respecting their particularities and Three winners each for Africa, the Arab or Frédérique IMPENNATI, specific needs. Every year, nearly 60 States, Asia and the Pacifi c, Europe Media Relations Agency, RUDER FINN, fellowships are allocated in some 20 (including Canada and the U.S.A.), tel: +33 (0)1 56 81 15 00. countries. Latin America and the Caribbean were http://www.loreal.com/_en/_ww/index. The laureates of the 2006 L’ORÉAL- announced. The work of the benefi cia- aspx?direct1=00008&direct2 UNESCO Awards – each worth ries can be grouped under 4 themes : =00008/00001

Two Regional Workshops for the Arab States

wo Regional Workshops, on Edu- UNESCO/Beirut in collaboration with and Training in Sustainable Devel- Tcation for Sustainable Develop- various partners in September 2005. opment, was held in Manama, Bah- ment and on STE, were organised by The fi rst, on the Role of Education rain, from 19-21 September 2005.

12 Vol. XXXI, No. 1-2, 2006 STEE Activities Worldwide

The workshop was a joint effort of Development (2005-2014), with Doha and the Ministry of Education of UNESCO Field Offi ces in Beirut and focus on TVET-UNEVOC Centres and Kuwait, focused on the usage of the Doha, UNESCO-UNEVOC International Institutions. ten modules (26 Units) of the kit in Centre for TVET-Bonn, and the Ministry A notable feature of the workshop was the learning and teaching of science of Education in Bahrain (UNEVOC Cen- the percentage of women’s participa- and technology. The participants were tre). It was attended by 32 key educa- tion: 32%, which is a good indicator divided into three Working Groups to tion and training sector offi cials from 13 of Arab women’s participation in socio- discuss main issues, priorities and areas Arab countries. The aim was to discuss economic development. of cooperation in using the Resource areas and mechanisms of cooperation The second regional workshop was on Kit to develop STE in the region, nota- and to highlight the role of education the Application of the Arabic ver- bly Curricula, Training of Teachers, and and training in social, economic, and sion of the UNESCO Resource Kit in Resources. environmental dimensions of sustain- developing STE in the Arab States able developments. and was held in Kuwait from 25-28 Discussions and recommendations of September 2005. the workshop focused on: The UNESCO Resource Kit on STE for For further information contact: a) Bonn Declaration (October 2004) the 21st Century, recently translated Sulieman Sulieman, applications in the Arab Region, into Arabic and adapted for the Arab Programme Specialist, and workplan development (2006- region had earlier been disseminated UNESCO/Beirut 2007); and to most Ministries of Education in the Bir Hassan, b) Development of regional and region. Cite Sportive Avenue national plans of actions for the UN This training workshop organised Beirut, Lebanon. Decade on Education for Sustainable jointly by UNESCO/Beirut, UNESCO/ E-mail: [email protected]

Regional Workshop for the Arab States on Bridging the Gap between Scientists and Science Educators Cairo, Egypt, 29 January – 1 February 2006

his regional workshop for the The workshop aimed to provide a • key representatives from the sci- TArab States was the last of the venue for scientists and science edu- entific community involved in the four UNESCO regional workshops on cators of the region to interact and planning of science policies, pro- Bridging the Gap between Scientists address issues of concern both to grammes, teacher training and and Science Educators (v. Connect, scientists and science educators: issues teaching of sciences; science acad- vol. xxx, No.3-4). It was organised that were specifi cally regional as well emies; specialized institutions and by UNESCO’s Science and Technology as global. The basic objectives and universities; and Education Section and the Basic and expected outcomes were the same • key representatives from the STE Engineering Sciences Division in coop- as in the other regional workshops of community involved in decision/ eration with UNESCO/Cairo and was this series (v. Connect, vol.xxx, no.3-4, policy-making, curriculum planning/ held in Cairo, Egypt, from 29 January 2005). development, teacher training and to 1 February 2006. The workshop comprised keynote pre- teaching from ministries of edu- The workshop had initially been sched- sentations, country reports, roundta- cation, science education research uled to take place at the end of 2005 bles, working groups as well as poster and teacher training institutions and but was postponed due to the celebra- and materials presentation. It was schools. tion of Ramadan. It marked the fi nal attended by specialists and experts The two keynote presentations focused phase of a process that would allow from the following countries: Alge- on The power of science and techno- UNESCO to have a worldwide view ria, Egypt, Jordan, Kuwait, Lebanon, logy in today’s world by Dr Ali A. of the situation regarding the existing Morocco, Oman, Palestine, Qatar, Hebeish, Emeritus Research Profes- gap between scientists and science Sudan, Syria, Tunisia and Yemen as sor, National Research Center, Cairo, educators. Based on this knowledge, well as the Arab League for Educa- Egypt, and The status of science and it would allow UNESCO to formulate tion, Culture and Science Organisa- technology in the Arab region by a global strategy and action plan on tion (ALECSO), UNESCO/Cairo and Dr Saouma BouJaoude, Chairperson, bridging this gap at an inter-regional UNESCO/Paris. Department of Education, Faculty of consultation of specialists scheduled The participants belonged chiefl y to Arts and Sciences, American University for 2007. two categories: of Beirut, Lebanon. Each presentation

Connect 13 STEE Activities Worldwide

was followed by a lively discussion sity to ensure notably that: opment of sciences and with cor- among the participants, highlighting • priorities of countries be changed responding budgets numerous similarities together with in the pedagogical fields in order to certain subtle differences in the situ- give priority to science teaching 2. Concerning Teacher Training ation of each of the countries repre- • well defined, measurable criteria be and Capacity Building sented at the workshop. established in the selection of sci- The two roundtables focused respec- ence teachers: whether graduates of • Setting up a coordination committee tively on the following themes: science faculties or teacher training between the Ministry of Education 1. Preparation of future scientists and institutes (MinEd) and the university as repre- science educators and • a system of continuous education sented by the science and teacher 2. Preparation of future science teach- and training for science teachers be training faculties ers adopted • Organising joint training courses and In the fi rst roundtable the following • an Arab cyber university be estab- workshops between MinEd (experts major points were made: lished to train S&T teachers and in the field of S&T) and the faculties • There was a need to develop research cross-border qualification be set up of education and teacher training on scientific as well as educational for teachers crossing frontiers institutions aspects with compulsory training • certified pedagogical training be • Calling upon experienced university courses in the matter for obtaining made available and compulsory specialists in S&T and teaching to science degrees. for all science teachers in order to contribute to these training pro- • A quality and accreditation council ensure quality science education grammes should be established for univer- • education development be made a • Making use of new technologies, sity and pre-university education to priority for students and teachers e-learning, remote training and ensure the quality of the educational with regular and continuous evalu- closed circuit T.V. with the partici- objectives, programme mechanisms ation and assessment of educational pation of university professors and and quality networking of education systems concerned MinEd staff technology and science research in • exchange of information and knowl- an integrated manner. edge be promoted among science 3. Concerning Development of • An Arab academy for distance train- teachers through periodic meetings Educational Materials ing needed to be established in as well as local and regional Arab order to improve skills of scientists networks • Adopting clear cut policies for estab- and universities in S&T and to link up • the financial status of science teach- lishment of centres for educational these universities. ers be reviewed in order to give resources with quality material • Universities of excellence in tech- them the social status they deserve • Establishment of a basis for contact nologies focusing on S&T should be The six working groups, organised between scientists, technologists, established with government sup- on the same principle as the other academia, teachers of science and port. They would specialize in modern regional workshops on Bridging the materials producers for designing technological applications in applied Gap between Scientists and Sci- educational materials sciences and ensure interrelationship ence Educators (v. Connect, vol. xxx, • Establishing continuous training cen- between all types of sciences. No-3-4, 2005), made the following tres for users of educational materi- Another aspect brought out during the major recommendations: als discussion was the importance of quali- • Conducting more research on the fi ed teacher trainers. Two examples 1. Concerning Policy and efficiency and effectiveness of edu- were cited in this respect: Syria and Curriculum Planning and cational materials (information tech- Jordan. In Syria, teachers of specifi c Development nology) science disciplines received training at • Setting up electronic sites for the university to teach that particular • Involving scientists in the prepara- exchange of information among sci- discipline from both scientists and edu- tion and supervision of text books entists and teachers cators. In Jordan, on the other hand, • Designing school syllabi and curri- science educators needed to possess a cula that respond to local needs for 4. Concerning Teaching and Masters degree or a PhD. Although pro- development, promoting the knowl- Learning Methods and vision was made for learning, research edge component at all levels Activities and methodology in pedagogy includ- • Introducing syllabi and curricula that ing science, history and contemporary keep pace with scientific and tech- • Concentrating on learner centred issues in science teaching as well as nological developments methods and giving incentives to how one should teach, the role of • Laying down systems for quality con- teachers to use modern methods teachers in developing student abilities trol with regard to syllabi, teachers such as use of computers was not included. and students • Providing sufficient funds to improve In the second roundtable focusing on • Encouraging UNESCO Member quality of education and establishing the preparation of future science teach- States to have clear-cut national laboratories and multimedia meth- ers, the participants stressed the neces- policies that encourage the devel- ods of learning

