( PDF ) Science for the 21st century: a vision and basis for action; World Conference Declaration on Science and the Use of Scientific Knowledge, scientific agenda, action plan,Budapest and Santo Domingo,1999

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UNESCO Paris, 2000

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Preface .......................................................................................................... 5

DECLARATION ON SCIENCE

AND THE USE OF SCIENTIFIC KNOWLEDGE ................ 9

INTRODUCTORY NO TE TO THE SCIENCE

AGENDA – FRAMEWORK FOR ACTION ................................. 23

SCIENCE AGENDA – FRAMEWORK FOR ACTION ....... 43

Principles and commitments found in the documents

of the World Conference on Science BASIS FOR

FOLLOW-UP ACTIVITIES ................................................................ 68

Note............................................................................................................. 72

TABLE OF CONTENTS

The World Conference on Science for the Twenty-first Centur y: a

New Commitment (June 26 – July 1, 1999, Budapest, Hung ar y),

held by the United Nations Educational, Scientific and Cultur al

Organization (UNESCO) and the Inter national Council for Science

(ICSU), provided a rare opportunity for analyzing where natural

sciences stand today, where they are heading, what their social impact

has been and w hat society expects of them. The Conference

established what efforts should be made so science will advance as

a response to both social expectations and the challenges posed by

human and social development. In other words, it proposed a new

‘social contract’ for science as we reach the 21st centur y.

The path leading to Budapest was marked by a rich pre parator y

process involving wide-ranging consultation. Several meetings were

held in order to provide input to the Conference.

Some 1,800 delegates representing 155 countries, 28

intergovernmental organizations (IGOs) and more than 60

international scientific non-g over nmental or ganizations (NGOs)

took part in the Conference, including 80 Ministers of Science,

Technolog y, Research and Education or individuals that held

positions equivalent to those.

The Conference discussed the intimate interrelationship between

science and technolog y, their role in socio-economic development

and their effect on the environment. W hat is more appropriate

for developing countries? The conclusions reached at the

Conference are tha t capacity building is essential for endogenous

development and that each countr y should develop scientific

knowledge in the f ields that are most suitable so its own priorities

will be addressed.

PREFACE

6 • Preface

The results of discussions in Budapest are outlined in the two

main documents drafted as a result of the Conference:

• the Declaration on Science and the Use of Scientific Knowledge , which

underscores the political commitment to the scientific endeavor

and to the search for solutions to issues rela ted to the interface

between science and society;

• the Science Agenda - Framework for Action, which contains specific

commitments and recommenda tions with reg ard to capacity-

building in science and the use of science for sustainable

development.

After the Conf erence, both documents were endorsed by ICSU

and UNESCO g overning bodies. T he present booklet contains

these two texts, which map out the way to guar antee follow-up to

the Conference on the par t of all par tners and stakeholders in the

area of science, including the research community, government

agencies, IGOs, NGOs and the industrial sector. An Introductor y

Note to the Science Ag enda prepared by the Conference Secretariat

is also included. In addition, a note on pag e 48 of this booklet

summarizes ICSU’s position reg arding the contribution traditional

knowledge might make to science.

During the Conference, a number of initiatives designed to boost

regional cooperation in the field of science were launched. It is

essential now to maintain the momentum reached in Budapest

both at the international and at the national level. Different

stakeholders may quickly locate the parag raphs in the Science

Ag enda that are of par ticular relevance to them by consulting the

enclosed table outlining the Basis for Follow-up Activities.

Each par tner will, of course, be r esponsible for the development

of its own follow-up initiatives to the World Conference on

Science, but UNESCO will act as a center for all activities in

Preface • 7

cooperation with ICSU. For this purpose, all partners are

encourag ed to keep UNESCO abreast of their follow-up actions.

In tur n, UNESCO and ICSU will develop – together with relevant

United Nations organizations and donor bodies - concrete

initiatives guided towards strengthening inter national cooperation

in the field of science.

The Conf erence was but one step in a global process which concer ns

us all, for we are all stakeholders in our own and in our children’s

future. We all have a moral obligation to pass on a healthy environment

and decent living standards to future g enera tions. Achieving this goal

will call for resolute political will on the one hand and responsible

scientific research and development on the other.

Government, civil society and scientific community

representatives, I urg e you to do what you can - in your area of

responsibility – to make a difference.

Paris, January 2000

Maurizio Iaccarino

Secretary-Gener al

World Conference on Science

PREAMBLEPREAMBLE

PREAMBLE

1. We all live on the same planet and are part of the biosphere. We

have come to recognize that we are in a situation of increasing

interdependence and that our future is intrinsically linked to the

preservation of global life-support systems and to the survival of

all forms of life. The nations and scientists of the world are called

upon to acknowledge the urgency of using knowledge from all

fields of science in a responsible manner to address human needs

and aspirations without misusing this knowledge. We seek active

collaboration in all fields of scientific development. This includes

natural sciences such as physical, earth and biological sciences,

biomedicine and genetic engineering, and social and human

sciences. While the Framework f or Action emphasizes the

promising nature and the dynamism of natural sciences and their

potential adverse effects, as well as the need to understand their

impact on and their relations with society, the commitment to

science, including the challenges and the responsibilities set out in

this Declaration, is valid for all of its fields of the sciences. All

cultures can contribute with valuable scientific knowledge. The

sciences should be at the service of humanity as a whole and should

contribute to providing everyone with a deeper understanding of

nature and society, better quality of life and a sustainable and

healthy environment for present and future generations.

2. Scientific knowledge has led to remarkable innovations that

have been of g reat use to humanity. Life expectancy has

DECLARATION ON SCIENCE

ANDTHE USE OF SCIENTIFIC KNOWLEDGE

10 • Declaration on Science

increased strikingly, and the cure for many illnesses has been

found. Ag ricultural production has significantly increased in

many par ts of the world to meet g rowing population needs.

Technological development and the use of new energ y

sources have created the oppor tunity to free humankind from

arduous labor. They have also made the creation of a

comprehensive and complex range of industrial products and

processes possible. Technologies based on new means of

communication, infor mation handling and computer science

have brought about unprecedented opportunities and

challenges for scientific development and for society. T he

steady increase in scientific knowledge concer ning the origin,

the functions and the evolution of the universe and of life

provides humankind with conceptual and practical approaches

that profoundly inf luence its conduct and prospects.

3. In addition to their demonstrable benefits, the applications

of scientific advances and the development and expansion

of human activity have also led to environmental deg radation

and technological disasters and have contributed to social

imbalance and exclusion. One example is the fact that

scientific progress has made it possible for sophisticated

weapons to be produced. T his includes conventional weapons

and weapons of mass destruction. There is now an

opportunity to call f or a reduction of the amount of financial

resources used for the development and production of new

weapons and to encourage the conversion, even if only par tial,

of militar y production and r esearch facilities into installations

for civilian use. The United Nations General Assembly has

proclaimed the year 2000 as the International Year for the

Culture of Peace and the y ear 2001 as the United Nations

Year of Dialogue among Civilizations as ste ps towards long-

lasting peace; the scientific community, together with other

sectors of society, can and should play an essential role in

this process.

Declaration on Science • 11

4. Today, whilst unprecedented advances in the different fields of

science are foreseen, there is a need for a vigorous and informed

democratic debate on the production and use of scientific

knowledge. The scientific community and decision-makers

should seek the strengthening of public trust and suppor t for

science through this debate. Greater interdisciplinary eff orts

involving both natural and social sciences are a pr erequisite for

dealing with ethical, social, cultural, environmental, gender,

economic and health issues. Enhancing the role of science for a

more equita ble, prosper ous and sustainable world requires the

long-ter m commitment of all stakeholders, public and private,

through g reater investment, the appropriate revision of

investment priorities and the sharing of scientific knowledge.

5. Most of the benefits brought a bout by science are unevenly

distributed as a result of structural inequalities among

countries, regions and social g roups and between the sexes.

Just as scientific knowledg e has become a crucial factor in the

production of wealth, its distribution has become more

inequitable. What distinguishes the poor (be it people or

countries) from the rich is not only tha t they have fewer assets,

but also tha t they are largely excluded from the creation and

benefits of scientific knowledge.

6. We, par ticipants in the World Conference on Science for the

Twenty-first Centur y: a New Commitment, gathered in

Budapest, Hungar y, from June 26 to July 1, 1999 under the

aegis of the United Nations Educational, Scientific and Cultural

Organization (UNESCO) and the Inter national Council for

Science (ICSU):

Considering:

7. where natur al sciences stand today and where they are heading,

what their social impact has been and what society expects

from them,

12 • Declaration on Science

8. that in the twenty-first century science must become a shared

asset benefiting all peoples on a basis of solidarity, that science

is a powerful resource for understanding natural and social

phenomena, and that its role promises to be even g reater in

the future as the g rowing complexity of the relationship

between society and the envir onment is better understood.

9. the ever-increasing need for scientific knowledge in public and

private decision-making, including notably the influential role

to be played by science in the for mulation of policy and

regulator y decisions,

10. that access to scientific knowledge f or peaceful pur poses fr om

a ver y early age is part of all men and women’s right to

education and that science education is essential for human

development, f or creating endogenous scientific capacity and

for having active and infor med citizens,

11. that scientific research and its applications may yield significant

retur ns towards economic g rowth and sustainable human

development, including pover ty reduction, and that the future

of humanity will become more dependent on the equitable

production, distribution and use of knowledge than ever

before,

12. that scientific research is a major driving force in the field of

health and social aid and that better use of scientific knowledge

would considerably improve human health,

13. the current process of globalization and the strategic role played

by scientific and technological knowledg e within this process,

14. the urgent need to reduce the gap between developing and

developed countries by improving scientific capacity and

infrastr ucture in developing countries,

Declaration on Science • 13

15. that the information and communication re volution offers new

and more effective means of exchanging scientific knowledge

and advancing education and research,

16. the importance of total, unrestricted access to scientific

research and education and to information and data,

17. the role played by the social sciences in the analysis of social

transformations related to scientific and technological

developments and the search for solutions to the problems

that result from this process,

18. the recommendations of major conferences held by United

Nations organizations and other agencies and those of

meetings associated with the World Conference on Science,

19. that scientif ic research and the use of scientific knowledg e

should respect human rights and the dignity of human beings,

in accordance with the Universal Declar ation of Human Rights

and in the light of the Universal Declaration on the Human

Genome and Human Rights,

20. that some applications of science can be detrimental to

individuals and society, the environment and human health,

possibly e ven threatening the continuing existence of the

human species, and that the contribution of science is

indispensable to the cause of peace and development and to

global safety and security,

21. that scientists with other major par ticipants have a special

responsibility to prevent uses of science w hich are ethically

incorrect or have an adverse impact,

22. the need to practice and apply sciences according to appropriate

ethical requirements defined based on comprehensive public debate,

14 • Declaration on Science

23. that the pursuit of science and the use of scientific knowledge

should respect and maintain life in all its diversity, a s well as

the life-suppor t systems of our planet,

24. that there is a historical imbalance in the participation of men

and women in all science-related activities,

25. that there ar e barrier s which have prevented the unr estricted

participation of social groups such as women, disabled

individuals, indigenous peoples and ethnic minorities,

hereinafter referred to as disadvantaged groups,

26. tha t traditional and local knowledge systems, as dynamic

expressions of perceiving and understanding the world, can

make, and historically have made, a valuable contribution to

science and technolog y, and that there is a need to pr eser ve,

protect, research and promote this cultural heritag e and

empirical knowledge,

27. that a new relationship between science and society is necessary to

cope with such pressing global problems as poverty, environmental

degradation, inadequate public health, and food and water security,

particularly those associated with population growth,

28. the need f or a significant commitment to science on the part

of gover nments, civil society and the productive sector, as well

as an equally strong commitment on the part of scientists to

the well-being of society,

Proclaim the following:

I.I.

