Science Education Review
Background | Terms of Reference | Review Panel Members | Contact

Background

Good, i.e. effective and stimulating, science education is fundamental for the future of science and for the ongoing development of the global knowledge society. There is concern in many countries that the overall level of scientific literacy is poor and that children are not being attracted to scientific studies and eventual careers as scientists. Given ICSU’s mission of strengthening international science for the benefit of society, science education is an area of obvious interest.

In preparation for the ICSU Strategic Plan 2006–2011, a Priority Area Assessment (PA) on Capacity Building in Science was completed in 2006. When this was considered by CSPR and the Executive Board, it was felt that a potential future role for ICSU in relation to science education needed further reflection. A particular issue of debate was the educational level (primary, secondary, tertiary) at which actions from ICSU might best be focussed. In the end, it was agreed that an ad hoc group should be established to define ICSU’s future role in relation to science education (ICSU Strategic Plan, pp.36–37).

ICSU has historically supported dedicated activities in science education, the most recent of these being a Committee on Capacity Building in Science (CCBS, 1993-2006) that focused on ‘hands on’ primary school education and was reviewed as part of the PAA exercise. This committee was disbanded in 2006, although the programme is continuing under the aegis of the Inter-Academy Panel. 

Many of the ICSU Members—both National and Unions—also have a strong interest in science education, mostly focussed at the tertiary and post-graduate level. And some of the ICSU Interdisciplinary Bodies, for example the International Polar Year, have developed active science education networks. The Regional Office for Latin America and the Caribbean has initiated a specific planning exercise on Mathematics education. A key issue for this review is to identify whether there is any added-value that ICSU, at the global level, can bring to these various actions.

Science education has many stakeholders. At the international policy level, within the UN system, UNESCO has the primary responsibility for both education and science and it a natural partner for ICSU. However, with the exception of a few isolated activities, a productive partnership in science education has not been developed. To what extent ICSU can, or should, be focussing on education policy issues is unclear. It is perhaps at the operational education level where ICSU actions to date, have had the greatest impact (e.g. via CCBS) and here there are a multitude of players, from national and local governments to institutions and individual teachers/lecturers. Increasingly, students and other citizens are also ‘self educating’ using the worldwideweb. Informal education or learning is an area where the ICSU constituency could also conceivably play a role.

It is timely for ICSU to consider its role in science education as the planning begins for the next strategic plan, 2012–2017. This review is designed to feed into that planning process. The Review Group is expected to produce a report for the Committee on Scientific Planning and Review in 2010/11, which will make recommendations to the ICSU Executive Board. Where appropriate, these will then be incorporated into the future ICSU strategy.

Terms of Reference

The Strategic Review will:

1. Assess ICSU’s past and current activities in relation to science education
   • Consider the past activities of ICSU in science education and identify any successes and failures that should inform future actions.
   • Consider the interests and activities of ICSU Members, Interdisciplinary Bodies and Regional Offices in science education, identifying gaps, overlaps and synergies and possibly proposing new responsibilities for individual bodies.
2. Consider the broader context for science education
   • Identify key recent developments in science education that have global implications and should inform any actions that ICSU might consider.
   • Identify the key actors in science education at the international, national and local level, highlighting potential audiences and partners for ICSU.
3. Make recommendations on the future mandate, if any, for ICSU in science education
   • Identify any added value that ICSU can contribute to the field of science education and, if appropriate, define the potential future focus and role(s) for ICSU in this area, for inclusion in the ICSU Strategic Plan 2012-2017.
   • Define the activities and resources that will be required to fulfil any ascribed potential future role for ICSU in this area

Review Committee membership profile
Total membership: 8-10 persons to be decided after solicitation of nominations from ICSU
Members and Interdisciplinary Bodies

To ideally include:

• Natural and social scientists with an active interest in science education and from different
  disciplines
• Science education policy specialist
• Science educator/teacher
• Expertise in cognitive learning and education
• IT and education expert
• A student or early career scientist
• Balanced for regional representation and gender

Work Plan and resources
A minimum of two, and ideally three, physical meetings of the panel should take place in 2010/early 2011, supplemented by virtual discussions via email and telephone. Input from the ICSU membership will need to be solicited and analysed between meetings 1 and 2. Project management and administrative support to be provided by ICSU.
Total cost ~€20k per meeting, i.e. €40k in 2010 and €10k in 2011.

Chair: Roberta Johnson (USA)

Members:

• Carlos Bosch (Mexico)
• Gervais Chapuis (Switzerland)
• Christina Colberg (Switzerland)
• Hoda S. Elmikaty (Egypt)
• Subhash C. Lakhotia (India)
• Ester B. Ogena (Philippines)
• Yasushi Ogura (Japan)
• Cheryl de la Rey (South Africa) (CSPR liaison)
• Svein Sjøberg (Norway)
• Elena B. Sparrow (USA)
  

Contact:
Howard Moore
Senior Consultant to the Executive Director
ICSU
howardicsu.org