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United Nations Department of Economic and Social Affairs Sustainable Development

Harnessing Science Technology and Innovation (STI) for resilience building of SIDS

United Nations Educational, Scientific and Cultural Organization (UNESCO)
#SDGAction40012
Description
Description
Rationale: The SIDS in SADC namely, Comoros Mauritius, Seychelles and Madagascar are fragile and prone to climate change variation but are endowed with ocean biodiversity which are unsustainably been exploited. Growth and sustainability of these economies can be achieved by sustainably harnessing the ocean potential through development of appropriate STI policy system and governance and local indigenous knowledge to launch and sustain emerging economy sectors and resilience building. Doing so requires a good understanding of the various STI policy system and governance and the education and training in science, engineering and technology in these countries.Building the resilience of SIDS in the face of global changes through the promotion of Blue/Green economy and indigenous knowledge offers great potential for improved livelihoods and well-being. These coastal communities have valuable ecosystems which support lucrative fisheries, tourism and marine biodiversity. The effective use of this natural resource will require the development of STI policy systems and governance to maximize their economic potential through the concept of blue economy. UNESCO is providing technical support to some of these SIDS in the design, implementation of robust STI system and governance as well as in the mobilization and involvement of young scientists in global and regional STI related policy dialogue and follow .up activities. UNESCO will extend this support to other SIDS in mobilizing science for sustainable use of natural resources (while deriving income and livelihoods), renewable energy efficiency and natural disaster reduction and mitigation. UNESCO will provide technical advice and build capacity in STI system and governance of SIDS and strengthen their policy analyses, design, implementation and monitoring and evaluation skills so as to contribute effectively towards the High level event in 2014, which would reshape international priorities influencing post-2015 development agenda.Objectives: The objective is to provide technical assistance to Small Island Developing States (SIDS) with knowledge and skills in strengthening national governance mechanisms for promotion of long term plans and strategies in addressing development challenges of climate vulnerability, human capital development, economic growth and youth employment.
Implementation of the Project/Activity

The modality of actions will consist of building on knowledge, experience and good practice reinforced through mobilisation of regional science networks and targeted capacity development and policy advice. Capacity building training workshops related to the impacts of global changes, development of SIDS-based knowledge networks and databases to support sharing of local experiences will be pursued. Capacity will be strengthened in Mapping of the STI potential of SIDS to identify gaps and opportunities for creating a critical mass of experts with skills and knowledge in science, engineering and technology capabilities and STI Policy design, implementation and M&E in STI policy system and governance. Creation of synergies among science, engineering, technology and Innovation (SETI) Institutions and SIDS for sharing of results, implementation of policies and foresight planning in STI for sustainability and resilience building.

Capacity

The reports from the various training and consultative workshops will be validated by an expert Group and disseminated among SIDS and, stakeholders and partners. STI Policy instruments and strategies will be developed in priority areas of each country and implemented.

Governed

This partnership will be coordinated by the Government of Mauritius within UNESCO's framework of Mobilising STI for sustainable development of SIDS and governed by the Ministerial Decision of the 2014 Joint Meeting of SADC Ministers of Science, Technology and Innovation and Education and Training at which the SADC Ministers including SIDS countries endorsed the SADC Strategic Framework on Science, Technology and Innovation (2015-2020) in Mozambique, June 2014. Partnership with other UN Agencies such as UNEP, FAO, WHO, AfDB and other UN Agencies through UUN Delivering as One and other Private and Bilateral donors who endorse the AIMS Sub-regional Preparatory Meeting for the third Conference on SIDS in Seychelles in, 2013. The meeting, among other recommendations, called for building the human capital in STI in SIDS and create opportunities to effectively harness their natural resources and invest in programmes to build resilience SIDS societies and economies

Partners
Governments of Comoros, Mauritius, Madagascar, and Seychelles
Ministries of Education Science and Technology
Universities
Research Institutions
Private sector
Southern Africa Development Community (SADC) Secretariat
Youth Groups
United Nations Educational, Scientific and Cultural Organization (UNESCO)

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

1.At least 6 institutions in SIDS trained in mapping STI Policy system and governance using UNESCO GO-SPIN Platform
2. Presentation of the Mauritius STI Policy recommendations at Samoa meeting
3.At least 30 experts including the youth trained in STI Policy system and governance to enhance resilience in 4 SIDS
4. At least 3 SIDS with STI Policy by 2017
Financing (in USD)
Capacity developing workshops, technical advice, networking, awareness raising, Curricula reviews in STEM
In-kind contribution
Participation of stakeholders
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False
Action Network
Small Island Developing States
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Timeline
01 January 2014 (start date)
01 January 2017 (date of completion)
Entity
UNESCO
SDGs
4
Region
  1. Africa
Website/More information
N/A
Countries
Comoros
Comoros
Madagascar
Madagascar
Mauritius
Mauritius
Seychelles
Seychelles
Contact Information

Peggy Oti-Boateng, Senior Programme specialist in Science and Technology, UNESCO Nairobi, office, Nairobi, Kenya

p.oti-boateng@unesco.org