Science fScience f

Science f

or knoor kno

or kno

wledge;wledge;

wledge;

knokno

kno

wledge fwledge f

wledge f

or pror pr

or pr

ogrogr

ogr

essess

ess

29. The inherent function of the scientific endeavor is to car ry

out a comprehensive and thorough inquir y into nature and

Declaration on Science • 15

society, leading to new knowledge. This new knowledge

provides educational, cultural and intellectual enrichment

and leads to technological advances and economic benefits.

Promoting fundamental and problem-oriented research is

essential for achieving endogenous development and

progress.

30. Governments should act as ca talysts to f acilitate interactions

and communication between stakeholders thr ough national

science policies. T hey should recognize the key role played by

scientific research in the acquisition of knowledge, in the

training of scientists and in the education of the population.

Scientific research funded by the private sector has become a

crucial f actor for socio-economic development, but this does

not cancel out the need for g over nment-funded research. Both

sectors should work in close collaboration and in a

complementar y manner in financing scientif ic resear ch in order

to achieve long-ter m g oals.

2.2.

Science fScience f

Science f

or peaceor peace

or peace

31. The essence of scientific thinking is the ability to examine

problems from different perspectives and seek explanations

for natural and social phenomena. Scientific reasoning is

constantly subjected to critical analysis. Science thus r elies on

critical and freethinking, which is essential in a democratic

world. The scientif ic community, sharing a long-standing

tradition that transcends na tions, religions and ethnicity, should

promote, as stated in UNESCO’s constitution, the ‘intellectual

and moral solidarity of mankind’, which is the basis of a culture

of peace. Worldwide cooperation among scientists makes a

valuable and constr uctive contribution to global security and

to the development of peaceful interactions between different

nations, societies and cultures, and could encourag e fur ther

steps towards disar mament, including nuclear disarmament.

16 • Declaration on Science

32. Gover nments and society at larg e should be aware o f the need

to use natural and social sciences and technology as tools to

address the root causes and impacts of conf lict. Investment

in scientif ic research which addresses these issues should be

increased.

3.3.

Science fScience f

Science f

or deor de

or de

elopmentelopment

elopment

33. Today, more than ever, science and its applications are

indispensable for development. All levels of government and

the private sector should lend support for the development of

adequate and evenly distributed scientific and technological

capacity. This should take place through appropriate education

and research prog rams as an indispensable foundation for

economic, social, cultural and environmentally sound

development. This is particularly urgent for developing

countries. Technological development requires a solid scientific

basis and needs to be resolutely directed towards safe and clean

production processes, g r eater efficiency in the use of resources

and the crea tion of environmentally friendly products. Science

and technolog y should also be resolutely directed towards

prospects for better employment, improving competitiveness

and social justice. Investment in science and technolog y aimed

both at these objectives and at a better under standing and

safeguarding of the planet’s natural resource base, biodiversity

and life-suppor t systems must be increased. T he objective

should be the development of sustainable development

strategies thr ough the integ r ation of economic, social, cultural

and environmental aspects.

34. Science education, in the broad sense of the term, without

discrimination and encompassing all levels and modalities, is a

fundamental prerequisite for democracy and for ensuring

sustainable development. In recent years, measures have been

undertaken all over the world to promote basic education for

Declaration on Science • 17

all. It is essential that the fundamental role played by women

in the applica tion of scientific development to food production

and health care be fully recognized and that efforts be made

to strengthen their under standing of scientific advances in

these areas. It is based on this that science education,

communication and popularization need to be developed.

Special attention still needs to be given to marginalized g roups.

Now, more than ever, it is necessar y to develop and expand

science literacy in all cultures and all sectors of society. It is

also necessary to develop reasoning abilities and skills and an

appreciation of ethical values so as to improve public

participation in decision-making reg arding the use of new

knowledge. Prog ress in science makes the role of universities

particularly impor tant in the promotion and modernization

of science teaching and its coordination at all levels of

education. In all countries, particularly in developing countries,

there is a need to strengthen scientific research in higher

education, including postgraduate programs, taking national

priorities into account.

35. T he constr uction of scientific capacity should be suppor ted

by regional and inter national cooperation to ensure both

equitable development and the distribution and utiliza tion of

human creativity with no discrimination of an y kind against

countries, groups or individuals. Cooperation between

developed and developing countries should take place in

confor mity with the principles of total and unr estricted access

to informa tion, equity and mutual benefit. In all eff orts of

cooperation, differences in traditions and cultures should be

given due consideration. The developed world has a

responsibility to enhance par tnership activities in science with

developing countries and transition countries. Helping to cr eate

a critical mass of national r esearch in the sciences through

regional and inter national cooperation is especially impor tant

for small States and least developed countries. Scientific

18 • Declaration on Science

str uctur es such as universities are essential for personnel to be

trained in their own country so they can later have a career there.

Through these and other efforts, conditions that lead to the

reversal of cur rent trends or to the reduction of their ef fects

should be created. However, no measures should be adopted to

restrict scientists’ right to come and g o as they please.

36. Progress in science requires various types of cooper ation at and

between intergovernmental, governmental and non-governmental

levels, such as: multilateral projects; research networks, including

South-South networking; par tnerships involving scientif ic

communities of developed and de veloping countries to meet the

needs of all countries and facilitate progress; fellowships and

grants and the promotion of joint research; prog r ams to f acilitate

the exchang e of knowledg e; the development of internationally

recognized scientif ic research centers, particularly in developing

countries; inter national ag reements for the joint promotion,

evaluation and funding of mega-projects and broad access to them;

international panels for the scientif ic assessment of complex

issues; and interna tional ar rang ements for the promotion of

postgraduate training. New initiatives are required for

interdisciplinar y collabor ation. Th e international character of

fundamental research should be strengthened by significantly

increasing suppor t for long-term research projects and for

inter national collaborative projects, especiall y those of global

interest. In this respect, particular attention should be given to

the need f or continuity of support to research. Access to these

conditions for scientists from de veloping countries should be

actively supported and open to all on the basis of scientific merit.

The use of infor mation and communication technolog y,

particularly through the creation of networks, should be expanded

as a means of promoting the free flow of knowledge. At the

same time, care must be taken to ensure that the use of these

technologies does not lead to the denial or restriction of the

richness of the various cultures and means of expression.

Declaration on Science • 19

37. In the first place, so that all countries can achieve the objectives

set out in this Declaration national strategies, institutional

arrangements and financing systems need to be developed in

conjunction with inter national initiatives. They need to be set

up or revised to enhance the role of sciences in sustainable

development within the new context. In par ticular, they should

include: a long-term national policy on science to be developed

together with society and private actors; suppor t to science

education and scientific research; the development of

cooperation between R&D institutions, universities and

industry as par t of national innovation systems; the creation

and maintenance of national institutions for risk assessment

and management, vulnerability reduction, safety and health;

and incentives for investment, research and innovation.

Parliaments and g overnments should be invited to provide a

legal, institutional and economic basis for enhancing scientific

and technological ca pacity in the public and private sectors

and facilitate their interaction. Decision-making and priority

setting in the field of science should be made an inte gr al par t

of overall development planning and the for mulation of

sustainable development strategies. In this context, the recent

initiative of G8 creditor countries to take part in the process

of reducing the debt load of certain developing countries will

be conducive to a joint effor t on the part of de veloping and

developed countries towards the establishment of appropriate

mechanisms for funding science. This will be done in order to

strengthen national and regional scientific and technological

research systems.

38. Intellectual property rights need to be appropriately protected all

over the world, and access to data and information is essential for

undertaking scientific wor k and for translating the results of

scientific research into tangible benefits for society. Mutually

supportive measures should be taken to enhance the relationship

between the protection of intellectual property rights and the

20 • Declaration on Science

distribution of scientific knowledge. There is a need to consider

the scope, extent and application of intellectual property rights

in relation to the equitable production, distribution and use of

knowledge. T here is also a need to develop appropriate national

leg al frameworks fur ther so the y will include the specific

requirements of developing countries. These frameworks should

also accommodate traditional knowledge and its sources and

products, whose recognition and adequate protection should be

ensured based on informed decisions made by the customary or

traditional owners of this knowledge.

4.4.

Science in society and science fScience in society and science f

Science in society and science f

or societyor society

or society

39. The practice of scientific research and the use of knowledge that

results from this research should always have the welfare of

humanity as its objective. T his includes reducing poverty,

respecting the dignity and rights of human beings and of the

global environment and taking full responsibility for pr esent and

future generations. There should be a new commitment to these

important principles on the part of all par ties concer ned.

40. The unrestricted flow of information on all possible uses and

consequences of new discoveries and newly developed

technologies should be secured so that ethical issues can be debated

in an appropriate way. Each country should establish suitable

measures to address the ethics related to practicing science and to

the use and applications of scientific knowledg e. T hese should

include procedures for dealing with dissent and dissenters in a

fair and responsive manner. UNESCO’s World Commission on

the Ethics of Scientific Knowledge and Technology of UNESCO

could provide a means of interaction in this respect.

41. All scientists should commit themselves to high ethical standards

and a code of ethics based on relevant nor ms enshrined in

international human rights instruments should be established for

Declaration on Science • 21

scientific professions. T he social responsibility of scientists

requires that they maintain high standards of scientific integrity

and quality control, share their knowledge, communicate with the

public and educate the younger generation. Political authorities

should respect this action taken by scientists. Science curricula

should include science ethics, as well as training in regards to the

history and philosophy of science and its cultural impact.

42. Equal access to science is not only a social and ethical requirement

for human development; it is also essential for realizing the full

potential of scientific communities worldwide and for guiding

scientific progress towards meeting the needs of humanity. The

difficulties encountered by women, who account for over half of

the worlds’ population, in star ting, pursuing and advancing in a

career in the field of science and in participating in decision-making

processes concerning science and technology should be addressed

urgently. There is an equally urgent need to address the difficulties

faced by disadvanta ged g roups which prevent their full and

effective par ticipation.

43. G overnments and scientists of the world should address the

complex problems related to poor health and to the increasing

level of inequality in health conditions between different countries

and between different communities within the same country. The

objective is to achieve an improved, equitable standard of health

and a better provision of quality health care for all. This should

be achieved through education, through scientific and

technological advances, through the development of robust long-

ter m par tner ships between all stakeholders and through the

creation of programs to meet this objective.

