Displaying 1-18 of 18 key documents
Source: World Commission on the Ethics of Scientific Knowledge and Technology (COMEST) | 2010
This document examines ethical and human rights-based approaches to climate change and climate-related vulnerability. It was published by the World Commission on the Ethics of Scientific Knowledge and Technology (COMEST), an independent expert advisory committee tasked with guiding the UN Educational, Cultural and Scientific Organization (UNESCO) in its implementation of ethical frameworks in science, technology and development.
In particular, the report focuses on ethical issues brought about by climate change, and discusses both general and specific principles that could be adopted to respond to these issues.
These include protecting human rights; providing equitable access to medical, scientific and technological developments, including the rapid sharing of knowledge about such developments and the sharing of benefits, with particular attention to the needs of developing countries; holding polluters accountable for the cost of their pollution; and ensuring that development is sustainable.
Source: Millennium Project | January, 2005
This report outlines the role that science, technology and innovation can play in implementing the Millennium Development Goals (MDGs). It draws from lessons learned over the past five decades, and describes actions needed to help achieve the MDGs through technological innovation, including building scientific infrastructure, investing in education and promoting business activities in science and technology.
The report acknowledges three main actors in technological innovation: governments, academic institutions and private enterprise. It argues that they must work together to improve the policy environment, technological infrastructure and capacity-building in developing nations. It suggests that global partnerships, advising policymakers and good governance should be encouraged, and points out that the diversity of political environments and resources means that countries should not have a one-size-fits-all approach to policy development.
Source: UN Educational, Scientific and Cultural Organization (UNESCO) | January, 2009
This report — summarising a UNESCO innovation for development workshop — examines the role of innovation in development, and the contribution of knowledge, research and development to innovation. It focuses on knowledge in science, engineering and technology.
The report outlines analytical and theoretical frameworks as well as current innovation efforts and innovation policy. Major issues discussed at the workshop are highlighted in an action agenda, which suggests the need for more research and statistical indicators, dissemination of projects, human and institutional capacity building, better policy design and the need to increase awareness of innovation.
A separate report, which is included in the document, consolidates several themes that emerged from the talks, including the need to improve policy coherence, the difficulties of comparing innovation across countries or different points in time, the importance of capacity building, and the role of technology transfer in generating new knowledge. It also identifies challenges facing policymakers, the research community and international donors in achieving these goals. The report includes keynote speeches and links to Powerpoint presentations given at the conference.
This report reviews the achievements made by the 'Promotion of Grassroots Innovation in Asia-Pacific Countries' project, which aims to build capacity for member countries to source, document and disseminate grassroots innovation and traditional knowledge as a means of economic and social development.
The first section documents the theory and practice of grassroots innovation using case-studies of existing organisations, such as the Honey Bee Network. It illustrates the diversity of approaches used to engage with this type of innovation, as well as the ethical aspects of informed consent before obtaining knowledge from local populations. The second part describes advances made during national and regional workshops on the subjects of capacity-building, promoting grassroots innovation and creating partnerships.
Source: World Resources Institute
This report provides an overview of the National Adaptive Capacity (NAC) framework to help governments incorporate institutional capacity development into planning for climate change adaptation.
The report introduces the framework, which is a tool that can be used to systematically assess institutional strengths and weaknesses relevant to adaptation, support planning through the identification of specific gaps in capacity that can be filled through investment and action.
It helps to evaluate national institutions' performance of five key functions, including: assessment, prioritisation, coordination, information management, and climate risk management. These functions are considered indicators of a country's adaptive capacity.
The report also describes three pilot assessments conducted using NAC in Bolivia, Ireland, and Nepal, noting that the countries used the framework in different ways, suggesting that the tool can be adapted to different process of planning and evaluation.
Source: World Bank | March 2012
The report aims to inform developers of clean development mechanism (CDM) projects and policymakers about lessons learned by the BioCarbon Fund, a public-private initiative supporting more than 20 afforestation and reforestation projects in 16 countries since 2004.
It outlines the opportunities that CDM projects present for the forestry sector, as well as the challenges that project developers face in complying with regulatory requirements. The report concludes with recommendations on how current regulations could be improved so that they match the realities on the ground, as well as other aspects of managing CDM projects — such as new ways of accessing finance and strengthening capacity at the local level.
