Ppt Mezzana Hyderabad March 2011

8/6/2019 Ppt Mezzana Hyderabad March 2011

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SETSET--DEV international seminarDEV international seminar University of HyderabadUniversity of Hyderabad

March 29, 2011March 29, 2011

TECHNOLOGICALRESPONSIBILITY

Guidelines for a shared governance of the processesof socialisation of scientific research and innovation,

within an interconnected world

An overview

Dr. Daniele Mezzana

Laboratory of Citizenship Sciences (LSC), Italy


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These Guidelines are an output complementary to otherThese Guidelines are an output complementary to other

SETSET--DEV documents. They are based on SETDEV documents. They are based on SET--DEV 3 yearsDEV 3 years

experience...experience...

y Are the result of dialogue and cooperation betweenrepresentatives of three major scientific cultures of thecontemporary world: European, Indian and African.

y

Therefore can provide some indications about thedevelopment of scientific and technological research(STR) on our planet.

y Are intended to be a practical contribution on how wecan promote effective collective responsibilityinscience and technology.

y In doing so, this text will offer some recommendationson how science, technology and innovation can betterintegrate into societyand be more relevant to societys

needs.


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Socialisation of scientific researchSocialisation of scientific research

and innovationand innovation (or socialisation of(or socialisation ofscientific and technological research)scientific and technological research) ::

a key concept to be kept in minda key concept to be kept in mind

It refers to the integration

between science,technology, innovation

and society(see later....)


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ObjectivesObjectives ofof GuidelinesGuidelines

y Raising awareness of the importance ofsocialisation of STR for the progress of localresearch systems

y Strengthening a collective responsibilityforSTR

y Increasing the capacities of the actorsinvolved in STR policies(from national institutions responsible for science and innovation to civil societyorganisations, from universities and research centres to private actors, frominternational and regional organisations to national and local media)

y Providing a practical guide on how toincrease the socialisation of STR


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HowHow toto seesee andand useuse the Guidelinesthe Guidelines

y The Guidelines are the fruit of a tri-lateral dialogueAfrica-India-Europe, and keep the coexistence of differentsensibilities and viewpoints

y They have no intention of proposing an exhaustive visionof relationship between science, technology and society,

always and everywhere

y The contribution of Guidelines is to provide a catalogueof problems and possible solutions, on the basis of thespecific SET-DEV experience

y

The reader is invited to take from this document what isuseful for him/her to better understand the relationshipamong science, technology, innovation and society,

within his/her specific geographical, political,institutional, cultural, social, economic, organisationalcontext.


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The sources.....The sources.....

The main source of the Guidelines was thedocumentation produced by SET-DEV partnersduring the course of their activities, and whichwas made available to the editorial staff(reports,

papers, preparatory notes, etc.) about: preliminary research in India and Kenya

Manifestos (India and Africa)

Pilot programmes (case studies, capacity building, focus

groups)other seminars and networking activities.

Another source was academic and professional

literature on the subject.


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The Guidelines development processThe Guidelines development process

since May 2009...since May 2009...

y Setting up by LSC a facility to collect information anddocuments (May 2009)

y Collecting information, comments and suggestions

from SET-DEV partners

y Several internal notes on Guidelines structure, andfeedbacks

y Building an editorial board (LSC+ some SET-DEV partners

from India, Kenya and Europe)y First draft of Guidelines

y Feedbacks from SET-DEV partners and somereviewers (from Africa, India and Europe)

y

Final draft (within May 2011)


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THE APPROACH

We all need to understand

the social embeddedness of S&T

and the co-evolutionof science and society

in order to engage all social actors in the in order to engage all social actors in the

benefits, opportunities and risks of STRbenefits, opportunities and risks of STR


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The Guidelines adopt

a constructivist approachabout the relationship / integration betweenscience/technology/innovation/society:

this means that all social actors play(orcan play) a crucial role in exercising a

social responsibilityabout science, technologyand innovation.

The Guidelineswould like to providespecific tools to better play such a role.


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There are at least 8 inter-related areas

in which actors involved in STRconstruct relationships

between science, technology, innovationand society.

One may call them

areas of socialisation of STR


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The 8 areas of socialisation of STRThe 8 areas of socialisation of STR

y scientific practice (concerning the dynamisms of scientific groupsin the strict sense);y scientific mediation (activities to promote the cooperation among

researchers and other actors inside and outside the research bodies);

y scientific communication (information, dialogue, building ashared responsibility on STI);

y evaluation (the activities to ensure accountability in the research world,designing policies and coordinating the allocation of funds);

y innovation (interactions between research and the world of production);

y governance (the collective decision-making, involving governmental,non-governmental, private, international actors);

y gender (considering both womens scientific careers and the relationshipbetween gender and the content of scientific disciplines);

y substantive approaches (concerning the revision of thephilosophical and cultural foundations of science, the critical vision of Westernscience, and the protection of local knowledge).