***

44. We, participants in the World Conference on Science for the

Twenty-first Century: a New Commitment, commit ourselves

22 • Declaration on Science

to making every effort to promote dialogue between the

scientific community and society, to remove all discrimination

with respect to education for and the benef its of science, to

act ethically and cooperativel y within our own spheres of

responsibility, to strengthen scientific culture and its peaceful

application thr oughout the world, and to promote the use of

scientific knowledge for the well-being of populations and for

sustainable peace and development, taking into account the

social and ethical principles illustrated above.

45. We consider that the Conference document Science Agenda –

Framework for Action gives practical expression to a new

commitment to science and can ser ve as a strategic guide for

partner ship within the United Nations system and between all

stakeholders in the scientific endeavor in the years to come.

46. We therefo re adopt this Declaration on Science and the Use

of Scientific Knowledge and agree upon the Science Agenda

– Framewor k for Action as a means of achieving the g oals set

fort h in the Declaration, and call upon UNESCO and ICSU

to submit both documents to the General Conference of

UNESCO and to the General Assembly of ICSU. These

documents will also be submitted to the United Nations

General Assembly. The pur pose is to enable both UNESCO

and ICSU to identify and implement follow-up action in their

respective programs and to mobiliz e the support of all partner s,

particular ly those in the United Nations system, in order to

reinforce interna tional coordination and cooperation in the

field of science.

***

The present document, pre pared by the World Confer ence on

Science Secretariat, was not submitted for formal approval. Its

objective was to facilitate the understanding of the draft of the

Science Ag enda – Framework for Action. It is reproduced here for

the same reason.

THE NEW CONTEXTTHE NEW CONTEXT

THE NEW CONTEXT

1. Several major factors have transfor med, and will continue to

affect, the relationships between science and society as they

have developed during the second half of the centur y.

a) Scientific research is increasing our knowledg e and a bility

to under stand complex systems and processes in an ever-

g rowing range of scales in space and time. The natural

sciences are enjoying a highly creative phase whose roots

are the breakthroughs and advances in various fields, from

molecular biology, biochemistr y, quantum physics and

material science to planetary sciences and astronomy. The

emergence of new disciplines and of interactions among

them, increasing ly powerful computational tools, the rapid

accumulation of scientific knowledge and the need to bring

natural and social sciences together in joint ag endas all have

significant implications on scientific research and education.

b) The conditions for the production and sharing of scientific

knowledge are changing as a consequence of the increasing

INTRODUCTORY NOTE

TO THE SCIENCE AGENDA – FRAMEWORK FOR ACTION

24 • Introductory Note to the Framework

intensity of communication, the g rowing interface between

disciplines and closer interactions between science and

technolog y, universities and industr y, laboratories and

factories. Major economic and social implications are

arising from the closer contacts between scientific

discoveries and their application, technological know-how

and commercial exploitation. Information and

communication technologies are causing changes on all

fronts that are as profound as those brought about when

print was first developed.

c) Linked to the changes occur ring in science and technolog y

are the globalization of trade and business, the increasing ly

important role played by transnational companies and the

reduction in the capacity of g over nments to regulate

economic activity and its repercussions on society. Within

a framework tha t is increasingly subjected to transnational

challenges and shor t-term requirements, competitive

businesses are often those that can capture information

flows and apply them quickly, rather than produce

discoveries and inventions themselves.

d) The end of the Cold War has resulted in a significant

reorientation of investment in science and technolog y in

some countries. For the more industrializ ed countries,

resources used for research in the area of military defense

during this period had re presented a major par t of public

R&D expenditures. Unfortunatel y, in recent years, the

percentag e of the Gross National Product devoted to

international cooperation, particularly in developing

countries, has – with cer tain exceptions – stagnated or

decreased. T his fact, combined with economic difficulties,

has resulted in little or no g rowth worldwide in g overnment

funding for fundamental research, and private R&D has

declined in some sectors as a natural consequence of the

Introductory Note to the Framework • 25

stagnation of the global economy. At the same time,

research programs, especiall y comprehensive ones designed

to address global problems, are have had to face an increase

in costs.

e) The world is affected by g rowing inequalities. This

contributes to new tensions and conf licts. The patterns of

disparities are now more complex and more contrasting.

One of many cases that illustrate this situation on a global

scale is the fact that 20 percent of the world’s popula tion

is responsible for 86 percent of the total private

consumption. Within and between countries the benefits

of education, culture, health ser vices and other factors of

human and social well-being are now more unequally

distributed than ever. T he big picture is that, while more

industrially developed nations have developed a g reat

capacity for scientific research and technological

innovation, most countries have yet to solve problems

related to the basic needs of their populations. Less

developed countries are struggling for survival. The var ying

deg rees to which countries and r egions adapt to scientific

and technological changes threa ten to further accentua te

inequalities in access to and in the production of scientific

knowledge and technical know-how.

f) Another major factor is the increase in the number of

environmental problems that can have an effect on the

future of our planet. In addition to the phenomena of

population g rowth and increasing urbanization, industrial,

ag ricultural and transport activities are bringing about a

major tr ansfor mation in the global environment. This

change seriously affects human health and the productivity

of ecosystems. Human action has even star ted to affect

the operation of global life support systems such as the

weather. The need to adopt the precautionary principle,

26 • Introductory Note to the Framework

initiate anticipator y research, take preventive action, and

indeed make sustainability an essential ing redient in any

model of development has become more evident at a time

when societies, cultures, economies and environments are

becoming increasingly interdependent.

g) The need to take into account ethical consequences when

discussing the future of science has become more urgent

over the last fe w years, requiring an open discussion within

the scientific community and society as a whole. In this

context, scientists themselves have started to play an active

role in defining and accepting their ethical responsibilities.

Public understanding and awareness of science are

important factors in the establishment of appropriat e

ethical guidelines and procedures.

h) A featur e of our times is the emergence of organized sector s

of society. These sectors have demanded that they take par t

in democratic debates and decision-making, as well as

transparency on all public issues. Alongside traditional actors,

such as trade unions and political par ties, strong new groups

are coming to the fore, including the communication media,

citizen movements, and a variety of non-g over nmental

organizations, such as associations of parliamentarians,

industrial professions and entr e preneurs. Many of these are

concerned with the environmental issues and other subjects

that the sciences are expected to addr ess. Some ref lect a lay

disenchantment and disreg ard for science, and a fear of the

unforeseen or unknown consequences of some of its

applications. The confusion about who speaks for science

amongst the many sectors, and whose science can be trusted,

adds to this public mistrust.

i) Women, as the largest population g roup in the world, are

asking to play a more important role in all activities,

Introductory Note to the Framework • 27

particularly in science and technology. Significant

institutional and cultural bar riers that pre vent women from

making prog ress in the areas of science education and

research and from taking on responsibilities on a par with

men still need to dealt with. Achieving gr eater gender

equality in scientific activities, this itself being a str ong

desideratum for reasons of equity, also implies tha t the

approach, and even the content, of scientific advances

should change so it will focus more on the needs and

aspirations of humanity.

2. There is currently an accumulation of discoveries, applications

and know-how that constitute an unpr ecedented source of

knowledge, information and power. Never have discoveries and

innovations promised a g reater increase in material pr og ress

than today, but neither has the productive – or destructive –

capacity of humankind left so man y uncertainties unresolved.

The major challeng e of the coming centur y lies in the g round

between the power which humankind has at its disposal and

the wisdom which it is capable of showing in using it.

3. Guided by the conviction that it is both urgent and possib le to

take up this challeng e, the par ticipants to the Conference are

deter mined to concentrate effor ts on the production and

sharing of knowledge, know-how and techniques to address

the major problems ahead – whether local, regional or global.

It is evident to everyone today, however, that it is not science

alone that will solve these problems. A new relationship needs

to be created between those w ho develop and use scientific

knowledge, those who suppor t and finance it, and those

concerned with its applica tions and impacts; such is the essence

and the spirit of the new commitment.

4. In considering the practical expressions of this commitment,

it must be recognized that the relationship between scientific

28 • Introductory Note to the Framework

research, education, technological innovation and practical

benefits is much more diverse and complex today than it

ever was in the past. Other people frequently play a part in

the process in addition to researchers. T he prog ress of

science cannot be justified purely i n ter ms of search for

knowledge. It must be defended – and increasingly so, in

view of budg etary restrictions – through its relevance and

effectiveness in addressing the needs and expectations of

our societies.

5. Democratic decision-making on scientific matters requires

the participation of all groups of society It also needs

consideration and respect for national diversity within a spirit

of solidarity and cooperation. If only one sector of the

population or a single group of nations has an active role in

science and its applications, it is likely that there will be an

imbalance, and gaps and disparities tend to increase.

Therefore, in defining and car rying out the multilateral

commitment to science it is not onl y impor tant that each

and every countr y be able to make its own inf ormed and

ar ticulate contribution, but also that all actor s – the public

sector, the media, scientists, educators, industrialists,

politicians and decision-makers – be involved in the process.

THE NEW COMMITMENTTHE NEW COMMITMENT

THE NEW COMMITMENT

6. In the process leading to the World Conf erence on Science

and to the drafting of the Declaration on Science and the

Use of Scientific Knowledge and the Science Agenda –

Framewor k for Action, numerous ref lections and enlightening

debates have taken place. Among the wide variety of concerns

and proposals expressed, there are clear signals of

converg ence with reg ard to some central issues. These are

listed here as g eneral guidelines to facilitate the identification

of the new commitment.

Introductory Note to the Framework • 29

a) The need for drastic changes in attitude and in the

manner in which problems related to development are

approached, especially in ter ms of their social, human

and environmental dimensions. T he sciences must be

put to work for sustainable peace and development in a

progressively responsive and democratic framework;

scientists, as all other stakeholders, must

correspondingly recognize their ethical, social and

political responsibilities.

b) The need to improve, strengthen and diversify science

education, for mal and non-for mal, at all levels and for all

sectors, and to integ rate science into the general culture,

emphasizing its contribution to the for mation of open

and critical thinking as well as to the improvement of

people’s ability to meet the challenges of modem society.

Any discriminator y bar rier to equitable participation in

science must be combated and positive effor ts have to

be made to fully integ rate women into the sciences.

c) The need to strengthen the national S&T base,

reorganizing national science policies, increasing scientif ic

personnel and ensuring a stable and suppor tive research

context, especially in areas that are locally and globally

relevant. In developing countries, more resour ces for S&T

are necessar y considering local capacities and priorities,

and this funding should be increased through similar

commitments made by par tners in developed nations.

d) T he need to break traditional bar riers between natural

and the social sciences and to adopt interdisciplinarity as

a common practice. Moreover, since the processes

underlying present global problems and challenges need

the concurrence of all scientific disciplines, it is imperative

to attain proper balance in order to support them.

30 • Introductory Note to the Framework

e) The need to open scientific ma tters to public debate and

democratic par ticipation so as to reach consensus and

concerted action. The scientific community is expected

to open itself to a per manent dialogue with society.

