ID :
60403
Wed, 05/13/2009 - 15:48
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Shortlink :
https://www.oananews.org//node/60403
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Feature: SCIENCE AND TECHNOLOGY KEY FOR MDG ACHIEVEMENT
By Bambang Purwanto
Jakarta, May 13 (ANTARA) - The Indonesian government and all the people are advised to give more attention to science and technology to support sustainable development in the country, Hubert Gijzen, Regional Director and representative of UNESCO, based in Jakarta said.
"The Indonesian government, people and all parties including non-governmental organizations, mass media and educational institutions should make more efforts in giving priority to science and technology towards the achievements of Millennium Development Goals," Hubert told ANTARA here recently.
According to him, Indonesia and other countries would fail to achieve the Millennium Development Goals (MDGs) if they did not mobilize strongly science and technology (S&T) for sustainable development.
The international agenda for sustainable development is dictated to a large extend by the MDGs and other internationally agreed development goals.
"My position is that these development goals, which address poverty, hunger, disease and other important challenges, will not be achieved simply by upscaling - by a 'more of the same' approach," he said, adding that in other words, the MDGs call for creativity and innovation - a key role for science and technology
The industrial revolution, the pharmaceutical/medical revolution, the green revolution, or the ongoing ICT (information and communications technology) revolution, demonstrate how science and technology has contributed to human development and shaped present day society, he said.
Hubert argued that without the invention of antibiotics, some 7 decades ago, people would continue to die from simple bacterial infections; without the invention of chemical fertilizer and crop improvement methods, the 'last 2.7 billion people would not have been born', as conventional food production systems world wide would only be able to produce enough food for about 4 billion people.
"So S&T has been very successful in solving major problems and challenges of the past. We need to mobilize S&T now again to repeat this success for the benefit of the poorest, to get people out of poverty, to eradicate hunger and disease," he said.
Hubert thus called on the stakeholders dealing with the sustainable development like government institutions, NGOs, universities and international agencies to increase their commitments to and make serious investments in the science and technology sector.
"In my remarks I have listed a number of challenges and the corresponding commitments we need to put in place to address these. In addition we will have to give true meaning to the concept of sustainable development. Why should we care so passionately about these commitments" he said.
The role of science and technology in achieving sustainable development cannot be overemphasized. Previous economic development has often created new problems and challenges regarding the sustainable management of resources and the environment, Huber said.
The industrial revolution triggered our thirst for non-renewable energy, the green revolution caused massive introduction of nutrients and chemicals in our water and soil systems, and the ever increasing population started consuming more and more, leading to massive discharges of wastewater and solid waste into the environment, he added.
Never before in the history of mankind has our planet been subjected to such rapid and profound changes. Climate change, rapid urbanization, population growth, the emerging freshwater crisis and increasing risk of natural disasters are just some of the challenges we need to address if we are to secure the future of our planet.
The human population is estimated to go beyond 9 million in 2050, with the largest increase coming from developing countries, he noted.
"If we are to provide for the needs of this rapidly expanding population, all sharing the limited resources of our planet, we need to better understand the functioning of the complex Earth systems and the interactions of humankind with the earth resources," he said.
This challenge is particularly urgent for Asia and Pacific region, which hosts more than 50% of the total world population, and poses some of the world highest population densities, in a region with highest biodiversity and rich natural resources.
"I am optimistic, however, that we will be able to stand up to these challenges, and that the wise use of science, technology and innovation will prove once again to be the engine of change towards a truly sustainable and prosperous world," Hubert said.
It's really all about one long-term goal - the sustainability of the fragile planet on which we live. "We simply cannot continue to destroy the resources of this planet - both natural and cultural, tangible and intangible - thereby seriously jeopardizing the future lives of our children and grandchildren," he said.
We cannot leave a world for them with a ravaged environment, depleted resources, and a profound destruction of the natural, cultural, and linguistic diversity that enriches us today, he said.
"I therefore urge that - governments look again carefully at the systems of science and education for which they are responsible, and maximize these for the benefit of current and future generations," he added.
Indonesia and other countries were resolved to overcome poverty by making efforts to achieve the Millennium Development Goals (MDGs) in 2015.
"The importance of science and technology (S&T), and innovation in economic development is recognized by many countries, but are we doing enough?" he said.
Many countries in Asia allocate only a small percentage of their GDP (Gross Domestic Product) for Science and Technology, he said, adding that the OECD (the Organization for Economic Co-operation and Development) recommends 3 percent of GDP should be spent on R&D for optimal benefit to economic development.