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For each area of socialisation of STR

some frames of responsibility(FR),

related practical options (PO),and

lessons learnt (LL)

at national level (India and Kenya)

are identified


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P PO1, PO2, PO3 LESSONS LEARNT INDIA

LESSONS LEARNT KENYA

idem

idem

Area 1Scientificpractice

Area 2Evaluation

Area x

FR 1

FR2

FR x


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Frames of responsibilityFrames of responsibility

Byframe of responsibilitywe mean a setof risks and problems for STR and its

relationship to society, for which it isessential to take a stand,

make a commitment

(at a personal ethical level and as regardsthe choices of the community),

and especiallyto act in terms of strategy,

policies and concrete actions.


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For instance, for the Area 1 (scientificpractice) 4 frames of responsibilities areidentified:

y Contextualisation of research

y Quality of the research

y Researchers identity

y Generational change


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ExampleExample Frames of responsibilityFrames of responsibilityArea 1 Scientific practice

FR Contextualisation of research

RATIONALE: There is a risk of a dangerous split betweenscience/technology and the needs of society:

- the "ivory tower" model of scientific research;- the adoption of imitative research designs uncritically based on

Western research procedures and agendas;

- the difficulty of establishing an open relationship betweenacademics and local communities.

The need to "embed" the research in a given social andcultural context. This can lead to effective dialogue,"learning from people", between researchers and

stakeholders at local level.


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Practical optionsPractical options

For each of the frames of responsibility

a set ofpractical options

was also identified.

A practical option is

a concrete action that can be taken

to strengthen science and technology

in its relationship with society.


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For instance, for the FR

Contextualisation of research,6 practical options are identified:

y

PO1: Sensitizing researchers towards dialogue withstakeholders

y PO2:Promoting meetings and exchanges with civil societyorganisations

y PO3:Joint defining of research objectives with stakeholders

y PO4:Disseminating participatory methodologiesy PO5:Sensitizing researchers towards dialogue with

disadvantaged social groups

y PO6:Mapping and enhancing local expertise


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ExampleExample practical optionspractical optionsArea 1 Scientific practice / FR Contextualisation of research

PO Promoting meetings and exchanges with civilsociety organisations (excerpts from Guidelines)

To overcome the climate of mutual mistrust that sometimes exists

between researchers and civil society organisations, meetings andexchanges of views should be promoted, such as workshops and workinggroups on specific issues. Some such initiatives were studied and partiallytested under SET-DEVboth in India and Kenya.

Practices (box)

Under SET-DEV, a number of initiatives were examined involving interactive meeting betweenresearchers and civil society organisations, for example: collaboration between researchers andNGOs to disseminate Methods of Non-Pesticidal Pest Management (NPM) in India; the jointsubmission of projects for sustainable post-tsunami reconstruction in Tamil Nadu (India);cooperation between research institutions and local NGOs in the fight against food plant pests inKenya; cooperation between a Kenyan university and grassroots organisations in local sanitationprojects in urban areas.


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Another exampleAnother example

Area Governance

FR Dialogue and participation in policymaking

RATIONALE: The risk is that research is governed by technocraticcriteria unrelated to the needs of society and dependent on choicesmade by foreign political and economic actors without or littleconsideration of the interests of local communities.

The central role of STR in social and economic lifeincreasingly requires the adoption ofresponsible andshared policies, involving stakeholders such as:politicians, researchers, interest groups, civil societyorganisations, business organisations, internationalbodies.


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Area Governance - FR Dialogue and participation in policy making

7 practical options are identifiedy PO138: Encouraging broader participation in STR in sectors not yet

sufficiently open to the public

y PO139: Promoting and disseminating national and local maps of STR

actorsy PO140: Involving scientific communities in setting policies at local

level

y PO141: Promoting the involvement of private actors in S&T

y PO142: Involving new generations of young researchers in S&Tdecision making

y PO143: Enhancing the role of young civil servants who are interested inS&T issues

y PO144: Involving civil society organizations in decision making


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ExampleExample practical optionpractical optionArea Governance - FR Dialogue and participation in policy making

PO Encouraging broader participation in STR insectors not yet sufficiently open to the public

As SET-DEV initiatives in India and Kenya have demonstrated, it isimportant to encourage broad participation of stakeholders in the debateabout the purposes, risks and opportunities of technology in some keyareas of research (nuclear energy, biotechnology).