Relationships with other forms of knowledge and

expressions of culture are par ticularly relevant.

f) T he need to reinforce and broaden scientific cooper ation,

both at a regional and at an international level, through

the creation of networks and the establishment of

institutional arrangements with IGOs, NGOs and

research and education center s. In this regard, UNESCO

and ICSU programs must be strengthened, in par ticular

through cooperation between them and with other United

Nations org anizations. It is a challenge to improve the

coordination of the various effor ts of these par tners

while respecting their different roles and stimulating

synerg y between them.

ASIS FORASIS FOR

ASIS FOR

CTIONCTION

CTION

The following text includes all sections of the draft Science Ag enda

– Framework for Action and attempts to show the general ideas

behind the guidelines for action listed therein.

I.I.

Science fScience f

Science f

or knoor kno

or kno

wledge;wledge;

wledge;

knokno

kno

wledge fwledge f

wledge f

or pror pr

or pr

ogrogr

ogr

essess

ess

I. II. I

I. I

The Role PlaThe Role Pla

The Role Pla

ed bed b

ed b

y Fundamental Researy Fundamental Resear

y Fundamental Resear

chch

7. The sciences are expected to continue to fulfill their intrinsic

role, which is the acquisition of knowledge and understanding

benefiting from the creativity of scientists around the world.

This is the central argument for continuing to develop

fundamental research and education in all subjects related to

science.

Introductory Note to the Framework • 31

8. Public authorities, private companies, universities, research

laboratories and institutes each have their own dynamics and

spheres of action. In or der to rela te to all such different

partners, scientific research must cope with the underlying

diversity of contexts and adopt a coher ent agenda, establishing

balance between immediate and long-ter m objectives.

9. In designing international policies and prog rams for science,

the multiplicity of conditions for scientific research, the

perceptions of science and also of pr oblems and the needs

and possibilities to apply scientific knowledge must be bor ne

in mind. International science is ideally built upon the plurality

and diversity of contributions that all nations can make to

scientific development considering their own capacities, needs

and interests.

1.21.2

1.2

The Public Sector and the Private SectorThe Public Sector and the Private Sector

The Public Sector and the Private Sector

10. Fundamental research requires sustained public support as it

represents an ‘off-market’ public asset with uncer tain short-

ter m profitability The retur ns and applications that result fr om

it provide, in tur n, new ad ditions to the entire r esearch system

while at the same time contributing to the solution of specific

problems and the de velopment of technological capacity.

11. New funding mechanisms must be sought for science

considering the cur rent context. In most industrialized

countries, private investment in S&T research surpasses

public sector funding for the area, and a number of public

institutions have been or are being privatized. Ag encies

awarding g rants tend to give preference to research with

short-term goals, and the accountability of results is

increasingly based on technological applications and patents

rather than on basic knowledge acquisition. In most

developing countries, on the other hand, most scientific

32 • Introductory Note to the Framework

research is funded by the g overnment. Even in countries that

have managed to train a considerable number of scientists,

the private sector gives pr eference to research with shor t-

ter m goals or does not invest in research at all; the scientific

system is weakly linked to the productive system and local

industr y does not benefit from the opportunities created by

science; as a result, S&T contributes little to the creation of

national wealth in these countries.

1.31.3

1.3

Sharing scientific infSharing scientific inf

Sharing scientific inf

ormation and knoormation and kno

ormation and kno

wledgewledge

wledge

12. New communication and infor mation technologies have

become an impor tant factor for change, giving rise to new

directions, methodologies and scenarios f or scientific work and

new ways of producing, accessing and using information. The

g rowing impact and potential of new technologies make it

necessar y for scientists and institutions to adapt themselves in

order to fully benefit from the advantages this reality can bring

about. In this reg ard, it is essential that they be de veloped and

used to provide equal opportunities for scientists in different

regions of the world, to facilitate the wide-ranging distribution

of and access to infor mation, and to promote a tr uly

international scientific dialogue. Computation and infor ma tion

systems that reflect the diverse cultures, languages, technical

resources, habits and needs of people around the world need

to be designed.

13. Tr ue and compr ehensive sharing of scientif ic knowledge

cannot be accomplished by electronic means alone. Regional

and international networks for research and training,

partnerships involving communities in developed and

developing countries, and specific prog rams for the exchang e

and transfer ence of scientific knowledge and skills have pr oved

to be impor tant mechanisms and should be fostered and

implemented more widely.

Introductory Note to the Framework • 33

2.2.

Science fScience f

Science f

or peace and deor peace and de

or peace and de

elopmentelopment

elopment

2.12.1

2.1

Science fScience f

Science f

or basic human needsor basic human needs

or basic human needs

14. Food, water, shelter and access to health care, social security

and education are the cor nerstones of human well-being. The

pover ty and dependence that affect a number of countries can

only be escaped through social and economic transfor mation

and political deter mination, a compr ehensive and upgraded

education system, and the appropriate development and use

of science and technology. Scientific knowledge needs to be

applied in order to find ways to reduce the inequality, injustice

and lack of resources that affect especially the marginalized

sectors of society and poorer countries in the world.

15. Science is today a currency in the hierarchy of na tions.

Developing countries need to enhance S&T ca pacities in areas

that are relevant to the problems that affect their own

populations and their national development. It should not be

overlooked, however, that these countries have very diverse

characteristics, some being in various ways c loser to the

industrialized world than to their fellow countries. It is essential

for each countr y to have the capacity and take on the

responsibility to define its priorities and areas of relevance

and to establish the manner to address them.

16. It is against this background that a case for supporting S&T

in developing countries is made. Developing countries will

benefit from this effor t in solving their cur rent problems and

achieving a healthier, more sustainable sort of development.

In essence, this will be a global benefit since there ar e more

than 120 developing countries and three four ths of the

population of the world lives in these countries. As long as

they are not effectivel y involved in science, can we talk of

‘world science’?

34 • Introductory Note to the Framework

17. There is a need for ur gency here. Compr ehensive, far-reaching

and long-lasting development is a universal challeng e and is

not restricted to a par ticular g roup of countries. It requires

coherent, plural and multifaceted action, to which the

international community has much to contribute.

2.22.2

2.2

ScienceScience

Science

enen

virvir

vir

onment and sustainable deonment and sustainable de

onment and sustainable de

elopmentelopment

elopment

18. One of the g reatest challenges for the world community in

the next century will be the attainment of sustainable

development. This will call for balanced interrelated policies

aimed at economic g rowth, pove rty reduction, human well-

being, social equity and the protection of the Earth’s

resources and lif e-support systems. It is incr easingly perceived

that the sustainable management and use of resources and

sustainable production and consumption patterns in gener al

are the only pathways that lead to meeting the developmental

and environmental needs of present and future generations.

We must develop and harness our scientific capabilities to

develop sustainability.

19. Considering the ‘Program for the Further Implementation of

Agenda 21’ adopted by the United Nations General Assembly

in 1997, the Ag enda’s guidelines for action are expected to

address the following key objectives: to strengthen capacity

and capability in science for sustainable development,

emphasizing the needs of de veloping countries in par ticular;

to reduce scientific uncertainty and improve the long-ter m

prediction capacity for the prudent management of

environment-development interactions; to foster inter national

scientific cooperation and the transfer and sharing of scientific

knowledge; to bridge the g ap between science, production

sectors, decision-makers and major gr oups in order to broaden

and strengthen the application of science.

Introductory Note to the Framework • 35

2.32.3

2.3

Science and technologScience and technolog

Science and technolog

20. Science, technolog y and engineering are among the principal

drivers of industrial and economic development. The

difference in the abilities of countries to use S&T through the

process of innovation has increasingly contributed to

differences in economic performance and to the widening

income gap between industrialized and developing countries.

21. Innovation in all sectors is increasingly characterized by bi-

directional feedback between the basic research system and

technolog y development and diffusion. This is changing the

requirements for successful technology transfer and for

upgrading innovation capabilities in developing countries. This

has implications on domestic policies and international

cooperation. One of the main priorities must now be to promote

the development of national scientific and technological

infrastr uctures and of the cor responding human resources.

2.42.4

2.4

Science educationScience education

Science education

22. T here i s a n u rgent need to renew, expand and dive rsify basic

science education for all, emphasizing scientific and

technological knowledge and the skills necessary f or meaningful

participation in the society of the future. The rapid

advancement of scientific knowledge means that the

established education system cannot alone cope with the

changing needs of the population at the various levels; For mal

education must be increasingly complemented through non-

for mal channels. Communication media and technologies can

play an important role in this reg ard. On a broader scale, an

increasingly scientifically oriented society needs science

popularization in its widest sense to promote an impr oved

understanding of science and adequately guide public

perceptions and attitudes about science and its applica tions.

36 • Introductory Note to the Framework

23. It is today widely recognized that, without adequate higher

S&T educa tion and research institutions providing a critical

mass of skilled scientists, no countr y can ensure genuine

development. It is further ag reed that action at national level

should aim to enforce the links between higher education

and research institutions, taking into account that education

and r esearch are closely related elements in the establishment

of knowledge.

2.52.5

2.5

Science fScience f

Science f

or peace and conflict ror peace and conflict r

or peace and conflict r

esolutionesolution

esolution

24. There can be no lasting peace as long as essential problems

related to development are not properly attended to; there can

be no proper development as long as the culture and the

practice of peace are not universally adopted. Were science

always g eared towards peaceful pur poses, it certainly would

make a greater contribution to the well-being of humanity.

25. Constr ucting the defenses of peace in the minds of individuals,

as recommended in the Preamble of UNESCO’s Constitution,

implies g rasping the tools of scientific knowledge to reveal,

understand and at the same time prevent the root causes of

conf lict. This field of research requires the concer ted effor t

of a larg e number of scientific disciplines, involving as it does

issues such as social inequality, poverty, f ood provision, justice

and democracy, education for all, health care and environmental

degradation. In other words, it involves every aspect of

economic, social or political life that engenders violence.

26. T he contribution to the constr uction of the defenses of peace

entails a g reat deal of responsibility on the part of all

professionals that act in the areas of science and technolog y.

The principles of universality, freedom and critical thinking

that are dear to science constitute a common bond for a

constr uctive dialogue between parts in conf lict and ser ve to

Introductory Note to the Framework • 37

fight intolerance and ideological and social bar riers. Scientists

have demonstrated the role that they can play in addressing

conflicts and preparing peaceful ag reements; this role must

continue to be played with the suppor t of g over nments and

independent institutions.

2.62.6

2.6

Science and policyScience and policy

Science and policy

27. Each countr y needs to have the capacity to design and

implement its own science policy with responsibility within

the global context, and to confront the dilemmas of priorities

and competition for resources from the particular phase of

economic development and industrialization in which it f inds

itself. A balanced de velopment of a science base suitable f or

the country’s needs requires an elaborate infr astr ucture and

stable institutional suppor t, as well as the e xistence of an

appropriate leg al and regulator y fr amewor k. Regional and

international networking and cooperation can facilitate the

exchang e of national experiences and the design of more

coherent science policies. The le gal issues and r egulations

that guide inter national research and development in strategic

areas such as infor mation and communication technologies,

biodiversity and biotechnolo gy r equire special attention.