The average domestic spending on research and development is less than 0.5 percent for ASEAN (the Association of Southeast Nations).
High investments are seen in for instance Singapore, South Korea and Japan (between 2-3 percent of GDP), while substantially lower science and technology investments are made in other countries, such as Indonesia, Brunei Darussalam and the Philippines.
Singapore aims to allocate 3 percent of its GDP for Research and Development by 2010. Last year Indonesia spent about 0.05 percent of GDP on R&D, but for this year the budget has increased to 0.15 percent, a laudable initiative, but still 20-fold below the OECD recommendation.
Young people
"While we can all agree on the key importance of science and technology, unfortunately, developed and developing nations alike are witnessing a decline in the number of young people studying science and technology subjects, a situation that will inevitably lead to a lack of expertise in addressing the major challenges mentioned earlier," he said.
This picture is seen all over Asia. There exists no targeted study on the causes of this trend, but it is likely that it relates on the one hand to an `image' problem of Science ('it is difficult', 'it is for nerds'), and on the other hand to the quality and style of delivery of science education.
"This brings me to the importance of inter-linking the science and education mandates of UNESCO. Our programme in Asia and Pacific will significantly step up its support for science education through a new flagship programme that was initiated this year," he said.
He pointed out that investment in science education has a dual effect. If taught in a `hands-on' manner, as part of approaches towards 'joyful learning', science education can positively contribute to the Education for All (EFA) goals; obviously, if learning is fun, children are less likely to drop out.
Besides, it will hopefully lead to an increase in the number of young people opting for a career in science and technology. Let us not forget that all technological progress is based on science, and to solve present and future global problems, we need capable scientists who are creative and innovative.
Another inter-linkage between education and science is showcased in the UN International Decade on Education for Sustainable Development (DESD), coordinated by UNESCO.
"Under the DESD, we find opportunities to interlink science and education to contribute to disaster preparedness and risk reduction, hygiene and health education, environmental awareness raising, climate change mitigation and adaptation and other important issues related to sustainable development," he said.
By teaching on these subjects from a science perspective, we not only increase interest in science and technology, but also will this immediately help children and the communities they live in to attain better health and hygiene, improved disaster preparedness and increased environmental awareness.
Currently, more students not only in Indonesia but in other countries as well prefer becoming lawyers, doctors or engineers to scientists, he said.
Among subjects the students have to know are those on the quality of water and sanitation in their respective environs. "They must know why the color of waters running from higher areas to Jakarta is brown," he said.
The students should be informed that the waters from higher areas eroded soil and caused landslides as trees were no longer there, causing floods in neighboring areas including the capital city, he said.
Young people should also know about the quality of waters, which often contain domestic wastewater and faecal matter, carrying pathogens, which have contaminated rivers which are used by people in certain areas for bathing and washing.
Similarly, they would then also understand about the danger of floodwaters that cover Jakarta's streets so often, as playing in these waters carries an immediate risk of water-borne disease.
The current generation of scientists has coined the term 'sustainable development', we have defined it, and given it a meaning, but we have not been able to radically abandon non-sustainable approaches.
"Science and technology education has the potential to make young people aware of environmental problems and they (the young people) have to make sustainable development happen," he said.
Over the past 40 years, UNESCO has significantly contributed to the international knowledge base in the fields of water, ecological and earth sciences.
"In this respect I wish to mention the Man and the Biosphere programme (MAB), with 531 biosphere reserves in 105 countries; the World Heritage Programme, which has 166 natural world heritage sites; and the Global Network of Geoparks, with currently 53 geoparks in 17 countries," he said.
These resources, together with the rich diversity of specialist Centers in the region can serve the joint purpose of sustainable development in many ways.
This could, for example, lead to joint efforts in studying the dynamics, resilience and adaptations involved in global change phenomena, showcasing best practices in environmental resources management, promoting sustainable practices, and raising awareness of the role of culture in environmental conservation.
UNESCO's Science programme in the region focuses strongly on water (the Intergovernmental Hydrology Programme), the MAB, on coastal zones and small islands, on indigenous knowledge systems, on engineering and technology, on renewable energy, and also on basic sciences.
An example of an innovative S&T programme UNESCO currently develops for Asia focuses 'Water in the city of the future'.
