UNESCO SCIENCE REPORT

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UNESCO SCIENCE REPORT There are countless examples of such transformational ideas. In medical history, the discovery of the bacterial origin of diseases allowed for the development of immunization methods, thus saving countless lives. Electricity‐based light did not simply evolve from a candle; this transition occurred in steps, through new concepts and sporadic leaps forward. Accelerator‐based particle physics is another example of how one invention can have unanticipated beneficial spin-offs: initially developed solely as a tool for basic research, particle accelerators are common nowadays in major medical centres, where they produce X‐rays, protons, neutrons or heavy ions for the diagnosis and treatment of diseases such as cancer, thus benefiting millions of patients. There is, thus, no dichotomy between basic and applied science, nor competition but only opportunities for synergies. These considerations are central to SDG 9 on industry, innovation and infrastructure. Science, like music, is universal Science, like music, is universal. It is a language that we can share across cultural and political borders. For example, more than 10 000 physicists from 60 countries work together at the European Laboratory for Particle Physics (CERN) in Switzerland, inspired by the same passion and driven by shared goals. In universities around the world, new graduate and undergraduate programmes are being designed to teach tomorrow’s global problem-solvers how to work across disciplines, scales and geographies. Here, science acts as a leverage for research collaboration, science diplomacy and peace, which is also relevant to SDG 16. Science plays a key educational role. The critical thinking that comes with science education is vital to train the mind to understand the world in which we live, make choices and solve problems. Science literacy supplies the basis for solutions to everyday problems, reducing the likelihood of misunderstandings by furthering a common understanding. Science literacy and capacity‐building should be promoted in low‐ and middle‐income countries, particularly in cases where a widespread appreciation of the benefits of science and the resources for science are often lacking. This situation creates dependence on countries that are more scientifically literate and more industrialized. Hence, science has a role to play in the realization of SDG 4 on quality education. Science is a public good Public good science not only brings about transformative change on the road to sustainable development. It is also a way of crossing political, cultural and psychological borders and, thus, helps lay the foundation for a sustainable world. Science may further democratic practices when results are freely disseminated and shared, and made accessible to all. For example, the World Wide Web was invented to facilitate the exchange of information among scientists working in the laboratories of the European Organization for Nuclear Research (CERN) in Switzerland. Since then, the Web has radically changed the way in which the world accesses information. CERN being a publicly funded research centre, it preferred to make the Web freely available to everybody, rather than patent its invention. The need for an integrated approach For the post‐2015 development agenda to be truly transformative, it will be vital to respect the interrelatedness of the development issues addressed by the Sustainable Development Goals. This point was acknowledged by the Open Working Group on the on the Sustainable Development Goals convened by the United Nations’ General Assembly during the formal negotiations which led to the formulation of Agenda 2030. The artificial division of Agenda 2030’s goals, based on disciplinary approaches, may be necessary for comprehension, resource mobilization, communication and public awareness‐raising. Nevertheless, one cannot insist enough on the complexity and strong interdependence of the three economic, environmental and social dimensions of sustainable development. To illustrate the strong interrelation between these three dimensions, let us consider the following: nutrition, health, gender equality, education and agriculture are all relevant to several Sustainable Development Goals and all interrelated. It is impossible to be healthy without adequate nutrition. Adequate nutrition, in turn, is closely linked to agriculture as a provider of nutritious food (SDG 2 on zero hunger). Agriculture, however, affects the environment and, thus, biodiversity (the focus on SDGs 14 and 15 on life below water and life on land, respectively); agriculture is estimated to be the main driver of deforestation when mismanaged. Women are at the nexus of health, nutrition and agriculture. In rural areas, they are responsible for the daily production of food and for childcare. Deprived of education and thus of access to knowledge, some women are unfamiliar with the interlinkages portrayed above. Moreover, their cultural background often discriminates against their well‐being when they are treated like second‐class citizens. Promoting gender equality and empowering rural women will, thus, be of paramount importance to making progress in all the aforementioned areas and to curb unsustainable population growth. Science is well-placed to build bridges permitting such interlinkages, in the context of SDG 5 on gender equality. Another example of the close interlinkages among agricultural practices, health and environment is the concept of ‘one health.’ This concept advocates the idea that human and animal health are closely linked. This is demonstrated, for instance, by the fact that viruses originating in animals can spread to humans, as seen in the case of Ebola or influenza (Avian flu, for instance). 10
Given the interdisciplinary nature of science for sustainable development, the Scientific Advisory Board to the Secretary- General of the United Nations has stressed the importance of intensifying co-operation among the different scientific fields and portraying science clearly and forcefully as a key ingredient in the future success of Agenda 2030. Governments should acknowledge the potential of science to federate different knowledge systems, disciplines and findings and its potential to contribute to a strong knowledge base in the pursuit of the Sustainable Development Goals. REFERENCES ICSU (2004) ICSU Position Statement: The Value of Basic Scientific Research. International Council for Science. Paris. Perspectives on global issues NAS (2013) Antibiotics Research: Problems and Perspectives. National Academy of Sciences Leopoldina: Hamburg (Germany). United Nations (2013) Statistics and Indicators for the Post‐2015 Development Agenda. United Nations System Task Team on the Post‐2015 Development Agenda. New York. United Nations (2012) The Future We Want. General Assembly Resolution A/RES/66/288, para. 247. WHO (2014) Antimicrobial Resistance: Global Report on Surveillance. World Health Organization: Geneva. Perspectives on emerging issues Planck, M. (1925) The Nature of Light. English translation of lecture given to Kaiser Wilhelm Society for the Advancement of Science: Berlin. NO POVERTY ZERO HUNGER GOOD HEALTH AND WELL-BEING QUALITY EDUCATION GENDER EQUALITY CLEAN WATER AND SANITATION AFFORDABLE AND CLEAN ENERGY DECENT WORK AND ECONOMIC GROWTH INDUSTRY, INNOVATION AND INFRASTRUCTURE REDUCED INEQUALITIES SUSTAINABLE CITIES AND COMMUNITIES RESPONSIBLE CONSUMPTION AND PRODUCTION CLIMATE ACTION LIFE BELOW WATER LIFE ON LAND PEACE, JUSTICE AND STRONG INSTITUTIONS PARTNERSHIPS FOR THE GOALS 11
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UNESCO SCIENCE REPORT five-year age
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UNESCO SCIENCE REPORT 742
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Table S1: Socio-economic indicators
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Table S2: R&D expenditure by sector
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Table S3: R&D expenditure as a shar
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Table S3: R&D expenditure as a shar
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Table S4: Public expenditure on ter
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Table S5: Tertiary graduates in 200
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Table S6: Total researchers and res
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Table S7: Researchers by field of s
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Table S7: Researchers by field of s
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Table S8: Scientific publications b
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Table S9: Publications by major fie
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Table S10: Scientific publications
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UNESCO SCIENCE REPORT Data obtained
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UNESCO SCIENCE REPORT

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