Various tools can be used including information campaigns; seminars toincrease awareness of specific targets; creation of networks; portals andweb sites; roundtables between policy makers, researchers andstakeholders, etc.


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LessonsLessons learntlearnt

While frames of responsibility

and practical options(even if formulated in reference to

SET-DEV experiences in India and Africa)

may have a general significance

outside these contexts,

some specific lessons learnt

were also formulated

for the Indian and Kenyan readers.


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Area 1Area 1 -- Scientific practiceScientific practice

Lessons learnt (examples)Lessons learnt (examples)

INDIAy Need for an increased interaction (through meetings, forums)

between the researchers, stakeholders and the CSOs

y Improving the quality of the research (by evolving guidelines,regulatory systems, reducing bureaucratic burdens on

researchers, etc.)

y Improving the social and economic status of researchers (byattractive pay, perks, subsidised housing, health care, childrensschooling, etc.)

KENYAy Fostering a multidisciplinary and participatory approach to

scientific practice

y Greater equality between local researchers and theirinternational counterparts


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Area 3Area 3 -- Scientific communicationScientific communication

LessonsLessons learntlearnt (examples)(examples)

INDIA

y Enhancing and democratizing the public debate on scienceand technology

y Need for communication on the part of the academia and

policy makers to interact with CSOsy Sensitizing young people to the science and technological

responsibility

y Propagating working tools and meetings for sciencejournalists in newspapers and magazines

KENYA

y Need for both scientists and non-scientists to build skillsnecessary for better understanding between the two groups

y Applying innovative and interactive approaches to scientific

communication


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Area 5Area 5 -- InnovationInnovation

LessonsLessons learntlearnt (examples)(examples)

INDIAy Better linkages between the world of research and the world of

production in specific sectors at any level

y Enhancing research and experimentation on sustainabletechnologies

y Supporting small and medium-sized enterprises in promotinginnovation

KENYA

y Popularising the economic benefits of new technologies

y Building partnership between STR community and the informalbusiness sector


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Area 6Area 6 -- GovernanceGovernance

Lessons learnt (examples)Lessons learnt (examples)

INDIAy Enhancing the dialogue and democracy in policy setting

(above all for strategic issues: drugs, genetic manipulation,etc.), adopting the principles of plurality of expertises,

justice, equity (see Manifesto)

y Involving the scientific communities in the policy makingthrough dialogue

KENYA

y Mainstreaming principles of good governance into STR

processes (effectiveness, sustainability, transparency andaccountability, participation and inclusion)

y Transparency at the international level (e.g. about research,experimentation and drug testing)


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Area 7Area 7 -- GenderGender

LessonsLessons learntlearnt ((examplesexamples))

INDIA

y Supporting women researchers (by services,mentoring, flexible work timings, etc.)

y Raising awareness on importance of increasing roleof women scientists

KENYA

y

Interaction between gender-sensitised scientists andsecondary school students

y Adopting a gender-sensitive approach in science,technology, innovation programmes


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Area 8Area 8 SubstantiveSubstantive approachesapproaches

LessonsLessons learntlearnt ((examplesexamples))

INDIA

y Need for Indian scientists to focus on problems thatare specific to India

KENYA

y Promoting research which facilitates the emergence

and formalisation of indigenous knowledge


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An appendix is devoted to:An appendix is devoted to:

Lessons learntLessons learnt Europe, includingEurope, including

y The sense and the perspectives of the trilateraldialogue Europe-India-Africa around the relationshipscience, technology, innovation and society

y

The importance of two Manifestos for Europe

y The trans-cultural approach to the impact of newtechnologies

y The theme of science, technology, innovation in aplural world

y The idea of a European Manifesto to be developed


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General structure of GuidelinesGeneral structure of Guidelines

y Introduction

y General summary

y For each of 8 areas of socialisation ofSTR:

frames of responsibilityand relatedpractical options

lessons learnt for India and KenyayAppendix: lessons learnt Europe

y Bibliography


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Some perspectivesSome perspectives

y Elaborating and adapting Guidelinesthemes at the national and regional level,together with Manifestos and other SET-DEV outputs

y Putting the socialisation of STR at the coreof scientific communication and policy-making

y Strenghtening the SET-DEV political,scientific and cultural network

y ... And all what the afternoon

discussion groups will suggest...


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ThankThank

you!!!you!!!

[email protected]

www.SET-DEV.eu

www.scienzecittadinanza.org

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