14 Vol. XXXI, No. 1-2, 2006 STEE Activities Worldwide

• Raising awareness of school admin- • Relaying new developments in sci- institutions in the service of non- istrations on requirements of scien- ence in a simplified manner through formal education should be pro- tific learning TV programmes for the benefit moted • Establishing teacher training cen- of science educators of the Arab • Non-formal education institutions, tres region whether public or private, should • Setting up relevant portals and web- • Increasing social and cultural scien- be supported so that they may sites with modern teaching meth- tific activities in which scientists and develop their services to keep pace ods, periodicals, journals, etc. educators can participate, such as with technological developments museums, workshops, exhibitions, • Instead of setting up new institutes 5. Concerning Exchange of etc. existing ones, such as museums, Information and Networking galleries, etc., should be utilised 6. Concerning Non-Formal for non-formal educational activi- • Providing moral and financial sup- Education ties. port to science clubs • Establishing a common website • Formal and non-formal education and database affiliated to UNESCO/ institutions need to cooperate in For further information contact: Cairo providing data and informa- order to coordinate development Ghada Gholam tion on scientists and science edu- of educational programmes that Programme Specialist in Education cators in the Arab region. enhance application of technology UNESCO/Cairo • Publishing non-specialized science in university and non-formal institu- 8 Abdel Rahman Fahmy Street periodicals and bulletins in collabo- tions Garden City, ration with concerned scientists to • Technology, distance education and Cairo, Egypt. meet the needs of educators con- networking should be used in non- E-mail: [email protected] cerning the latest scientific and formal education or technological knowledge • The role of university and private Connect (Address last page)

Science Builds Bridges A joint UNHCR-UNESCO-WESC initiative

n Egypt, refugee children face many facility with a hands-on teaching girls focused on plants (their composi- Ibarriers including access to edu- approach to environmental outdoor tion, chemical properties and medici- cation. Although a special ministe- field study. Combining EE with social, nal uses) and desert ecosystems (their rial decree, passed in 1992, entitles recreational and cultural activities balance, complexity and value). Female refugee children to attend Egyptian they worked to foster attitude and teachers and role models working national schools, its practical imple- behaviour changes not only between on the project served to challenge mentation has yet to be put into prac- the two groups, but also with respect pre-conceived negative notions about tice. As a result, refugee children in to the environment. women in science careers. Cairo mostly attend informal schools The fi rst pilot project targeted 200 Using hands-on experiments and col- run by non-governmental organisa- Grade 4 and 5 students from refugee laborative problem-solving methods, tions and religious groups. and Egyptian schools located in mar- the learning conditions conveyed by Two innovative projects supported by ginalized areas of Cairo. At WESC, WESC began breaking down social the United Nations High Commissioner in keeping with Egypt’s national cur- and cultural barriers between refugee for Refugees (UNHCR) and UNESCO/ ricula, Grade 4 students studied earth and Egyptian students. Thus, the proj- Cairo in 2005 have shown how out- sciences – rocks, soils and the animal ects allowed UNESCO and UNHCR to of-classroom environmental education kingdom, using examples native to achieve the two goals of increasing (EE) can empower Sudanese refugee Egypt and Sudan. Grade 5 students students’ exposure to science-based children and Egyptian students and focused on earth energy sources – learning and promoting understanding teachers, and provide fertile ground for how weather stations work, how solar and acceptance between Egyptian and dialogue between two national groups energy is harnessed and how carbon Sudanese refugee children. with a history of troubled relations. dioxide functions in the atmosphere. These projects were partially funded by The second project was part of a year- the Public Affairs Section of the Ameri- long cultural diversity programme to For further information contact: can Embassy in Cairo. raise awareness among Sudanese and Ghada Gholam The projects were implemented by Egyptian girls attending two different Regional Specialist in Education the Wadi Environmental Science schools run by the same organisation. UNESCO/Cairo Centre (WESC), a unique learning During fi eld exploration at WESC, the (address above)

Connect 15 STEE Activities Worldwide

UNESCO STEE activities in Latin America & the Caribbean

n the context of its STEE programme, Seminars: stimulate the development of such IUNESCO’s Regional Offi ce for Educa- • Ibero-American Science Education activities. tion in Latin America and the Caribbean Congress organised by OREALC • International Seminar, Quality Sci- (OREALC), has taken up the major chal- and the UNESCO Science Education ence for ALL, organised by OREALC, lenge of making science knowledge a Chair of the Universidad San Carlos UNESCO-Brasilia, in cooperation major factor in the formation of fully de Guatemala and the Universidad with the Brazilian Ministries of Edu- aware citizens, by means of improving de Alcalá, Spain (Guatemala, June cation and of Science and Tech- teaching/learning of science. 2005). This meeting focused on nology (Brasilia, Brazil, November The major strategy employed for this discussion and reflection on science 2005). The event sought to demon- purpose was to bring together all teaching in Ibero- and especially strate the impact of science educa- the concerned actors of the region Central America. Various innova- tion on development, strengthening in order to achieve consensus at the tive science education-related expe- the commitment of all actors to regional and national levels. riences were discussed. Lines of the definition and establishment of A key factor in this process was the science education research were comprehensive education, science Regional Science Education Network presented, as well as their influ- and technology policies. It also pro- comprising 16 countries: Argentina, ence on teaching and learning. New vided an opportunity for exchange Bolivia, Brazil, Chile, Cuba, Domini- requirements for science curriculum and reflection, identifying links for can Republic, El Salvador, Guatemala, structures were outlined. Partici- building consensus necessary for Honduras, Mexico, Nicaragua, Pan- pants included regional specialists, contributing to the development of ama, Paraguay, Peru, Uruguay and classroom teachers and experts in public policies that can assure the Venezuela. The Network, being the education. beginning of an innovative, perma- appropriate venue for planning quali- • International Seminar: Education for nent, committed and long-term pro- tative progress at the regional level, Sustainable Development: a Con- cess in Brazil. Seminar participants serves as a source of refl ection on and tribution from Science Education. included academics, specialists, analysis of issues related to fostering a OREALC/UNESCO-Santiago, Minis- and researchers interested in public culture that gives its due value to sci- try of Science and Technology of policies related to the formal and ence and technology. It is also a venue Argentina, the National Natural Sci- non-formal teaching of science, its for broad participation, exchange and ence Teaching Network of Argen- dissemination and increasing acces- communication for all those involved tina, and the Universidad de Buenos sibility. in teaching science at the national, Aires de Argentina (Buenos Aires, • Two meetings of UNESCO Santiago sub-regional and regional levels. Argentina, July 2005). The partici- and the Sangari Institute in São Under the four major axes on which pants included researchers, teach- Paulo and in Santiago for the plan- OREALC focused its action, the fol- ers, school principals and teacher ning and development of a project lowing notable activities were carried trainers from Argentina, Chile, entitled: Science in Schools. out in the fi nal semester of 2005 and Cuba, Peru and Uruguay, as well • Development and assessment of beginning of 2006: as specialists from Argentina, Chile, science tests for 6th grade students Cuba, France, Spain and Uruguay. in collaboration with members of I. Fostering New Curricular Discussions focused on the prob- the Latin American Laboratory for Proposals, Materials and lems of science education in guar- Assessment of the Quality of Educa- Innovative Practices within anteeing high quality and equitable tion (LLECE) during the final months the Framework of Quality training for children and youths and of 2005. Education for All sustainable development. Publications in digital format and dis- • Meeting on Science Education semination of innovative experiences Objectives: Exchange and Training, (Santiago, included notably: • Achieving changes in science teach- Chile, October 2005). The concep- • A sustainable development experi- ing content and methods within tual framework of this meeting ment. Stones: what do they teach the framework of «Science for All» grew out of ideas presented in us? through identification, analysis, and the document The Contributions • An experiment in sustainable devel- dissemination of «best practices». of Science Education to Sustainable opment. The problem of energy. An • Strengthening national capacities in Development. The purpose was to interdisciplinary perspective toward curricular design and development strengthen links and to establish ourselves. by creating venues for reflection common working lines between • A Perspective of Science Education among relevant persons - decision teachers and local authorities in in Argentina: Buenos Aires a century makers, teachers, and teacher train- order to achieve recognition of the ago (the natural sciences from a ers. value of such venues as a way to social perspective).