Cooperation among inter national org anizations is necessar y

to improve the measurement and understanding of intangible

assets and recognition of their impor tance and to protect

the output of intangible investments in areas such as

intellectual property rights. An internationally acce pted

framework should foster the protection of intellectual

property rights, recognizing the provisions in existing

frameworks tha t allow for different a pproaches.

28. In view of the increasing complexity of decision-making in

the contemporar y world, scientists should be more proactive

in their contribution to national policy-making. The role of

38 • Introductory Note to the Framework

science in society and g overnance has never been more

important. Science has an over riding r esponsibility to help

societies make a transition to a dynamically stable and

sustainable ecological and economic system. In this transition,

an alliance between modern technical science and the holistic

wisdom of traditional societies and philosophers from all

cultures can be ve r y impor tant.

3.3.

Science in society and science fScience in society and science f

Science in society and science f

or societyor society

or society

3.13.1

3.1

Social rSocial r

Social r

equirequir

equir

ements and human dignityements and human dignity

ements and human dignity

29. Science should be at the service of humanity as a whole and

contribute to improving the quality of life of ever y member

of present and future g enerations. Fields that promise to

address issues of social interest need therefore to be placed

high on the ag enda. W hen dealing with science-society benefits,

long-term vision in scientific planning is necessary.

Inter mediate objectives must be defined so tha t appropriate

evaluation can be conducted. The needs and requirements of

different individuals, sectors or groups can have var y widely

according to parameters such as the following: ag e, education,

health, g ender, cultural backg round, professional training,

economic status, where they work and where they live.

Identifying these diverse needs and finding possible ways to

address and fulfill them requires the joint effort of scientists

from different areas. The new r eciprocal commitment between

science and society will require not only that the scientific

community take account of these challenges but also that

cooperation mechanisms be resolute in promoting a strate g y

to meet them.

30. The scientific community, g overnments, and all relevant

institutions are urged to commit themselves to unrestricted

respect for social and human dignity. In compliance with an

Introductory Note to the Framework • 39

essential social and moral duty, scientists should always work

for the democratic principles of dignity, equality and respect

of individuals and against ignorance, prejudice and the

exploitation of human beings.

3.23.2

3.2

Ethical issuesEthical issues

Ethical issues

31. The n ew discoveries and applications of science, while raising

enormous hopes and expectations, also give rise to a variety of

ethical problems; scientists, therefore, can no longer overlook the

ethical implications of scientific work. Ethics is a subject for

per manent debate, choices and commitments – at both the

individual and the social level – that transcends juridical

prescriptions and adapts itself to a diversity of evolving situations.

32. Th e full and free exercise of science, with its own values, should

not be seen to conflict with the recognition of spiritual,

cultural, philosophical and religious values; an open dialogue

needs to be maintained with these value systems to facilitate

mutual understanding. In order to foster the development of

a comprehensive discussion on ethics in science as well as that

of a code of universal values, it is necessary to recognize the

many ethical frameworks of civilizations around the world.

3.33.3

3.3

IncrIncr

Incr

eased pareased par

eased par

ticipation in scienceticipation in science

ticipation in science

33. All human beings have the right to participate in scientific

development. Equity in entering and pursuing a career in

science is one of the social and ethical requirements for human

development; there should be no discrimination in science

against any sector or individual. T he increasing par ticipa tion

or involvement of all sectors of society in scientific

development entails a systemic revision of science; it is clear

that the decision-making and nor mative mechanisms of the

institution of science are inevitably affected. In par ticular, any

40 • Introductory Note to the Framework

kind of central monitoring, whether political, ethical or

economic, needs to take into account the increasingly diverse

actors that are part of the social org anization of science.

34. It is ur g ent tha t women’s par ticipation in the planning, guidance

and assessment of scientific research and education activities

be increased so these areas will benefit from their per spective

on science and their contribution to it; only in this way can the

best use be made of the intellectual potential of humankind

as a whole and the optimal contribution to human and social

well-being be ensured.

3.43.4

3.4

Modern science and other systems of knoModern science and other systems of kno

Modern science and other systems of kno

wledgewledge

wledge

35. Moder n science does not constitute the only f orm of knowledge,

and closer links need to be established between this and other

forms, systems and approaches to knowledge for their mutual

enrichment and benefit. A constr uctive intercultural debate is

in order to help f ind ways of better linking modern science to

the broader knowledge heritage of humankind.

36. Traditional societies, many of them with strong cultural roots,

have nurtured and refined systems of knowledge of their own,

relating to such diverse fields as astronomy, meteorolog y,

geology, ecolog y, botany, agriculture, physiolog y, psycholog y

and health. T hese knowledge systems re present enor mous

wealth. Not only do they harbor infor mation which is yet

unknown to modern science, they are also expressions of other

ways of living in the world, other relationships between society

and nature, and other approaches to the acquisition and

constr uction of knowledge. Special action must be taken to

preser ve and cultiva te this fragile and diverse world heritage in

the face of globalization and the growing dominance of a single

view of the natural world as espoused by science. A closer

relationship between science and other knowledge systems is

expected to bring impor tant advantages to both sides.

ANNEX.ANNEX.

ANNEX.

LIST OF RELALIST OF RELA

LIST OF RELA

TED CONFERENCESTED CONFERENCES

TED CONFERENCES

The Declaration on Science and the Use of Scientif ic Knowledge

and the Science Agenda – Framework for Action have taken into

account the decisions, recommendations and repor ts of a number

of recent major intergovernmental or non-governmental

conferences. T hese documents are listed below, as are the repor ts

produced as a result of meetings org anized within the framework

of the Wo rld Conf erence on Science.

• Recommendation on the Status of Scientific Researchers, adopted by

the UNESCO General Confe rence, Paris, 1974

• Vienna Program of Action on Science and Technology for Development

(UNCSTD), UN, New York, 1979

• ICSU/ICASE/UNESCO International Conference on Science

Education, Bangalore, 1985

• ICSU Statement on Freedom in the Conduct of Science, Paris, 1989

• World Conference on Education for All: Meeting Basic Lear ning Needs

(Final Report), Jomtien, 1990

• WMO/UNEP/UNESCOKSU Second World Climate Conference,

Geneva, 1990

• Statement of the Inter national Conf erence on an Agenda of Science

for Environment and Development into the 2lst Centur y (ASCEND

211, Vienna, 1991

• Agenda 21 of the United Na tions Conference on Environment and

Development, Rio de Janeiro, 1992

• Conference on Academic Freedom and University Autonomy, Sinaia, 1992

• ICSU Statement on Gene Patenting, Paris, 1992

• World Conference on Human Rights, Vienna, 1993

• Repor t of the Global Conference on the Sustaina ble Development of

Small Island Developing States, Bridgetown, Barbados, 1994

• Agenda for Development adopted by the Group of 77 in New York,

18 April 1995

• World Summit for Social Development, Copenhagen, Denmark , 1995

• Repor t of the Gender Working Group on Gender Implications of

Science and Technolog y for the Benefit of Developing Countries’ of

the United Nations Commission on Science and Technolog y, 1995

• Four th World Conference on Women, Beijing, 1995

• International Cong ress on Education and Informatics, Moscow, 1996

• ICSU Statement on Animal Research, Pans, 1996

• World Food Summit, Rome, 1996

• Program for the Further Implementation of Ag enda 21, UN General

Assembly, New York, 1997.

• World Congress on Higher Education and Human Resources

Development for the Twenty-First Century, Manila, 1997

• Universal Declaration on the Human Genome and Human Rights,

adopted by the UNESCO General Conference, Paris, 1997

• World Declaration on Higher Education for the Twenty-First Centur y:

Vision and Action. UNESCO, Pans, 1998

• Framework for Priority Action for Chang e and Development of Higher

Education, UNESCO, Paris, 1998.

PREAMBLEPREAMBLE

PREAMBLE

1. We, par ticipants in the World Conference on Science for the

Twenty-first Centur y: a New Commitment, gathered in

Budapest, Hungar y, from June 26 to July 1, 1999 under the

aegis of the United Nations Educational, Scientific and Cultural

Organization (UNESCO) and the Inter national Council for

Science (ICSU), state the f ollowing:

2. Advancing the objectives of international peace and the

common welfare of humankind is one of the highest and most

noble g oals of our societies. The creation of UNESCO and

of ICSU, more than half a centur y ag o, was a symbol of the

international deter mination to make progress in relation to

these objectives through scientific, educational and cultural

relations among the peoples of the world.

3. The a bove objective s ar e as valid now as they were 50 years

ago. However, while the means of achieving them have

developed considerably over this half-centur y through scientific

and technolo gical progress, so have the means of threatening

and compromising them. In the meantime, the political,

economic, social, cultural and environmental context has also

changed profoundly, and the role of sciences (natural sciences

such as physical, ear th and biological sciences, biomedicine

and genetic engineering and social and human sciences) in this

altered conte xt needs to be collective ly defined and pursued:

hence the grounds for a new commitment.

SCIENCE AGENDA – FRAMEWORK FOR ACTION

44 • Science Agenda – Framework for Action

Having adopted the Dec laration on Science and the Use of

Scientific Knowledge, and inspired by the Introductor y Note

to the Science Ag enda – Framework for Action,

4. We ag ree, by common consent, to the present Science Ag enda

– Framework for Action, as guidelines and instr uments f or

action to achieve the goals proclaimed in the Declaration.

5. We consider that the guidelines for action for mulated

hereinafter provide a framework for dealing with the

problems, challenges and oppor tunities confronting scientific

research and for taking existing and new par tnerships further.

This is tr ue both in ter ms of national and international

partnerships and in relation to all par ticipants in the scientific

endeavor. Such research efforts and par tnerships must be

consistent with the needs, aspirations and values of

humankind and respect for na ture and future gener ations, in

the pursuit of lasting peace, equity and sustainable

development.

I.I.

Science fScience f

Science f

or knoor kno

or kno

wledge;wledge;

wledge;

knokno

kno

wledge fwledge f

wledge f

or pror pr

or pr

ogrogr

ogr

essess

ess

6. We commit ourselves to the advancement of knowledge. We

want this knowledge to be at the ser vice of humanity as a

whole and to result in better quality of life for present and

future generations.

1.11.1

1.1

The Role of Fundamental ResearThe Role of Fundamental Resear

The Role of Fundamental Resear

chch

7. Each countr y should aim at having high-quality scientific

institutions capable of providing research and training

facilities in areas of specific interest. In cases in which

countries are unable to create these institutions, the necessar y

support should be granted by the inter national community

through partnership and cooperation.

Science Agenda – Framework for Action • 45

8. The development of scientific research should be suppor ted

by appropriate legal frameworks at the national and

international level. Freedom of opinion and protection of

intellectual rights are particularly important in this respect.

9. Research groups and institutions and relevant non-

governmental organiza tions should strengthen their regional

and international cooperation activities, with a view to:

facilitating scientific training; sharing expensive facilities;

promoting the distribution of scientific information;

exchanging scientific knowledg e and data, notably between

developed and developing countries; and jointl y addressing

problems of global concer n.