In this action research and demonstration programme, new and innovative approaches to deliver efficient water and sanitation services, to deal with extreme events such as floods and droughts, and to ensure sustainable management of water resources will be developed and tested.
Jakarta, May 13 (ANTARA) - The Indonesian government and all the people are advised to give more attention to science and technology to support sustainable development in the country, Hubert Gijzen, Regional Director and representative of UNESCO, based in Jakarta said.
"The Indonesian government, people and all parties including non-governmental organizations, mass media and educational institutions should make more efforts in giving priority to science and technology towards the achievements of Millennium Development Goals," Hubert told ANTARA here recently.
According to him, Indonesia and other countries would fail to achieve the Millennium Development Goals (MDGs) if they did not mobilize strongly science and technology (S&T) for sustainable development.
The international agenda for sustainable development is dictated to a large extend by the MDGs and other internationally agreed development goals.
"My position is that these development goals, which address poverty, hunger, disease and other important challenges, will not be achieved simply by upscaling - by a 'more of the same' approach," he said, adding that in other words, the MDGs call for creativity and innovation - a key role for science and technology
The industrial revolution, the pharmaceutical/medical revolution, the green revolution, or the ongoing ICT (information and communications technology) revolution, demonstrate how science and technology has contributed to human development and shaped present day society, he said.
Hubert argued that without the invention of antibiotics, some 7 decades ago, people would continue to die from simple bacterial infections; without the invention of chemical fertilizer and crop improvement methods, the 'last 2.7 billion people would not have been born', as conventional food production systems world wide would only be able to produce enough food for about 4 billion people.
"So S&T has been very successful in solving major problems and challenges of the past. We need to mobilize S&T now again to repeat this success for the benefit of the poorest, to get people out of poverty, to eradicate hunger and disease," he said.
Hubert thus called on the stakeholders dealing with the sustainable development like government institutions, NGOs, universities and international agencies to increase their commitments to and make serious investments in the science and technology sector.
"In my remarks I have listed a number of challenges and the corresponding commitments we need to put in place to address these. In addition we will have to give true meaning to the concept of sustainable development. Why should we care so passionately about these commitments" he said.
The role of science and technology in achieving sustainable development cannot be overemphasized. Previous economic development has often created new problems and challenges regarding the sustainable management of resources and the environment, Huber said.
The industrial revolution triggered our thirst for non-renewable energy, the green revolution caused massive introduction of nutrients and chemicals in our water and soil systems, and the ever increasing population started consuming more and more, leading to massive discharges of wastewater and solid waste into the environment, he added.
Never before in the history of mankind has our planet been subjected to such rapid and profound changes. Climate change, rapid urbanization, population growth, the emerging freshwater crisis and increasing risk of natural disasters are just some of the challenges we need to address if we are to secure the future of our planet.
The human population is estimated to go beyond 9 million in 2050, with the largest increase coming from developing countries, he noted.
"If we are to provide for the needs of this rapidly expanding population, all sharing the limited resources of our planet, we need to better understand the functioning of the complex Earth systems and the interactions of humankind with the earth resources," he said.
This challenge is particularly urgent for Asia and Pacific region, which hosts more than 50% of the total world population, and poses some of the world highest population densities, in a region with highest biodiversity and rich natural resources.
"I am optimistic, however, that we will be able to stand up to these challenges, and that the wise use of science, technology and innovation will prove once again to be the engine of change towards a truly sustainable and prosperous world," Hubert said.
It's really all about one long-term goal - the sustainability of the fragile planet on which we live. "We simply cannot continue to destroy the resources of this planet - both natural and cultural, tangible and intangible - thereby seriously jeopardizing the future lives of our children and grandchildren," he said.
We cannot leave a world for them with a ravaged environment, depleted resources, and a profound destruction of the natural, cultural, and linguistic diversity that enriches us today, he said.
"I therefore urge that - governments look again carefully at the systems of science and education for which they are responsible, and maximize these for the benefit of current and future generations," he added.
Indonesia and other countries were resolved to overcome poverty by making efforts to achieve the Millennium Development Goals (MDGs) in 2015.
"The importance of science and technology (S&T), and innovation in economic development is recognized by many countries, but are we doing enough?" he said.
Many countries in Asia allocate only a small percentage of their GDP (Gross Domestic Product) for Science and Technology, he said, adding that the OECD (the Organization for Economic Co-operation and Development) recommends 3 percent of GDP should be spent on R&D for optimal benefit to economic development.