16 Vol. XXXI, No. 1-2, 2006 STEE Activities Worldwide

• Up-dating teaching skills in scien- – producing documents that bring school principals, teacher support tifi c and technology literacy in Las together current innovative prac- branches of various training institu- Varillas, Argentina. tices tions and teachers in general. The • Refl ections on teaching genetics. – collecting information as well event also brought together rep- • Life skills: A contribution from as suggesting training methods resentatives of the Latin American science education within the fra- based on what are understood Science Education Network. mework of the Decade for Sustaina- to be «best practices» • Science education, citizenship, and ble Development. – defining indicators for more values: challenges of new models • Scientifi c and Technology literacy: precisely conceptualizing what of knowledge organised in collab- Contributions for Refl ection. is and what is not science lit- oration with the Pontificia Univer- eracy. sidad Católica de Chile. Directed II. Fostering Equitable Science and • Experiences in Science and Tech- at school teachers and principals Technology Literacy nology Literacy organised with the as well as teacher training institu- National Network of Researchers in tions, the objective of this seminar Objectives: Natural Science Teaching (Argen- was to consider the contribution • Preparing students to make deci- tina), Universidad de Buenos Aires of science teaching to the devel- sions and to live in a society that is and Universidad Nacional del Gen- opment and consolidation of a increasingly dependent on science eral San Martín (Buenos Aires, democratic culture. In addition, and technology. Argentina November, 2005). The participants discussed innovation • Stimulating creative and critical main purpose of this seminar was and research strategies in science thinking, practical and technical to analyze discuss in-depth propos- teaching in the face of new knowl- skills, the ability to inquire, solve als to guarantee quality science edge models. Participants included problems and experiment in the and technology literacy without specialists from Argentina, Chile field of technology. discrimination. The meeting facili- and Spain. • Promulgating the importance of sci- tated the exchange and dissemi- • Round tables on Research on ence and technology literacy for nation of science and technology science teaching methodology in achieving democratic development literacy experiences, focusing the Ibero-America within the frame- and economic growth. discussion on new models of sci- work of the VII International • Fostering acquisition of science lit- ence teaching in both school and Congress on Science Teaching eracy without discrimination, paying non-school settings. Methods: Science Education for special attention to the situation of Citizenship (Granada, Spain, Sep- girls and women. III. Fostering Changes in Pre- and tember 2005). During these round Three types of activities were carried In-service Science Teacher tables, representatives from differ- out under this heading: Training ent Ibero-American countries had the opportunity to report on the 1) Research Objectives: situation of their countries in this • Life skills development through • Up-dating science teacher train- area. Participants included repre- science and technology literacy, in ing for the benefit of future sentatives from Argentina, Brazil, collaboration with the Centro de science teachers and to foster Chile, Portugal, Spain, and Uru- Estudios Multidisciplinarios CEM- changes in classroom practices guay. Argentina. within the framework of Science • International Workshop of Special- • Development of a conceptual docu- for All. ists: ICTs in Environmental Edu- ment on science literacy. • Training groups of teacher trainers cation and Communication for to take the lead in the in-service Sustainable Development (Bonn, 2) Seminars/Workshops: training of science teachers Germany, November 2005). Organ- • Scientific and Technological Literacy • Reviewing contents and methodol- ised by the German Federal Agency organised in collaboration with the ogies of different science teacher for Environmental Conservation Ministry of Education of Argen- training programmes (BfN), this workshop aimed to iden- tina (Buenos Aires, Argentina, July tify best practices and innovative 2005). This event resulted in the Seminars: methods in the use of ICTs for EE adoption of strategies directed at • Science Education Today, Citi- communication, and to form a net- developing a solid, permanent, and zenship for Tomorrow organised in work of schools across the world systematic scientific and techno- collaboration with the Universidad which would effectively make use logical literacy proposal that, within Católica Silva Henríquez (Santiago, of the methods and practices iden- the framework of Education for All Chile, July 2005). The purpose of tified at the workshop. Apart from (EFA), deals with the problem of this seminar was to reflect on the the representative from Uruguay, gender as well as that of the social vital role of science education in nominated by UNESCO/Santiago, and economic status of children. forming competitive citizens in a participants included representa- Participants highlighted the impor- world led by scientific and techno- tives from Canada, China, France, tance of: logical progress. It was directed at Germany, Kenya and Palau.

Connect 17 STEE Activities Worldwide

Publication of teaching guides: imbued with scientifi c and technologi- Activities: • OREALC and the UNESCO Science cal progress and that permits them to • Creation of a national network of Education Chair for Latin America make informed decisions in solving science education researchers in and the Caribbean have begun pub- every-day problems. Chile (August 2005) lication of a series of books directed • Production of knowledge with the at teacher trainers in the area of Other objectives include: help of ten groups of researchers science. These texts follow two well- • Creating joint working interfaces from different Ibero-American and defined lines: one places in discus- between academics, trainers, sci- Caribbean countries to foster changes sion different arguments related to ence education researchers, and in classroom science teaching up-dating Science Teaching Practices; teachers. • Network of innovative schools that the second treats problems involving • Promoting Quality Science for ALL «do» science associated with net- up-dating of science content. The approach which takes into account works in different countries in the first two books of the series – in different dimensions of the subject region both areas – were presented at the in a comprehensive and systematic • Publication of two-phase develop- Universidad de Alcalá in Spain and manner in: ment of the Latin American Science at the UNESCO Science Education – Curriculum development Education Network. Chair III Ibero-American Congress. – Teacher training – Research that supports science IV. Promotion and education reform Development of Networks – Development of materials For further information contact: – Systematization of innovative Beatriz Macedo National, Sub-Regional and Regional experiences Regional Specialist Science Education Network: – Modes of science literacy to inte- in Education The primary objective of this network grate the entire population UNESCO/Santiago is to foster access to the kind of sci- – Establishing contact and dialogue Enrique Del Piano 2058, Providencia ence-focused culture that individuals between different actors and Santiago de Chile need in order to succeed in a world authors E-mail:[email protected]

