Science education policy-making: eleven emerging issues; 2008 - OEI

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• To promote from the primary years onwards the career opportunities that stem from the study of science and technology; • To recruit graduates into science and technology teaching and to value, support and retain them with appropriate rewards; • To resource and promote continuous, effective professional development for science and technology teachers in order to meet changing student needs and societal aspirations; • To recognize and support the significant role of teacher associations in building a quality professional learning community for science and technology; • To resource the development of relevant and effective assessment processes so that learners achieve essential life skills, meet academic and vocational standards and personal aspirations; • To engage in greater international cooperation to ensure the provision of well-trained science and technology teachers to meet current and future challenges; • To call on UNESCO to integrate its science and technology education endeavour as fundamental to achieving educational, environmental, cultural, social and sustainable development goals. We, the participants, are committed to ensuring that students are scientifically and technologically literate and able to contribute to sustainable, responsible, global development in their respective nations. 45
Section for Science, Technical and Vocational Education Tel.: 33 (0)1 456 81036 Fax: 33( 0)1 456 85644 E-mail: j.heiss@unesco.org
Page 1 and 2: Science Education Policy-making Ele
Page 3 and 4: Printed by UNESCO © UNESCO 2008 ED
Page 5 and 6: Executive Summary The Perth Declara
Page 7 and 8: B. ACCESS AND EQUITY IN SCIENCE EDU
Page 9 and 10: F. SCIENTIFIC LITERACY Recommendati
Page 11 and 12: Introduction In July 2007 UNESCO, I
Page 13 and 14: Countries, whose societies can be d
Page 15 and 16: are designed to assist participatin
Page 17 and 18: The wisdom of Roberts’ comments b
Page 19 and 20: More generally, government policies
Page 21 and 22: Pre-requisites Many science teacher
Page 23 and 24: the secondary years the role of S&T
Page 25 and 26: It should be noted that this moveme
Page 27 and 28: use, and of the relations between s
Page 29 and 30: education needs of future citizens
Page 31 and 32: TIMSS tests students in Years 4 and
Page 33 and 34: servers. In the event, only four am
Page 35 and 36: ISSUE I: DEVELOPMENT OF RELEVANT AN
Page 37 and 38: The increased costs associated with
Page 39 and 40: is thereby emphasised, was the same
Page 41 and 42: It is very common for science teach
Page 43 and 44: Recommendation K.1 Policy makers sh
Page 45: The Perth Declaration on Science an

Science education policy-making: eleven emerging issues; 2008 - OEI

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