The average domestic spending on research and development is less than 0.5 percent for ASEAN (the Association of Southeast Nations).
High investments are seen in for instance Singapore, South Korea and Japan (between 2-3 percent of GDP), while substantially lower science and technology investments are made in other countries, such as Indonesia, Brunei Darussalam and the Philippines.
Singapore aims to allocate 3 percent of its GDP for Research and Development by 2010. Last year Indonesia spent about 0.05 percent of GDP on R&D, but for this year the budget has increased to 0.15 percent, a laudable initiative, but still 20-fold below the OECD recommendation.
Young people
"While we can all agree on the key importance of science and technology, unfortunately, developed and developing nations alike are witnessing a decline in the number of young people studying science and technology subjects, a situation that will inevitably lead to a lack of expertise in addressing the major challenges mentioned earlier," he said.
This picture is seen all over Asia. There exists no targeted study on the causes of this trend, but it is likely that it relates on the one hand to an `image' problem of Science ('it is difficult', 'it is for nerds'), and on the other hand to the quality and style of delivery of science education.
"This brings me to the importance of inter-linking the science and education mandates of UNESCO. Our programme in Asia and Pacific will significantly step up its support for science education through a new flagship programme that was initiated this year," he said.
He pointed out that investment in science education has a dual effect. If taught in a `hands-on' manner, as part of approaches towards 'joyful learning', science education can positively contribute to the Education for All (EFA) goals; obviously, if learning is fun, children are less likely to drop out.
Besides, it will hopefully lead to an increase in the number of young people opting for a career in science and technology. Let us not forget that all technological progress is based on science, and to solve present and future global problems, we need capable scientists who are creative and innovative.
Another inter-linkage between education and science is showcased in the UN International Decade on Education for Sustainable Development (DESD), coordinated by UNESCO.
"Under the DESD, we find opportunities to interlink science and education to contribute to disaster preparedness and risk reduction, hygiene and health education, environmental awareness raising, climate change mitigation and adaptation and other important issues related to sustainable development," he said.
By teaching on these subjects from a science perspective, we not only increase interest in science and technology, but also will this immediately help children and the communities they live in to attain better health and hygiene, improved disaster preparedness and increased environmental awareness.
Currently, more students not only in Indonesia but in other countries as well prefer becoming lawyers, doctors or engineers to scientists, he said.
Among subjects the students have to know are those on the quality of water and sanitation in their respective environs. "They must know why the color of waters running from higher areas to Jakarta is brown," he said.
The students should be informed that the waters from higher areas eroded soil and caused landslides as trees were no longer there, causing floods in neighboring areas including the capital city, he said.
Young people should also know about the quality of waters, which often contain domestic wastewater and faecal matter, carrying pathogens, which have contaminated rivers which are used by people in certain areas for bathing and washing.
Similarly, they would then also understand about the danger of floodwaters that cover Jakarta's streets so often, as playing in these waters carries an immediate risk of water-borne disease.
The current generation of scientists has coined the term 'sustainable development', we have defined it, and given it a meaning, but we have not been able to radically abandon non-sustainable approaches.
"Science and technology education has the potential to make young people aware of environmental problems and they (the young people) have to make sustainable development happen," he said.
Over the past 40 years, UNESCO has significantly contributed to the international knowledge base in the fields of water, ecological and earth sciences.
"In this respect I wish to mention the Man and the Biosphere programme (MAB), with 531 biosphere reserves in 105 countries; the World Heritage Programme, which has 166 natural world heritage sites; and the Global Network of Geoparks, with currently 53 geoparks in 17 countries," he said.
These resources, together with the rich diversity of specialist Centers in the region can serve the joint purpose of sustainable development in many ways.
This could, for example, lead to joint efforts in studying the dynamics, resilience and adaptations involved in global change phenomena, showcasing best practices in environmental resources management, promoting sustainable practices, and raising awareness of the role of culture in environmental conservation.
UNESCO's Science programme in the region focuses strongly on water (the Intergovernmental Hydrology Programme), the MAB, on coastal zones and small islands, on indigenous knowledge systems, on engineering and technology, on renewable energy, and also on basic sciences.
An example of an innovative S&T programme UNESCO currently develops for Asia focuses 'Water in the city of the future'.
In this action research and demonstration programme, new and innovative approaches to deliver efficient water and sanitation services, to deal with extreme events such as floods and droughts, and to ensure sustainable management of water resources will be developed and tested.