Workshop on Science and Technology Education Policy and Programme Kathmandu, Nepal, 29-30 August 2005

his workshop was organized in Workshop participants included STE Four distinguished experts presented TKathmandu by the Nepal National policy-makers, curriculum planners/ papers - followed by intensive discus- Commission for UNESCO, Kathmandu, developers and trainers, researchers, sions - on the following themes: in cooperation with UNESCO’s Science experienced educators and second- • STE Policies and Programmes and Technology Education Section, ary school science teachers as well • STE Curriculum and Textbook from 29 - 30 August 2005. as representatives from the Minis- • Training in STE The rationale of the workshop was the try of Education and Sports, Nepal • Evaluation and assessment in STE pressing need to improve the qual- National Commission for UNESCO and ity and relevance of STE policies and UNESCO/Kathmandu. Three working groups were then programmes in accordance with the The objectives of the workshop were: formed on the following topics to progress, application and impact of 1) To oversee, review and analyze the discuss the present situation and the science and technology in the society. existing National Policy of Science country’s needs together with recom- To cope with the changing needs of and Technology mendations for the future: society and individuals, there is a need 2) To assess the existing secondary • Policy and programme to update and strengthen science and level curriculum, textbook, and • Curriculum and textbooks technology. This can best be achieved teacher training • Training, assessment and evaluation by means of a process starting with 3) To recommend measures to be policy formulation, going on to curricu- taken by the Ministry of Education The work of the three groups resulted lum/textbook revision and adaptation and Sports and concerned authori- in the following major recommenda- to lead up fi nally to teachers - for it is ties in improving the quality and rel- tions: they who, through the effective use of evance of national STE policies and – Technology should also be included text books, implement the curriculum programmes, curriculum, textbooks as an introductory part in the sci- in the classroom. and training and assessment. ence curriculum up to secondary

18 Vol. XXXI, No. 1-2, 2006 STEE Activities Worldwide

level and integrated with other additionally, optional science should – Teachers should be provided with a subjects as well, with local or be included in grades 9 and 10. manual and kit for designing basic indigenous technology being given – An activity based (result oriented) teaching materials which can be priority curriculum should be developed used locally – Changes in science curriculum pol- rather than just a content based one – Project work and portfolio should icy should match the rapid develop- emphasising meaningful teaching/ be used as a tool of assessment ment of science. learning activities such as interac- and Research and Development – A central, coordinating body should tive learning, investigation, valida- (R&D) should be used for improving be established in order to coordi- tion process, skills based learning, assessment. nate the various bodies dealing with etc. – The STL awareness programme science education. – Proper assessment methods should should be taken to the masses. – A fund should be created to allow be used, like Continuous Assess- teachers, academicians or other ment System (CAS), Portfolio, Ques- researchers to carry out research tion Grading System, etc. in science education and training – A ‘science and technology bridge programmes organized according to course’ should be devised for stu- For further information contact: the need and demand of the teach- dents who cannot continue to Mr Balaram Timalsina ers and the job market. higher education. They should National Commission of Nepal – Science and technology should be also be provided with employment for UNESCO taught from grade 1 to 12: as a opportunities to make them self- Kathmandu, Nepa.l general subject till grade 10 and dependent. E-Mail: [email protected]

Science and Technology Education for Primary & Secondary Schools and Colleges of Education A UNESCO-Government of Nigeria Biennial Project (2005-2007)

his Project on Science and Tech- During the fi rst semester of project key stakeholders: National Television Tnology Education for Primary & implementation (September 2005 Authority (NTA) and Mathematical Secondary Schools and Colleges of – March 2006), the following major Association of Nigeria (MAN) Education originated from the Nigeria activities were performed in collabora- vi. Organisation of a national work- Presidential Initiative aiming at achiev- tion with the Project Implementation shop on Active Learning Techniques ing national economic and human Committee: focusing on Primary Education development of the country using i. Review of Work-plan 2005 – 2006 (March 2006) mathematics, science and technology and organisation of first Steering vii. Organisation of workshops for 12 education. In order to help achieve Committee meeting to validate the States and Federal Capital Territory the objectives and resource mobilisa- reviewed work-plan and set up a (FCT) on: (a) the use of Primary tion, Nigeria requested the collabora- Project Team Mathematics Kits and Primary Sci- tion of UNESCO for the execution and ii. Training of 94 Federal and State ence Kits, (b) the use of Secondary implementation of the self-benefi ting inspectors on monitoring and evalu- Science Kits, (c) Active Learning trust fund. ation of Science Teaching (Decem- Techniques In its fi rst phase, the project addressed ber 2005) viii. Distribution of Primary Science the following issues: iii. Preparation of a base line documen- and Primary Mathematics kits to • supplying micro-science kits to tary film on the present status of selected schools in 12 States + FCT selected primary & secondary Science and Technology Education On the basis of the activities per- schools in Nigeria, to serve as an advocacy formed, their outputs and immedi- • training teachers in innovative ways tool ate outcomes, the results obtained of teaching science iv. Consultations with Kit Suppliers : were: • strengthening Federal and State National Mathematical Centre • Strengthened institutional capac- inspectorates in effective monitoring (NMC); NASENI and Skill G Nigeria ity of Federal Inspectorate Services and evaluation of science teaching for preparing Zonal Training work- Division and State Inspectorates in • promoting scientific culture in the shops on the kits and modalities of monitoring and evaluation of sci- country, particularly among the effective delivery to the schools ence teaching at Primary Education young generations and their parents. v. Extension of partnership to additional Level

Connect 19 STEE Activities Worldwide

• In addition to the training of inspec- ments at the end of each Zonal • 130 selected schools equipped with tors at the workshop, development of training on the use of kits Primary Mathematics and Micro- a Monitoring and Evaluation Instru- – obligation for each teacher Science kits. ment for Primary Science Teaching, trained on the use of the kits • 140 lecturers of both Federal and which is being put together by the to organize training sessions for State Colleges of education trained Federal Inspectorate Services Divi- his/her colleagues at school level. in Active Learning Techniques focus- sion in the form of a Manual and These sessions will be supervised ing on Primary education. which will be used by all inspector- by the Federal Inspectorate and • Additional 240 Mathematics and ates throughout the country. State Inspectorate which will Science Teachers being trained on • Preparation of the baseline docu- award a Resource Teacher cer- the use of Primary Mathematics mentary film, in collaboration with tificate to successful teachers and and Science Kits and a further 120 all project stakeholders, which will call upon them to help in the kits to be distributed at workshops be an important advocacy tool for second phase of the project being organised for North West sensitization and awareness cre- – a competition among Project Zone at Kano and Sokoto. ation. It will be used at all levels: participating schools. The most Federal, State and decentralised creative primary and secondary entities. school will receive an award from • Improved Project Implementation the President of Nigeria. Further information from: Strategy through innovations such • 520 Mathematics and Science Teach- B.CAMARA, as: ers trained in the use of Primary Project Coordinator – a ceremony with media coverage Mathematics and micro-science kits UNESCO/Accra and relevant supporting docu- and in Active Learning Techniques. E-mail: [email protected]

National Conference on Environmental Education for a Sustainable Lifestyle Patna, India, 10 -11 February 2006

his national conference on Envi- • To discuss and demonstrate how • Role of schools, colleges/universities Tronmental Education for a Sus- age-old Indian cultural values and and NGOs in developing sustain- tainable Lifestyle was organized by the religious principles can help in able lifestyles Department of Zoology of the Patna understanding ethics and inculcat- • Constraints faced by educational Women’s College, Bihar, India, to re- ing a sustainable lifestyle institutions in imparting EE emphasize the vital role of education • To exchange education and com- • Innovative practices and lessons in in achieving a sustainable lifestyle. munication experiences and identify achieving sustainable lifestyles Following the launch of the United available best practices that can be • Role of values, ethics and religion Nations Decade of Education for Sus- replicated as well as scientists and women in tainable Development (DESD) 2005- • To form a network of educators, developing sustainable lifestyles 2014, this meeting was planned to students, locals and practitioners to • EE and Biodiversity Conservation help educators meet and share their discuss ways of learning and sharing The major recommendations to emerge experiences on best practices in cre- at different levels and the means to at the end of the two-day conference ating sustainable lifestyles and bring maximize awareness and participa- were: about behavioural changes in the tion • It is necessary to encourage and youth and society. It was targeted at The conference comprised keynote strive for value based living through teachers, students, researchers, envi- addresses, plenary and technical ses- judicious use of resources and adopt ronmental educators, decision makers, sions, poster presentations as well as an eco–friendly life style at the socio– civil servants and the media. a visit to an eco-farm. It was attended personal level. The objectives of the conference were: by high offi cials from the Bihar State • EE should be made compulsory in • To discuss the role of EE in empow- government, 300 teachers, students, the school and college curriculum, ering youth to analyze problems and representatives from media and the concept of sustainable develop- and acquire sustainable lifestyles NGOs. ment explained and legal aspects of • To develop a list of ideas and strate- The themes of the conference were the the environment emphasised at the gies that can help educators bring following: post-graduate level. about attitudinal change, research • Sustainable lifestyle measures or • The concept of ‘Glocalization’ (i.e. think and extension activities related to indicators as well as its environmen- globally but act locally) should be intro- the environment tal, social and economic aspects duced in the place of globalization.