10. Universities should ensure that their prog rams in all fields of

science focus both on education and research and on the

relationships between the two and introduce research as part

of science education. Communication skills and e xposure to

social sciences should also be a part of the education of

scientists.

11. In the new conte xt of increased globalization and inter national

networking, universities are faced not only with new

opportunities but also with challeng es. For example, universities

play an increasingly important role in the innovation system.

Universities are responsible for educating a highl y skilled

workforce f or the future and for pr oviding their students with

the capabilities necessary for them to deal with global issues.

They should also be f lexible and regularly update their

knowledge. Universities in developed and developing countries

should intensify their cooperation through par tnerships, for

example. UNESCO could act as a center and facilitator.

12. Donor countries and United Nations agencies are encour aged

to foster cooperation in order to improve the quality and

46 • Science Agenda – Framework for Action

efficiency of their suppor t to research in developing countries.

T heir joint ef fort should focus on strengthening national

research systems, taking national priorities and science policies

into account.

13. Professional organizations of scientists such as national and

inter national academies, scientific unions and learning societies

have an impor tant role to play in the promotion of research,

for which they should be given wide recognition and public

support. These org aniza tions should be encourag ed to fur ther

international collaboration on questions of universal concer n.

They should also be encouraged to act as the advocates of

freedom for scientists to express their opinions.

1.21.2

1.2

The public and private sectorsThe public and private sectors

The public and private sectors

14. T hrough par ticipatory mechanisms involving all relevant

sectors and stakeholders, governments should identify the

needs of the nation and give priority to suppor t for the public

research necessary for the achievement of prog ress in the

various fields of science. The y should ensure stable funding

for this pur pose. Gover nments should adopt corresponding

measures and levels of budget appropria tion.

15. Governments and the private sector should achieve an adequate

balance between the various mechanisms for funding scientific

research, and new funding possibilities should be explored or

promoted through appropriate regulation and incentive

schemes. T his should occur through the esta blishment of

public-private partnerships based on flexible schemes.

Gover nments should guarantee accessibility to the knowledge

produced.

16. There should be close dialogue between donors and recipients

of S&T funding. Universities, research institutes and industr y

Science Agenda – Framework for Action • 47

should develop closer cooperation; funding for S&T projects

should be promoted as a means of increasing knowledge and

strengthening the scientific industr y.

1.31.3

1.3

Sharing scientific infSharing scientific inf

Sharing scientific inf

ormation and knoormation and kno

ormation and kno

wledgewledge

wledge

17. Scientists, research institutions, scientific lear ning societies and

other relevant non-g overnmental or ganiza tions should commit

themselves to increasing inter national collaboration, including

the exchang e of knowledge and expertise. Initiatives to facilitate

access to scientific infor mation sources by scientists and

institutions in developing countries should be especially

encouraged and supported. Initiatives to fully incor porate

women scientists and other disadvantaged g roups from the

South and North into scientific networks should be

implemented. In this context effor ts should be made to ensure

that results of pub licly funded research will be made accessible.

18. Countries that have the necessar y expertise should promote

the sharing and exchang e of knowledge, particularly through

support to specific programs set up for the training of scientists

worldwide.

19. The pub lication and wider distribution of the results of

scientific research car ried out in de veloping countries should

be facilitated. T his should occur with the suppor t of developed

countries through training, the exchange of information and

the development of bibliog r aphic ser vices and information

systems that better serve the needs of scientific communities

around the world.

20. Research and education institutions should take account of

the new infor mation and communication technologies, assess

their impact and promote their use. This could take place, for

instance, through the development of electronic publishing

48 • Science Agenda – Framework for Action

and the establishment of virtual research and teaching

environments or digital libraries. Science cur ricula should be

adapted to take the impact of these new technologies on

scientific work into account. The establishment of an

international program on Internet-enabled science and

vocational education and teaching, alongside the conventional

system, should be considered in order to redress the limitations

of educational infrastr uctur e and to bring high-quality science

education to remote locations.

21. The research community should be involved in regular

discussion with the publishing, librar y and infor mation

technolog y communities to ensure that the authenticity and

integ rity of scientific literature ar e not lost with the evolution

of the electronic infor mation system. The distribution and the

sharing of scientific knowledge ar e an essential par t of the

research process, and g overnments and funding agencies should

therefore ensure that relevant infrastructure and other costs

are adequately covered in research budgets. A ppropriate legal

frameworks are necessary as well.

2.2.

Science fScience f

Science f

or peace and deor peace and de

or peace and de

elopmentelopment

elopment

22. Today, more than ever, natural and social sciences and their

applications are indispensable to development. Worldwide

cooperation among scientists is a valuable and constructive

contribution to global security and to the development of

peaceful interactions among different nations, societies and

cultures.

2.12.1

2.1

Science fScience f

Science f

or basic human needsor basic human needs

or basic human needs

23. Research specifically aimed at addr essing the basic needs of

the population should be a per manent chapter in every

countr y’s development agenda. In defining research priorities,

Science Agenda – Framework for Action • 49

developing countries and transition countries should consider

not only their needs and weaknesses in ter ms of scientific

capacity and information but also their own strengths in ter ms

of local knowledge, know-how and human and natural

resources.

24. For a country to have the capacity to provide for the basic

needs of its population, S&T education is a strategic necessity

As par t of this education, students should lear n to solve

specific problems and to address the needs of society by

utilizing scientific and technological knowledge and skills.

25. Industrialized countries should cooperate with de veloping

countries through jointly defined S&T projects that respond

to the basic problems of the population in terms of science

and technolog y. Car eful impact studies should be conducted

to ensure better planning and the implementation of

development projects. Per sonnel engag ed in these projects

should be appropriately trained to perfor m their duties.

26. All countries should share scientific knowledge and cooperate

to reduce the incidence of avoidable health problems

throughout the world. Each countr y should assess and identify

the health improvement priorities that are best suited to their

own circumstances. National and regional research prog rams

aimed at reducing variations in health conditions among

communities should be developed. These include collecting

valid e pidemiological and other statistical da ta and passing on

appropriate practices to those who can make use of them.

27. Innovative and cost-effective mechanisms for funding science

and g athering resources and effor ts for S&T in differ ent

nations should be examined with a view to their implementation

by relevant institutions at the regional and inter national level.

Both North-South and South-South networks for exchanging

50 • Science Agenda – Framework for Action

human r esources should be set up. T hese networks should be

designed so as to encour age scientists to use their exper tise to

the benefit of their own countries.

28. Donor countries, non-governmental and interg over nmental

org anizations and United Nations agencies should strengthen

their scientific programs in order to address pressing

developmental problems as indicated in this Science Agenda.

High quality standards should be maintained.

2.22.2

2.2

ScienceScience

Science

enen

virvir

vir

onment and sustainable deonment and sustainable de

onment and sustainable de

elopmentelopment

elopment

29. National, regional and global environmental research pr ograms

should be str engthened or developed, as appr opriate, by

g overnments, United Nations ag encies, the scientific community

and private and public research funding institutions. These

research programs should include training projects. Areas that

require special attention include issues r elated to the availability

of fresh water, to the hydr ological cycle, weather variations and

changes in clima te patterns, oceans, coastal areas, polar regions,

biodiver sity, desertifica tion, deforestation, biogeochemical cycles

and na tural hazards. The g oals of existing international global

environmental research programs should be vig or ously pursued

within the framework of Ag enda 21 and the action plans

developed at global conferences. Cooperation between

neighboring countries or among countries whose ecological

conditions are similar must be suppor ted so the solution to

common environmental problems may be found.

30. All components of the ear th’s system must be monitored

systematically on a long-ter m basis; this requires increased

support on the part of g overnments and the private sector for

the fur ther development of global environmental monitoring

systems. T he effectiveness of monitoring prog rams cr ucially

depends on availability of comprehensive monitoring data.

Science Agenda – Framework for Action • 51

31. Interdisciplinar y research involving both natural and social

sciences must be vigorously carried out by all major par ticipants

concerned, including the private sector. This should be done

in order to address the human dimension of changes in the

global environment, including health impacts, and to improve

the understanding of sustainability as conditioned by natural

systems. Insights rela ted to the conce pt of sustainable use also

demand the interaction of natural sciences with social and

political scientists, economists and demog raphers.

32. Moder n scientific knowledge and traditional knowledge should

be brought closer together in interdisciplinary projects that

deal with the relationships between culture, environment and

development in areas such as biological diversity conservation,

natural resource manag ement and the understanding and

reduction of the impact of natural hazards. Local communities

and other relevant participants should be involved in these

projects. Individual scientists and the scientific community have

a responsibility to provide accessible scientific explanations

for these issues and to explain the ways in which science can

play a ke y role in addressing them.

33. Gover nments, in cooperation with universities and higher

education institutions and with the help of relevant United

Nations or g anizations, should extend and improve education,

training and f acilities for the development of human resources

in environment-related sciences. Both traditional and local

knowledge should be used. Special effor ts in this respect have

to be made in developing countries with the cooperation of

the inter national community.

34. All countries should encourag e training in the f ollowing areas:

vulnerability and risk assessment, early detection of both

short-term natural disaster s and long-ter m hazards br ought

about by environmental changes, better preparation,

52 • Science Agenda – Framework for Action

adaptation, impact reduction and the integ ration of disaster

management into national development planning. It is

impor tant, however, to bear in mind tha t we live in a complex

world where uncertainty about long-ter m trends is a reality.

Decision-makers must take this into account and therefore

encourage the development of new forecasting and

monitoring strategies. The precautionar y principle is an

impor tant guiding principle in handling ine vitable scientific

uncer tainty, especially in situations of potentially ir reversible

or catastrophic impact.

35. S&T r esearch on clean and sustainable technologies, recycling,

renewable energ y resour ces and on the efficient use of energ y

should be strong ly suppor ted by the public and private sectors

at national and inter national le vels. Competent inter national

org anizations, including UNESCO and the United Nations

Industrial Development Org anization (UNIDO), should

promote the establishment of an accessible vir tual librar y

on sustainable technologies.

2.32.3

2.3

Science and technologScience and technolog

Science and technolog

36. National authorities and the private sector should support

university-industr y par tnerships involving research institutes

and medium, small and micro-enter prises. This should be

done in order to promote innovation, thus accelerating

returns from science and g enerating benefits for all of those

who take par t in the process.

37. Cur ricula related to science and technolog y should encourage

a scientific approach to problem-solving. University-industr y

cooperation should be promoted to assist engineering

education and continuing vocational education and to enhance

responsiveness to the needs of the industr y and the suppor t

lent by the industr y to the education sector.