20 Vol. XXXI, No. 1-2, 2006 Centres, Associations, Networks…

• Conservation of natural resources • GOs, NGOs and other institutions toms and biodiversity should be and use of alternative resources should undertake to encourage all preserved. should be promoted together with sections of the society to adopt an adoption of organic farming, use of eco–friendly lifestyle. renewable energies, plantation and • Policies and laws should be formu- For further information contact: afforestation, etc. lated in favour of sustainable man- Dr. Sister Doris D’Souza, Principal, • Awareness spreading on sustainable agement of natural resources. or lifestyles should be promoted among • Eco–clubs and Local Task Forces Dr. Shahla Yasmin, Head, all sections of society including vil- should be formed to encourage sus- Department of Zoology, lagers, women, the poor, school and tainable lifestyles and watch on envi- Patna Women’s College college students, the media, corpo- ronmental degradation. Patna, Bihar, India. rate houses and the public sector. • Cultural heritage, eco-friendly cus- E-mail: [email protected]

Centres, Associations, Networks... The Vega Science Trust U.K.

ega is a not-for-profi t organisa- – Discussion programmes : ‘The Next Sussex) to participate in live workshops Vtion set up by Nobel Laureate Sir Big Thing’, concentrate on in-depth or on-line mentoring. However, Vega Harry Kroto that streams for free over discussion of topics of current also intends to stream all programmes 90 science programmes and offers importance, e.g. GM Foods, Avian as audio fi les (Vega Radio) to make the free educational resources for teach- Flu, Cancer, TB or AIDS site content accessible for those with ers, students and the general public. – Issues series, started lately, discusses lower bandwidth. Vega was set up in 1994 and was prob- malaria control The site records visits from over 165 ably one of the fi rst Internet sites dedi- – Face-to-Face series features inter- countries world-wide and has received cated to science to offer free-viewing views with eminent scientists such wonderful reviews and feedback from of science programmes - perhaps the as C.N.R. (Ram) Rao, President of people working in education and fi rst Science TV channel. the Third World Academy of Science careers advisers. Vega programmes range from dis- or Max Perutz, the father of molecu- Any feedback or interest in a collabora- cussions on current issues, lectures, lar biology tion would be very much welcomed. careers programmes, interviews with – School’s section aims to aid teach- eminent scientists, teacher resources ers with downloadable modules to in the form of power-point downloads explain Euler’s Law, watch a work- For further information contact : and worksheets. shop in Mexico, etc. Gill Watson,CEO – Snapshot programmes are short 15 The Vega Trust is currently experiment- The Vega Science Trust minute career programmes featur- ing with video conferencing and those Unit 119, Ashdown House ing young scientists (aged under fortunate to have broadband will be The Innovation Centre 35) to encourage school students able to link to Harry Kroto in Florida Science Park Square to think about studying/working in or Jonathan Hare (Rough Science TV Brighton, BN1 9SB.U.K. science presenter and Creative Science Centre, E-mail: [email protected]

ARKive: Wildlife fi lms and images for the classroom

RKive is the world’s centralised col- winning resources for teachers and their project work for a number of Alection of wildlife fi lms and images pupils alike available to anyone with an subjects, like science, geography, ICT, that can be used free-of-charge for internet connection. English, citizenship, art and design, educational purposes in lessons, activi- The materials (e.g. fi lm clips and history, drama and sports. ties and for general interest. Launched images) can be easily and quickly The emphasis of the sites is on encour- by Sir David Attenborough in 2003, it downloaded and integrated into les- aging pupils and educators to take an is a fantastic set of educational award sons while pupils can use the site in interest in the natural world – which

Connect 21 Centres, Associations, Networks…

perfectly fi ts the new international of the more common species. It has son plans, activities and curriculum guidelines on Education for Sustainable 1,800 species, 2500 film clips, and links to help teachers use ARKive Development. Most importantly they 12,000 photos/images. whatever their subject. are all free. • www.planetarkive.org – for 7-11 • www.arkive.org – the main web- year olds, interactive games, quizzes site is full of useful wildlife/biol- and activities linked into the school- ogy/geography/citizenship/general work on Living things, Citizenship For more information contact: interest resources for Grades 3/4/5 and Habitats. Bruce Phillips-ARKive and beyond. ARKive covers Glob- • www.arkiveeducation.org – for Education Offi cer (bruce. ally Endangered Wildlife plus some teachers and educators- it has les- [email protected])

Flying Chemists Program (FCP)

he Flying Chemists Program • To help develop or recommend new National Society, a Ministry of Educa- T(FCP) was launched in January tools of assessment. tion or Technology, or another compa- 2005 by the Committee on Chemistry • To help recommend implementation rable substantial organization. Education (CCE) of the International of hand-on experiences at all levels The host country is expected to make Union of Pure and Applied Chemistry of chemistry education. thorough preparations for the visit (IUPAC). • To help develop different approaches and coordinate all activities in order The overall aim of the programme is to to the teaching of chemistry and to achieve the specifi c goals and help economically disadvantaged coun- implement teacher training and objectives of the visit. In addition, the tries improve the teaching and learning preparation programs. requester should plan for meetings of chemistry at the primary, secondary • To hold successful international con- with the academics, industrialists, and and tertiary levels. Concretely, FCP aims ferences to obtain expert advice government agencies in order to iden- to provide countries with the expertise on a particular aspect of chemistry tify future viable strategies. This might needed to strengthen and assist in the education. help achieve the country a self-sustain- development of their chemistry educa- • To help identify and approach able model. tion programmes. sources of funding. In general, the programme is sched- Among the specifi c aims of the FCP Under this programme, the host coun- uled to last one week. are: try is expected to provide local costs • To assist in the development of cur- (boarding and lodging) for the experts ricula as well as in the establishment with CCE providing the airfare. In order For more information contact: of partnerships among universities, to be functional, as a general rule, Ram S. Lamba, Program Coordinator, industries, and governments. CCE should receive invitations from a CED chairman, ([email protected]

Educational Programmes of Cefi c (the European Chemical Industry Council)

efi c, the European Chemical scientifi c principles and the importance Through a number of Europe-wide CIndustry Council, representing of technology in today’s society. For projects, Cefi c brings together schools, about 27,000 large, medium and small 200 years, science - and particularly colleges and industry to create a better chemical companies which employ chemistry - has made a huge impact understanding of the role of science about 1.3 million people, accounts on people’s lives. In the future, society and particularly chemistry. for nearly a third of world chemical will increasingly look to scientists to Chemistry and You: A Portal for production. invent new materials and new, sustain- Chemistry Education is a website Cefi c was incorporated in 1972 as an able ways to make, use and dispose based on the assumption that chem- international association with scientifi c of them. istry is present in every aspect of our objectives. It is constantly reviewing its It is therefore essential that the general life – from the colours that surround us priorities, its structures and its ways public have a grounding in science. to the electronic devices that simplify of operating in order to adapt to new Cefi c supports moves to provide appro- our daily tasks. The site thus treats a circumstances and challenges. priate, high quality science education number of topics like nanotechnology, Through its educational programmes, in the classroom and to help more elements of life, scale of things, the Cefi c helps schoolchildren, students people to appreciate the impact of Periodic table, chemistry for life, etc. as and the general public to understand technology on everyday life. well as a Chemistry and You section in

22 Vol. XXXI, No. 1-2, 2006 News and Publications

English, French, German, Dutch, Span- Other Cefi c projects include: try partnerships - at both national ish and Italian explaining the chemistry • conferences on education-industry and European levels in our daily lives through exploration partnerships and interactive games. It also features a • the CHEMistry For Life project variety of interesting links to websites in with Europe’s science museums and For further information contact: different languages such as Chemistry guidelines for companies on how Cefi c aisbl for Kids (French); Biotechnology made best to arrange educational site Avenue E. van Nieuwenhuyse, Easy (English, French, Dutch); Living Sci- visits for schools 4 box 1, ence; Chemistry for Everyone (French, • a network of representatives of Cefic B-1160 Brussels, Belgium. Dutch); The Chemistry of Life (German); member federations and companies Fax: + 32 2 676 73 00 Everything is Chemistry (Spanish); and to evaluate and encourage good Email: info@cefi c.be Just curious (English, German). practice in future education-indus- www.chemistryandyou.org

Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA)

EARCA is the regional centre for which aims to undertake and promote Sustainable Use of Agrobiotechnology. Sexcellence in agriculture of the collaborative, participatory and inter- The fi rst two courses fall within the Southeast Asian Ministers of Educa- disciplinary research that will promote natural resource management thrust tion Organization (SEAMEO). Through sustainable use of biological resources, of the Center while the last three on its core programs of Graduate Scholar- and effective decision-making on bio- agricultural competitiveness. ship, Short-Term Training, R&D, and diversity conservation to improve liveli- The fee-based courses will adopt par- Knowledge Exchange, SEARCA works hood and cultural opportunities. ticipatory and peer-based learning to alleviate poverty and promote food SEARCA is set to launch fi ve new short- approaches and will be implemented security in Southeast Asia. It is hosted term training courses in: 1) Executive through classroom- and fi eld-based by the Philippine Government on the Course on Natural Resource Use Nego- activities. campus of the University of the Philip- tiation and Decision-making for Rural pines Los Baños (UPLB). Development in Southeast Asian Coun- ALTHEA JOYCE T. ARAGON Its Biotechnology Information Center tries; 2) Executive Course on Integrated Public Relations (BIC) conducts research, organises con- and Intersectoral Management of Natu- Southeast Asian Regional Center for ferences, seminars and training courses ral Resources; 3) Training of Trainers on Graduate Study and Research in and publishes articles and information ICT-based Extension Management and Agriculture (SEARCA) kits on biotechnology related topics Delivery; 4) Training of Trainers in Post- Los Baños, Laguna 4031, PHILIPPINES (www.bic.searca.org). It also has a Bio- harvest Technology and Policy Manage- Tel No: 63-49-5362290 local 419 diversity Research Programme focusing ment for the Globalized Market; and 5) Fax No: 63-49-5367097 on the region of Mindanao (Philippines) Training of Trainers on Safe Transfer and www.searca.org

News & Publications

On the occasion of the World Science Day for Peace and Development (10 November 2005), Mr Koïchiro Matsuura, Director-General of UNESCO, calls for greater South-South cooperation

In his message on the occasion of the World Science Day for Peace and Development, Mr Koïchiro Matsuura, Direc- tor-General of UNESCO, emphasised the importance of the relationship between science and society and the need for science to relate to the changing social context. More particularly, he emphasised “the crucial importance of South-South cooperation in science and technology” which “can help to develop a professional culture of scientifi c excellence among scientists who remain at home where their contributions are most needed”. He maintained that ”Scientifi c dialogue and collaboration (...) are vital mechanisms for building reciprocal interests and mutual understanding between peoples” and that UNESCO has long been promoting international cooperation in science for the cause of peace notably through South-South cooperation.

Connect 23 News and Publications

On this World Science Day for Peace and Development, he called more particularly upon all those engaged in the scientifi c enterprise “to re-affi rm their commitment to building a peaceful, prosperous and equitable world through science and to express this commitment through international cooperation and collaborative action. Through South-South cooperation in particular, let scientists develop relations of solidarity and mutual support that generate practical benefi ts and also serve as models for others to follow”.

Avicenna Prize for Ethics in Science* awarded

n 14 April 2006, the Avicenna Prize for Ethics in * Established by the Executive Board of UNESCO at its 166th session OScience was awarded by UNESCO Director-General on the initiative of the Islamic Republic of Iran, this Prize, awarded Koïchiro Matsuura to Abdallah S. Daar, from the Sultanate every two years, is intended to reward the activities of individu- of Oman, at UNESCO Hq in the presence of the Iranian als and groups in the fi eld of ethics in science. The Prize owes its Minister of Science, Research and Technology. name to the renowned 11th-century physician and philosopher of medieval Islam Abu Ali al-Husain Ibn Abdallah Ibn Sina (980-1038), Dr Daar, previously held the Chair of Surgery at Sultan known in Europe as Avicenna. A healer and a humanist, Avicenna Qaboos University, Sultanate of Oman. He is currently developed an exemplary holistic approach that captures the essence Professor of Public Health Sciences and of Surgery at the of ethics in science and has thus come to serve as a source of University of Toronto, where he is also Director of the Pro- inspiration for the promotion of this concern, which is of central gram in Applied Ethics and Biotechnology and Co-Director importance to UNESCO. of the Canadian Program on Genomics and Global Health The Prize consists of a gold medal of Avicenna along with a cer- at the University of Toronto Joint Centre for Bioethics, and tifi cate, the sum of $10,000, and a one-week academic visit to the Director of Ethics and Policy at the McLaughlin Centre for Islamic Republic of Iran.Governments of Member States of UNESCO Molecular Medicine. and international non-governmental organizations maintaining His signifi cant contribution to research in the ethics of sci- offi cial relations with UNESCO may each nominate one individual or ence and technology does not only cover a wide range of group for the Prize. topics, but engages in depth with issues at the crossing For further information contact: Mr Henk ten Have, Secre- point of science and ethics, technology and society, ranging tary of the Avicenna Prize for Ethics in Science, UNESCO, from living donor transplantation to the use of stem cells, 1, rue Miollis, 75732 Paris Cedex 15, France. E-mail: genomics and xenotransplantation. [email protected]

AGORA: interactive forum on science education for girls and women

NESCO and L’OREAL are celebrating the International missions for UNESCO, and the jury members and fellows UWomen’s Day through four online fora starting 8 from the national fellowship programmes launched by March. Named AGORA, these fora will focus on science L’Oréal with the support of the National Commissions for education for girls and women. UNESCO. Agora is open to all members of the For Women in Sci- The site is accessible to the general public, but only com- ence community around the world, which includes the munity members can post comments. L’OREAL-UNESCO Laureates, UNESCO-L’OREAL Fellows, Further information from: http://www.agora.forwomenin- International Jury Members, the network of nominators science.com/agora/index.php E-mail: agorafwis@loreal. for the Awards, L’OREAL Researchers, the national Com- com

Children and youth plant trees and network

n 22 March 2006, World Water Day, a special web- days like World Environment Day or Peace Day but they Osite was opened by the ENO Programme. This service can be registered any time during the year. A special focus encourages children and youth around the world to plant is laid on developing countries, especially Africa. trees. ENO-Environment Online is a global virtual school for On the website they can register the date and place of sustainable development administrated by the city of their events, the number of trees and their species. They Joensuu, Finland in which currently 200 schools from 75 can also add photos with information. All the material countries take part. It works in co-operation with UNEP. is easily browsed by different categories on the website. More information from: http://eno.joensuu.fi /treedata- Trees can be registered especially around UN thematic base.htm

24 Vol. XXXI, No. 1-2, 2006 News and Publications

Forthcoming conferences, meetings, seminars...