Science Agenda – Framework for Action • 53

38. Countries should adopt the practices for seeking progress that

best suit their needs and resources. Inno vation is no longer a linear

process th at stems from a single advance in science; it requires

a systematic approach involving partner ships, links between

many areas of knowledge and constant feedback between the

various par ticipants. Possible initiatives include the creation

of cooperative research centers and networks, technology

‘incubators’ and research parks and advisory ag encies for small

and medium enter prises. Specific policy-making tools, inc luding

initiatives to encourag e national innovation systems to addr ess

science-technolog y links, should be developed considering the

global economic and technological changes. Policies related to

science should promote the incor poration of knowledge into

social and productive activities. It is imperative to tackle the

issue of the endogenous generation of technologies starting

with the issues faced by developing countries. T his implies that

resources should be made available to these countries so they

can g enerate technologies.

39. The tr ansference of technolog y should take place at a more

rapid pace in order to promote industrial, economic and social

development. This should be supported through the exchange

of professionals between universities and the industry and

between countries, as well as through research networks and

inter-institutional partner ships.

40. Greater emphasis should be placed by g over nments and

institutions of higher education and lifelong lear ning in the

areas of engineering and technological and vocational

education. One of the ways in which this can occur is through

international cooperation. Ne w cur riculum profiles which

meet the requirements of employers and are attr active to

youths should be defined. In order to reduce the adverse

impact of the asymmetric mig ration of trained per sonnel

from developing to the developed countries and also to sustain

54 • Science Agenda – Framework for Action

high-quality education and research in developing countries,

UNESCO could serve as a catalyst for a more equal, closer

interaction among S&T personnel acr oss the world and for

the establishment of world-class education and research

infrastr ucture in developing countries.

2.42.4

2.4

Science educationScience education

Science education

41. Governments should consider the improvement of science

education at all levels a priority. Special attention should be

paid to the elimination of the effects of g ender bias and

prejudice against disadvantaged groups, raising public

awareness in relation to science and fostering its popularization.

Steps need to be taken to promote the professional

development of teachers and educators in the face of change,

and special ef forts should be made to address the lack of

appropriately trained science teachers and educators, especially

in developing countries.

42. Science teachers at all levels of schooling and personnel

involved in informal science education should have access to

continuous training so they can update their knowledge and

therefore perform better in their task as educators.

43. New curricula, teaching methodologies and resources that take

gender and cultural diversity into account should be developed

by national education systems in r esponse to the changing

educational needs of societies. Research in science and

technolog y education needs to be fur thered at a national and

at an international level through the establishment of networks

of specialized centers around the world with the cooperation

of UNESCO and other relevant international org anizations.

44. Educational institutions should encourage students’

contributions to decision-making processes concerning

education and research.

Science Agenda – Framework for Action • 55

45. Gover nments should lend incr eased support to regional and

international programs in the area of higher education and

to the creation of networks of g raduate and postg raduate

institutions. Special emphasis should be placed on Nor th-

South and South-South cooperation since these are

important means of helping all countries, especially the

smallest or least developed among them, to strengthen their

scientific and technological resource base.

46. Non-g over nmental org anizations should play an important

role in sharing experiences in science teaching and educa tion.

47. Educational institutions should provide basic science

education to students in areas other than science. They

should also provide opportunities for lifelong lear ning in

the different fields of science.

48. Governments, international organizations and relevant

professional institutions should improve or develop

prog rams for training scientific journalists, communicators

and all other par ticipants who are involved in increasing

public awareness in r elation to science. An inter national

prog ram for the pr omotion of scientific literacy and culture

accessible to all should be considered in order to provide

appropriate and easily understandable technology and

scientific inputs which are conducive to the development

of local communities.

49. National authorities and funding institutions should promote

the role of science museums and centers as important

elements in science education. Limitations in the amount of

resources available in developing countries should be

recognized and distance education should be used extensively

to complement existing for mal and non-for mal education.

56 • Science Agenda – Framework for Action

2.52.5

2.5

Science fScience f

Science f

or peace and conflict ror peace and conflict r

or peace and conflict r

esolutionesolution

esolution

50. The basic principles of peace and coexistence should be a part of

education at all levels. Science students should also be made aware

of their specific r esponsibility not to a pply scientific knowledge

and skills to activities which threaten peace and security.

51. Governmental and private funding ag encies should strengthen

or de velop research institutions that car ry out interdisciplinar y

research in the areas of peace and the peaceful applications of

S&T. Each countr y should ensure its involvement in this work,

whether at the national level or through par ticipation in

international activities. Public and private suppor t for research

on the causes and consequences of wars and on conf lict

prevention and resolution should be increased.

52. Gover nments and the private sector should invest in sectors

of science and technolog y that directl y deal with issues that

are at the r oot of potential conflicts, such as ener g y use,

competition f or resources and the pollution of air, soil and

water.

53. Militar y and civil sectors, including scientists and engineers,

should collaborate in the search for solutions to problems

caused by accumulated weapon stocks and landmines.

54. Dialogue should be promoted between government

representatives, civil society and scientists in order to reduce

militar y spending and the use of science for militar y purposes.

2.62.6

2.6

Science and policiesScience and policies

Science and policies

55. Na tional policies that establish consistent and long-ter m

support for S&T should be adopted in order to ensure the

strengthening of the human resour ce base, the creation of

Science Agenda – Framework for Action • 57

scientific institutions, the improvement and upg rading of

science education, the integration of science into the national

culture, the development of infrastructure and the promotion

of technology and innovation capacities.

56. S&T policies that explicitly consider social relevance, peace,

cultural diversity and gender differences should be

implemented. Adequate participatory mechanisms should be

instituted to facilitate democratic debate on science policy

choices. Women should actively participate in the creation of

these policies.

57. All countries should systematically car ry out analyses and

studies regarding policies related to science and technolog y

taking the opinions of all relevant sectors of society, including

those of young people, into account. This should be done in

order to define short-term and long-term strategies tha t will

lead to sound and equitable socio-economic development. A

World Technology Report as an addition to the present

UNESCO World Science Repor t should be considered in order

to provide a balanced worldwide opinion on the impact of

technolog y on social systems and culture.

58. Governments should support graduate programs on S&T-

related policies and on the social aspects of science. Training

in leg al and ethical issues and r egulations guiding inter national

R&D in strategic areas such as information and communication

technologies, biodiversity and biotechnology should be

developed for the scientists and professionals concer ned.

Science manager s and decision-makers should have regular

access to training and updating so they can cope with the

changing needs of moder n society in the areas of S&T.

59. Governments should promote the development or

establishment of national statistical ser vices capable of

58 • Science Agenda – Framework for Action

providing sound data, se parated by g ender and disadvantaged

g roups, on science education and R&D activities. T his is

necessary for the effective creation of S&T policies.

Developing countries should be assisted in this respect by the

international community, and the technical expertise of

UNESCO and other inter national or g anizations should be used

for this purpose.

60. Governments in developing and transition countries should

enhance the status of scientific, educational and technical

careers, increase their capacity to retain trained scientists and

make a conscious effor t to improve working conditions in these

areas. They should also pr omote the crea tion of new careers

in S&T areas. Programs should also be set up or promoted to

establish collaboration with scientists, engineers and

technologists who have emig rated from these countries to

developed countries.

61. Governments should make an effor t to use scientific e xpertise

more systematically in the creation of policies to address the

process of economic and technological transformation. The

contribution made by scientists should be an integral par t of

prog rams supporting either innova tion or measures aimed at

industrial restr ucturing or development.

62. Scientific advice is an increasingly necessary factor for infor med

policy-making in a complex world. Therefore, scientists and

scientific organizations should consider it an important

responsibility to provide independent advice to the best of

their knowledge.

63. All levels of government should establish and regularly review

mechanisms w hich ensure timely access to the best available

advice from the scientific community drawing on a sufficiently

wide range of the best expert sources. These mechanisms should

Science Agenda – Framework for Action • 59

be open, objective and transpar ent. Gover nments should publish

this scientific advice in media accessible to the great public.

64. Gover nments, in cooperation with United Nations a gencies

and international scientific organizations, should str engthen

international scientific advisory processes as a necessar y

contribution to interg overnmental policy consensus-building

at regional and g lobal levels and to the implementation of

regional and inter national conventions.

65. All countries should protect intellectual proper ty rights but at

the same time recognize that access to data and inf or ma tion is

essential for scientific progress. For the development of an

appropriate international legal framework, the World

Intellectual Proper ty Org anization (WIPO), in cooperation

with relevant international organiza tions, should constantl y

address the question of knowledge monopolies. The World

Trade Organization (WTO), during new negotiations

concerning the Ag reement on Trade-Related Aspects of

Intellectual Proper ty Rights (TRIPS), should incor porate tools

aimed at financing the development of science in the South

with full involvement on the par t of the scientific community.

In this regard, the international programs developed by ICSU

and the five intergovernmental scientific prog rams developed

by UNESCO should play a catalytic role by improving the

compatibility of data collection and processing and facilitating

access to scientific knowledge.

3.3.

Science in society and science fScience in society and science f

Science in society and science f

or societyor society

or society

66. The practice of scientific research and the use of scientific

knowledge should always have the welfare of humanity as an

objective. It must respect the dignity of human beings and

their fundamental rights and take our shared responsibility in

relation to future generations full y into account.

60 • Science Agenda – Framework for Action

3.13.1

3.1

Social rSocial r

Social r

equirequir

equir

ements and human dignityements and human dignity

ements and human dignity

67. Governments, international organizations and research

institutions should foster interdisciplinary research aimed

specifically at identifying, understanding and solving pressing

human or social problems, according to each country’s

priorities.

68. All countries should encourage and suppor t social science

research to better understand and manag e the tensions that

characterize the rela tions between science and technology and

the different societies and their institutions. Technolog y

transferences should be monitored through the analysis of their

possible impact on popula tions and society.

69. T he str ucture of educational institutions and that of their

curricula should be open and f lexible so as to adjust to the

emerging needs of societies. Young scientists should be

provided with knowledge on and an understanding of social

issues, as well as a capacity to move outside their specific field

of specialization.

70. University cur ricula for science students should include field

work tha t relates their studies to social needs and realities.

3.23.2

3.2

Ethical issuesEthical issues

Ethical issues

71. Ethics and responsibility in science should be an integral part

of the education and training of all scientists. It is important

to instill a positive attitude towards reflection in students, as

well as alertness and awareness of the ethical dilemmas they

may encounter in their professional lives. Young scientists

should be appropriately encour aged to respect and adher e to

the basic ethical principles and responsibilities of science.

UNESCO’s World Commission on the Ethics of Scientific

Science Agenda – Framework for Action • 61

Knowledge and Technology (COMEST), in cooperation with

ICSU’s Standing Committee on Responsibility and Ethics of

Sciences (SCRES), has a special responsibility to follow up on

this issue.

72. Research institutions should foster the study of ethical aspects

of scientific work. Special interdisciplinar y research programs

are necessar y to analyze and monitor the ethical implications

and regulator y means of scientif ic wor k.

73. T he interna tional scientific community, in cooperation with

other par ticipants, should foster discussion, including public

debate, to promote environmental ethics and environmental

codes of conduct.

74. Scientific institutions are urged to comply with ethical nor ms

and to respect the freedom of scientists to express themselves

on ethical issues and to denounce misuse or abuse of scientific

or technological advances.