18th Symposium on Chemical Education: Towards weird quantum world of atoms and subatomic particles Research-based Science Teacher Education, Bremen, Ger- to black holes, warped space-time and the expanding many, 15-17 June 2006. Further information from: Dept universe. They will also get to work with world-class of Biology & Chemistry, Institute for Science Education, theoretical physicists in small-group mentoring sessions, University of Bremen, Löbenerstr. NW2, 28334 Bremen, visit laboratories and enjoy social events. Meant for Germany or Dept of Chemistry, Didactics of Chemistry highly self-motivated students from around the world I, University of Dortmund, Otto-Hahnstr. 6, 44227 Dort- aged 16-17, with a keen interest and a strong aptitude mund, Germany. http://www.chemiedidaktik.uni-bremen. in both physics and mathematics. All costs associ- de/ ated with ISSYP within Canada will be covered by International Scientifi c Conference on Desertifi ca- Perimeter Institute. Further information from: www. tion and Drylands Research. Tunis, Tunisia, 19-21 June youngphysicists.ca 2006. This conference will focus on drylands research, Educación Energética para un Futuro Sostenible conservation, policy and sustainable drylands develop- (Energy education for a sustainable future) organised by ment. Organized by UNESCO in partnership with several the Instituto de Ciencias da Educación of the Universidade international organizations, the conference is held within de Santiago de Compostela (Spain), and ISPEJV of the Uni- the context of the United Nations International Year of versidad de Havana (Cuba) will be held in Havana, Cuba, Deserts and Desertifi cation (2006) as part of our collective from 1-4 November 2006. Further information from: efforts to reach the Millennium Development Goals. The Comite Organizador, Instituto de Ciencias da Educación, major objective of this Conference is to review the current Universidade de Santiago de Compostela, Avda de Las state-of-knowledge of dryland ecosystems and the socio- Ciencias, s-n, Chalé na3- Campus sur, 15782 Santiago de economics of dryland development in order to provide Compostela, Spain. Fax: 981.528.078. scientifi c and technical advice to decision-makers and for IV IberoAmerican Congress on Science Education the implementation of the United Nations Convention (IV Congreso Iberamericano de educación científi ca: Inno- to Combat Desertifi cation (UNCCD). The conference will vación y socialización) organised jointly by the Ministry of also mark 50 years of drylands research within the UN Education, Peru; CONCYTEC, Peru; and UNESCO-ORE- System. ALC, will be held in Lima, Peru from 7-9 November 2006. For further information contact: Thomas Schaaf, SC/EES- Further information from: CONCYTEC, Calle de Comercio MAB Secrétariat, UNESCO, 4 Rue Francois Bonvin, 75015 197, San Borja, Lima, Peru. Fax: 511.225-1150 ext. 1455 Paris, France. E-mail: [email protected] http://www. E-mail: [email protected] http://www.concytec. unesco.org/mab/ecosyst/futureDrylands.shtml gob.pe Ist Iberoamerican Congress on Science, Technology, Tenth Annual Regional Science and Math Educators Society and Innovation: Ciencia, Tecnología e Innovación Conference: Bridging Research and Practice (SMEC 10), para el desarrollo en Iberoamérica organised by the Orga- organised by the Science and Math Education Center nización de Estados Iberoamericanos para la Educación, la (SMEC) of the American University of Beirut with support Ciencia y la Cultura (OEI), the Agencia Española de Coop- from UNESCO/Cairo, will take place in Beirut, Lebanon eración, Internacional (AECI) and the Universidad Nacional from 11-12 November 2006. Contact: Dr. Marj Hen- Autónoma de México (UNAM) will be held in México City, ningsen ([email protected]) or Dr. Saouma BouJaoude México, from 19-23 June 2006. Further information from: ([email protected]), Fisk Hall, SMEC, American Uni- http://www.oei.es/congresoctsi/index.html versity of Beirut, P.O. Box 11-0236, Beirut, Lebanon. Euroscience Open Forum 2006 (ESOF2006) - Highli- epiSTEME-2: Second international conference to ghting new research, new technology, new thinking, is review research in Science, Technology and Math- the second pan-European General Science Meeting to ematics Education, organised by the Homi Bhabha be held in Munich from 15-19 July 2006. Euroscience Centre for Science Education, Mumbai, India 12-15 Open Forum was brought to life by Euroscience, a grass- February 2007. It is the second in the series of biennial roots scientifi c organisation founded in 1997 with over conferences meant to review research world-wide in sci- 2,000 members in 40 countries. ESOF2006 is initiated by ence, technology and mathematics education. The con- the Robert Bosch Stiftung and the Stifterverband für die ference:will focus on three broad strands that infl uence Deutsche Wissenschaft. Further information from: http:// science, technology and mathematics education: History www.esof2006.org and Philosophy of Science, Technology and Mathematics; An International Summer School for Young Physi- Cognitive Bases of STM Learning; and STM Curriculum cists - ISSYP 2000 organised by the Perimeter Institute, and its Transaction. Contact: Conference epiSTEME-2, Waterloo, Ontario, Canada, will be held on its grounds Homi Bhabha Centre for Science Education Tata Institute in 2 sessions - 22 July - 3 August and 5 -17 August of Fundamental Research, V. N. Purav Marg, Mankhurd 2006. Participants in the two-week programme will Mumbai 400 088, India. fax: 91-22-2556 6803, 2558 get to explore the most fascinating ideas theoretical 5660 email: [email protected] http://www.hbcse. physicists have about how the universe works: from the tifr.res.in/episteme2

Connect 25 News and Publications

Publications

UNESCO Resource Kit over-riding importance, it is essential to demonstrate the on STE for the Arab practical utility of STE if girls are to be encouraged to opt states (CD-ROM). This for science careers. It is with these considerations in mind CD-ROM is the out- that this module was developed by UNESCO’s Science & come of the Experts Technology Education Section targeted at policy makers, Meeting held in Am- teacher trainers, education and career advisors, teachers man, Jordan, Novem- and inspectors. The module comprises six units: Setting ber 2003 (v. Connect, the Scene; Training and Supporting Teachers; Career Gui- vol. xxix, no.1-2, 2004) dance; Career Guidance Activities; Training and Supporting on transposing the Science and Maths Teachers; and Initial Teacher Education. UNESCO Resource Kit For copies contact: Science and Technology Education Sec- on STE to the Arab re- tion, UNESCO, 7 place de Fontenoy, 75352 Paris Cedex 07, gion context. In Arabic France. Fax: (33-1)45.78.56.44 only. For copies contact: Mr Sulieman Sulieman, Programme Specialist, UNESCO-Beirut,P.O. Box 5244, Beirut, Lebanon. Technology based trai- Fax: (966-1)824854 E-mail: [email protected] ning for marginalized girls: Cambodia, Indone- UNESCO Science Report sia, Nepal. (2005, 68 p.) 2005 (2005, 274 p.) With a fo- This report synthesizes the reword by Koïchiro Matsuura, fi ndings of pilot projects Director-General of UNESCO. conducted in Cambodia, The UNESCO Science Report Indonesia and Nepal in 2005 is the fourth in a series the context of a UNESCO which periodically presents a Project on Technology- global overview of science. It based Vocational Training reviews the state of science for Marginalised Girls. around the world through the The project, initiated in eyes of an independent team 2002, aimed specifi cally of experts. A series of infor- at demonstrating that mative and thought-provoking technical and vocational essays identify and discuss emerging trends in scientifi c re- skills training can have a signifi cant impact on poverty search and higher education. Each chapter describes how reduction. It also showed that education together with research and development are organized in a given region the involvement of local stakeholders was critical in the or country. Who is performing research and development success of such enterprises. For copies contact: Ms Julia today? Where and with what means? What are the new Heiss, Science & Technology Education Section (address priorities? Authoritative and readable, the UNESCO Science above). Report 2005 brings together an extensive number of fi gures and tables to help understand how contemporary issues are State of the World shaping science. Price: 44,00. Order (online): www.unesco. 2006: Special Focus: org/publishing or from: DL Services sprl – Jean De Lannoy, China and India (2006, Avenue du Roi 202, B-1190 Bruxelles, Belgium. Fax:+32-2- 272 p.). This edition 538.08.41 E-mail: [email protected] focuses on the two most populous nations Girls and Scien- of the world who are ce: A training also positioned, as the module on mo- report states, “to leap- tivating girls frog today’s industrial to embark on powers and become science and tech- world leaders in sus- nology careers tainable energy and (2006, 132 p.). agriculture within a With women ac- decade”. It emphasises counting for over the fact that the choi- 50% of the world ces made by these two countries in the coming years will population, gen- be critical in infl uencing the path that global development der parity is an will be led to follow. Besides China and India, this edition issue of global also critically examines, notably, trade and sustainable de- concern. And to velopment, alternative energies, freshwater ecosystems, the extent that nanotechnology and environmental concerns. Abun- in a rapidly glo- dantly illustrated with statistics, tables, charts, graphs etc. balizing world it Price: US$18.95 (+s&h). Order from: www.worldwatch. is the economic org/pubs/sow/2006/ or E-mail: [email protected] factor that is of Fax:570.320.2079.

26 Vol. XXXI, No. 1-2, 2006 News and Publications

The UNITWIN/UNESCO Chair on Reorienting Teacher Edu- US$27.95. Further information from: Teachers College cation to Address Sustainability (York University, Toronto) Press,1234 Amsterdam Avenue, New York, NY 10027, and the International Network of Teacher-Education Insti- USA. Fax: (212) 678-4149 http://www.teacherscolleg- tutions have prepared Guidelines and Recommenda- epress.com/info_desk.html#8 tions for Reorienting Teacher Education to Address Environmental Education and Advocacy: Changing Per- Sustainability. The guidelines and recommendations spectives of Ecology and Education (2005, 333 p.).Edited cover a number of areas that are crucial to the success by Edward Johnson and Michael Mappin. The articles in of reorienting teacher education to address sustainability this collection examine the issues arising from the use and and include: 1) Ministerial and national level involve- abuse of the term «ecology» in environmental educa- ment; 2) Community and regional/provincial involvement; tion to encourage ecologists to become more engaged 3) Changes within institutions of higher education; with education at all levels. Although great efforts have 4) Funding and other resources; 5) Partnerships; been made to improve understanding of the environ- 6) Research; 7) Communications; 8) Information Technol- ment via programs offered by educational establishments, ogy Opportunities. government agencies and others, it is sometimes per- Available online at: http://unesdoc.unesco.org/images/ ceived that environmental «education» actually entails the 0014/001433/143370E.pdf «advocacy» of particular values and beliefs. Cambridge Earth Charter/UNESCO musical CD on iTunes. This University Press. Price: £55.00 ( approx. $105/82). Con- international musical CD initiative is being developed tact: NHBS, 2-3 Wills Road, Totnes, Devon TQ9 5XN, UK. under UNESCO sponsorship by the Earth Charter Secre- Fax: +44 (0)1803 865280 mail: customer.services@nhbs. tariat in collaboration with the NGO “Pour la Terre”. The com songs, which refl ect the diversity of the world, have been Encyclopedia of World Environmental History (2006, selected for their musical quality and the messages that 1600pp). This three volume set, written by a team of they transmit. In France, an international CD is now acces- international experts, provides not only broad historical sible on iTunes at www.itunes.com (put Earth Charter or coverage on how human beliefs and actions have altered UNESCO into the search). The URLs mentioned in it will the natural world, but also covers the latest developments take you straight to the iTunes U.S site/children’s genre. in the fi eld. An analysis of natural phenomena and events There is also some wonderful animation material in English and their impact on human societies is also included. on the Earth Charter at: http://www.littleanimation4kids. Includes over 500 articles on topics such as: Acid Rain; Air com/EC/LEC.html and http://www.littleanimation4kids. Pollution; Alternative Energy; Biodiversity; Deforestation; com/EC.html Environmental Law; Famine; Global Warming; Law of One Pencil to Share – ed. Michael Chartres and Kath- the Sea; Rainforests and Social Ecology. Price: US$595.00 ryn Paige, is a publication resulting from a collaborative including delivery. Order from: Asia Pacifi c Infoserv Pty Ltd. project in primary mathematics and science education in (Acn: 118 111 756 ), GPO Box 2987, Sydney 2001, Austra- the South African province of the Eastern Cape. The nine lia. Fax: 61 2 4934.3692 E-mail: [email protected] experiences of participating teachers presented in this The Australian Research Institute in Education for Sustain- volume relate the transformation taking place as black, ability (ARIES) has released a new series of Reports on rural and disadvantaged teachers feel ‘free to learn’. The Educating for Sustainability. Environmental education commitment and hope emerging in this project deserve (EE) has had a long history in Australia and now, with the to be shared with a wide audience, but particularly with strength of the sustainability agenda, it is time to ques- educators working in adverse conditions. Price A$30.00. tion what has truly been achieved through this process; Contact: CREEW Books, Centre for Research in Educa- what is the latest thinking and how has the practice of tion, Equity and Work, University of South Australia, EE evolved to refl ect this? What are the dominant trends Mawson Lakes, South Australia, SA 5095, Australia in practice across the sectors and how do they contribute ([email protected]). to creating a sustainable society? Each volume reviews a Science Education for Everyday Life: Evidence-based specifi c sector and identifi es gaps and needs in EE so that Practice (2005, 192p.) by G. Aikenhead. This book is the they can be strategically addressed for the future. The result of a three-year project that sought to juxtapose series covers the following areas: Frameworks for Sustain- educationally sound research results with political realities ability; School Education; Community Education; Business of teaching science, in a way that reviewed a wide range and Industry Education; Further and Higher Education. For of research for the benefi t of graduate students and fel- paper or CD-ROM copies contact: ariescoordinator@gse. low colleagues in science education. It provides a com- mq.edu.au providing postal details. PDF copies of the full prehensive overview of humanistic approaches to science reports or key fi ndings can be downloaded from: http:// teaching - approaches that connect students to broader www.aries.mq.edu.au/project.htm or http://www.deh.gov. human concerns in their everyday life and culture. Price au/education/

Connect 27 News and Publications

World Conference on Science & Technology Education

Perth, Western Australia, 8 - 12 July 2007

Incorporating: • ICASE 2007 (Conference of the International Council of Associations for Science Education) • CONASTA 56 (Conference of the Australian Science Teachers Association) • CONSTAWA (Conference of the Science Teachers’ Association Western Australia)

Conference Themes: • Education for sustainable development, as part of the UNESCO World Decade of Education for Sustainable Development (2005-2015); • World health (including AIDS, malaria, other diseases and health challenges such as clean water); • Science for life and citizenship; and • The Way Forward (educational directions and priorities established by ICASE)

For further information contact: Elaine Horne & Robin Groves, Convenors, WorldSTE2007, PO Box 244, Mt Hawthorn, W.A. 6016, Australia fax: + 61 8 9201 0004 email: [email protected]

CONNECT is also available on the Science and Technology Education homepage: http://www.unesco.org/education/educprog/ste/index.html

Due to staff shortage, it is no longer possible to attend to requests for mailing list changes without the SUBSCRIPTION NUMBER (top right hand corner of address label).

Unless otherwise stated, all correspondence concerning Connect should be addressed to: Editor, Connect, UNESCO/ED/STV/STE, 7, place de Fontenoy, 75352 Paris Cedex 07, France. Fax: (33-1) 45.68.56.26 E-mail: [email protected] N.B. Replies to unsolicited correspondence cannot be ensured

R Connect E R C E Y P C L E P A Save trees Editorial Board: Published by UNESCO Chairman: P. Smith This issue is printed on recycled paper Education Sector not retreated with chlorine. Assistant Director-General for Education 7, place de Fontenoy W. Iwamoto Connect is also published in French 75352 Paris 07 SP as Connexion, in Spanish as Contacto, M. J. Pigozzi in Russian as Kontakt, in Arabic as France. M. Nalecz Arrabita and in Hindi as Sampark. O. Hall-Rose Tel: (33-1) 45.68.08.09 Connect is free. Reproduction of its Fax: (33-1) 45.68.56.26 contents is not only permitted, it is D. Wahl (WOCATE) solicited and encouraged; please send Editor: D. Bhagwut E-mail: [email protected] clippings, if used.

28 Vol. XXXI, No. 1-2, 2006