75. Governments and non-governmental organizations,

particularly scientific and scholarly organiza tions, should

organize discussions, including pub lic discussions, on the

ethical implications of scientific work. Scientists and scientific

and scholar ly organizations should be adequately represented

at relevant regulating and decision-making ag encies. T hese

activities should be institutionally f ostered and recognized as

part of scientists’ work and responsibility. Scientific

associations should define a code of ethics f or their members.

76. Governments should encourage the establishment of adequate

mechanisms to address ethical issues concer ning the use of

scientific knowledge and its applications. These mechanisms

should be established where they do not yet exist. Non-

governmental org aniza tions and scientific institutions should

62 • Science Agenda – Framework for Action

promote the establishment of ethics committees within their

field of competence.

77. UNESCO Member-States are encouraged to strengthen the

activities developed by the Inter national Bioethics Committee

and by the World Commission on the Ethics of Scientific

Knowledge and Technology and to ensure appropriate

representation.

3.33.3

3.3

IncrIncr

Incr

easing pareasing par

easing par

ticipation in scienceticipation in science

ticipation in science

78. Government agencies, international organizations and

universities and research institutions should ensure the

participation of women in the planning, guidance, development

and assessment of research activities. It is necessar y that

women participate actively in shaping the ag enda for the future

of scientific research.

79. T he participation of disadvantaged g roups in all aspects of

research activities, including the development of policies, also

has to be ensured.

80. All countries should contribute to the collection of reliable data

in an internationally standardized manner for the generation of

g ender-disag g re g ated statistics on S&T, in cooperation with

UNESCO and other relevant international org anizations.

81. Starting from early learning stages, governments and

educational institutions should identify and eliminate

educational pr actices that have a discriminator y effect so as to

increase the successful par ticipation of individuals from all

sectors of society, including disadvantaged groups, in science.

82. Ever y effor t should be made to eliminate open or covert

discriminator y practices in research activities. More flexible

Science Agenda – Framework for Action • 63

and per meable structures should be set up to f acilitate the

access of young scientists to careers in science. Measures aimed

at attaining social equity in all scientific and technological

activities, including equal working conditions, should be

designed, implemented and monitored.

3.43.4

3.4

Modern science and other knoModern science and other kno

Modern science and other kno

wledge systemswledge systems

wledge systems

83. G over nments are called upon to formulate national policies that

allow a more comprehensive use of the applications of

traditional for m s of learning and knowledge while at the same

time ensuring that their commer cialization is properly rewarded.

84. Increased suppor t for activities developed at national and

international levels on traditional and local knowledge systems

should be considered.

85. The countries should pr omote a better understanding and use

of traditional knowledg e systems instead of focusing only on

extracting elements for their perceived utility to the S&T

system. Knowledg e should fl ow simultaneously to and from

r ural communities.

86. Gover nmental and non-g overnmental org aniza tions should

sustain traditional knowledge systems. T his should occur

through active suppor t to societies that are the keepers and

developers of this knowledge, their ways of life, their languag es,

their social org anization and the environments in which the y

live. The contribution made by women should be recognized

as a re plenishing force for a g reat par t of traditional knowledge.

87. Gover nments should support cooperation between the holders

of traditional knowledge and scientists to explore the

relationships between different knowledge systems and to

foster inter relationships for mutual benefit.

64 • Science Agenda – Framework for Action

FOLLOFOLLO

FOLLO

-UP-UP

-UP

88. We, par ticipants in the World Conference on Science, are

prepared to act with deter mination to attain the goals

proclaimed in the Declaration on Science and the Use of

Scientific Knowledge and uphold the recommendations f or

follow-up set out hereinafter.

89. All par ticipants in the Conference consider the Agenda a

framework for action and encourag e other par tners to adhere

to it. In so doing, g over nments, the United Nations and all

other stakeholders should use the Ag enda, or relevant parts

of it, when planning and implementing concrete measures

and activities which embrace science or its applications. I n

this way, a tr uly multilateral and multifaceted prog ram of

action will be developed and carried out. We are also

convinced that young scientists should play an important role

in the follow-up of this Framework for Action.

90. Considering the outcome of the six regional f orums on

women and science sponsored by UNESCO, the Conference

stresses that special effor ts should be made by g over nments,

educational institutions, scientific communities, non-

governmental organizations and civil society, with the

suppor t of bilateral and inter national agencies, to ensure

the unrestricted par ticipation of women and girls in all

aspects of science and technolog y and, in order to reach

this objective, to:

• promote the access of girls and women to scientific

education at all levels of the education system;

• improve the conditions for recr uitment, retention and

prog ress in all fields of research;

Science Agenda – Framework for Action • 65

• launch, in collaboration with UNESCO and the United

Nations Development Fund for Women (UNIFEM),

national, r egional and global campaigns to raise awareness

in relation to the contributions made by women to science

and technolog y. This should be done in order to overcome

existing gender stereotypes among scientists, policy-

makers and the community in g eneral;

• car r y out r esearch, suppor ted by the collection and analysis

of g ender-disa g greg ated data, documenting constraints

and prog ress in expanding the role of women in science

and technolog y;

• monitor the implementation of and document best

practices and lessons learned through impact assessment

and evaluations;

• ensure that women are appropriately represented in

national, regional and inter national policy- and decision-

making agencies and for ums;

• establish an inter national network of women scientists;

• continue to document the contributions of women in

science and technology. To sustain these initiatives,

governments should cr eate appropriate mechanisms wher e

these do not yet exist to propose and monitor the

introduction of necessar y policy changes in support of

the attainment of these g oals.

91. Special efforts also need to be made to ensure the full

participation of disadvantaged groups in science and

technolog y, and they should include:

• removing barriers in the education system;

• removing barriers in the research system;

66 • Science Agenda – Framework for Action

• raising awareness of the contribution of these g roups to

science and technolog y in order to overcome existing

stereotypes;

• car r ying out research, supported by the collection of data,

documenting limitations;

• monitoring the implementation of and documenting best

practices;

• ensuring re presentation in policy-making ag encies and

for ums.

92. Although the follow-up to the Conference will be car ried out

by many par tners who will be responsible for their own action,

UNESCO, in co-operation with ICSU – its partner in holding

the Conference – should act as a clearing house. For this

purpose, all the partners should send UNESCO infor mation

about their follow- up initiatives and activities. In this context,

UNESCO and ICSU should develop concrete initiatives for

interna tional scientific cooper ation together with r elevant

United Nations organizations and bilateral donors, par ticularly

on a regional basis.

93. UNESCO and ICSU should submit the Declaration on Science

and the Use of Scientific Knowledge and Science Agenda –

Framework for Action to their General Conference and

General Assembly respectively, with a vie w to ena bling both

org anizations to identify and envisage follow-up action in their

respective programs and provide enhanced suppor t f or that

purpose. T he other par tner org anizations should do likewise

vis-a-vis their governing bodies; the United Na tions General

Assembly should also be presented with the outcome of the

World Conference on Science.

Science Agenda – Framework for Action • 67

94. T he inter national community should suppor t the effor ts of

developing countries in implementing this Science Ag enda.

95. The Director-Gener al of UNESCO and the President of ICSU

shall ensure that the outcome of the Conference is distributed

as widely as possible. T his includes tr ansmitting the Declaration

and the Science Agenda – Framework for Action to all

countries, to relevant inter national and regional org anizations

and to multilateral institutions. All par ticipants are encourag ed

to contribute to this distribution.

96. We plead f or increased partner ship between all stakeholders

in the area of science and r ecommend that UNESCO, in

cooperation with other par tners, prepare and conduct a regular

revision of the follow-up to the World Conf erence on Science.

In par ticular, no later than 2001, UNESCO and ICSU shall

jointly prepare an analytical report to be submitted to

governments and inter na tional par tners on the results on the

Conference, the e xecution of follow-up activities and fur ther

action to be taken.

***

Upon the adoption of the Declaration and the Science Ag enda –

Framework for Action after substantial revision by all par ticipants,

the Budapest Conf erence established a basis for alliances between

science and society to be established in the coming century. It

also def ined guidelines to guide the action of the different par tners

involved. A summar y of the basic principles and commitments

contained in these documents is presented below as a practical

guide. Conference par ticipants have committed to these principles

and actions, and UNESCO and ICSU will actively promote their

implementation.

Main principles contained in the Declaration:

• There is an urgent need to use scientific knowledge from all

fields in a responsible manner to address human needs and

aspirations. The practice and use of science should always have

the welfare of humanity, present and future generations, as its

objective.

• Fundamental and problem-oriented research is essential for the

achievement of endog enous development

• Appropriate education and research prog rams in S&T, especially

in developing countries, need continuous support from

governments and from the private sector

• Science education at all levels without discrimination is a

fundamental requirement for democracy

Principles and commitments contained in the

documents of the World Conference on Science

ASIS FOR FOLLOASIS FOR FOLLO

ASIS FOR FOLLO

-UP-UP

-UP

CTIVITIESCTIVITIES

CTIVITIES

Basis for follow-up activities • 69

• Equality in access to science is not only a social and ethical

requirement: it is a necessity for reaching the full human

intellectual potential

• Expanded science literacy, ability and skills and an appreciation

of ethical values are necessar y for the improvement of public

decision-making processes reg arding science issues

• Enhanced regional and inter national cooperation is necessar y

to suppor t scientific training, especially in smaller, less developed

countries

• New initiatives are required for interdisciplinar y collaboration

and for co-operation between the different sectors involved in

the production and use of scientific knowledg e.

• The objective should be to create sustainable d evelopment

strategies through the integ ration of economic, social, cultural

and environmental dimensions

• T he use of information and communication technologies for

the unrestricted distribution of knowledge should be e xpanded,

with due respect f or the diversity of cultures and plurality of

expression

• Intellectual property rights need to be pr otected on a global basis.

Leg al frameworks should meet the specif ic requirements of

developing countries and traditional knowledg e, its sources and

products.

70 • Basis for follow-up activities

Basis for follow-up activities • 71

After the World Conference on Science, both the Declara tion and the

Framework for Action were fully endorsed by ICSU and UNESCO

governing bodies: the 26

ICSU General Assembly, w hich took place

in Cairo in September 1999, and the 30

Session of the UNESCO

General Conference, held in Paris in October/ November 1999.

Although it endorsed both the Declaration and the Framework, the

ICSU General Assembly expressed concern over the use of the

phrase ‘traditional and local knowledg e systems’ in the texts.

It acknowledged the importance of empirical knowledge gathered

over gener ations based on practical evidence, b ut it considered that

this knowledge had to be distinguished from approaches that seek

to promote anti-science and pseudo-science and de gr ade the values

of science as understood by the ICSU community.

The Assembly reaffir med its suppor t for the values and methods

of verifiable science. It recognized the relation between traditional

knowledge and modem science to be both impor tant and a highly

complex political and sociological question, and requested that the

ICSU Executive Board carr y out a critical study on the issue.

At the subsequent 30

Session of the UNESCO General Conf erence,

representatives of Member States expressed their agreement with this

view and requested that UNESCO take part in this study.

NOTE

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