Source: OECD | April 2011
This report identifies good practices and potential concrete steps forward to help scientists and administrators involved in collaborative research programmes between developing and developed countries. It describes issues that must be considered when designing, implementing and managing such projects. The report distils information and analyses that emerged from the Global Science Forum project, which addresses issues such as achieving a balance between research goals and strategic development priorities, developing national capacity in science and technology, and using appropriate indicators to evaluate the outcomes of collaborative programmes. The report concludes by emphasising that international collaboration is essential to deal with global issues such as climate change because developing countries are often those most severely affected by global threats.
Source: Meridian Institute | January 2005
This report, published by the Meridian Institute describes the growing interest of developing countries including Brazil, China, India and South Africa, in nanotechnology. The ways nanotechnology applications could solve health, sanitation, and pollution problems and provide faster, cheaper information and communication technology are outlined. The challenges of using and developing nanotechnology for and in developing nations including the roles and responsibilities of different stakeholders are also discussed.
The Meridian Institute says nanotechnology can play a role in achieving the UN Millennium Development Goals. As a result, rich nations should dedicate a reasonable portion of their overseas development assistance to nanotechnology.
(To access the report, users must create a free login name and password.)
Source: Japan Council for Science and Technology Policy | May 2008
This report, written by Japan's Council for Science and Technology Policy, provides recommendations to Japanese ministries for promoting science and technology diplomacy. Suggestions include pursuing research collaborations with developing countries and boosting capacity building efforts in these nations, fostering young researchers and engaging with global collaborative science projects.
Source: Renewable Energy Policy Network for the 21st Century (REN21) | 2005
This report examines how renewable energy can help developing countries boost economic development and alleviate poverty. It highlights the benefits of using renewable energy technologies — from increasing access to electricity to creating jobs — and outlines the hurdles to scaling up production, including the lack of subsidies and government support. The report suggests several actions for policymakers, including creating supportive policies, promoting private investment, nurturing micro-enterprise, and building projects around local needs.
Source: The American Academy of Microbiology
This report summarises current understanding of antibiotic resistance, the scope of the problem, and the methods available for detecting and preventing it. It highlights unique challenges faced by developing countries including poor research infrastructure and counterfeit antibiotics.
The authors highlight the need to build laboratory capacity, improve diagnostic tools, establish surveillance programs and implement tighter controls on antibiotic use in these countries.
Source: Swiss Academy of Sciences
This report, published by the Swiss Academy of Sciences (SCNAT), describes twelve projects to illustrate successful scientific partnerships between developed and developing countries.
The projects cover research into water-borne disease, natural disasters, brain drain and forest management, and include partnerships with researchers in Chad, Ethiopia, Pakistan, Thailand and Vietnam.
The report reveals how high-quality local and global scientific knowledge can lead to local development benefits. For example, collaboration between developed-country researchers and their counterparts in locations where infections are likely to arise can halt epidemics at the local level, benefiting the global sphere.
The authors suggest that future research budgets must take into account the global and cross-diciplinary nature of research and encourage scientific cooperation.
They say that approximately 85 per cent of global research and development resources are invested in countries within the Organisation for Co-operation Development (OECD), compared with just five per cent given to developing countries.
Source: UNFCCC | December 2008
This report, written by climate change economist Stephen Seres and published by the UN Framework Convention on Climate Change (UNFCCC), analyses the extent to which projects funded by the UNFCCC's Clean Development Mechanism (CDM) contribute to technology transfer.
Although the CDM does not have an explicit technology transfer mandate, it contributes to technology transfer by funding projects that use technologies previously unavailable in host countries. Using data from over 3000 registered and proposed CDM projects, Seres finds over a third claim to involve technology transfer — of both knowledge and equipment.
Most of the technology originates from Germany, France, Japan, the United Kingdom and the United States. Some countries — including Bolivia, Ecuador, Kenya, Malaysia and Sri Lanka — have a much higher than average rate of technology transfer. Others, such as Brazil and China, have a much lower than average rate, although where there is technology transfer, it often extends beyond individual CDM projects.
Source: World Bank | January 2002
This World Bank report describes the role higher education plays in building developing countries' capacity to participate in a knowledge-based world economy and outlines policy options to promote economic development. It confirms the shift in the World Bank's attitude to education support as a driver of socioeconomic growth.
The authors ask why higher education is important for development, how developing countries can best utilise their higher education systems, and how the World Bank and other donors can support local governments. They argue that knowledge is essential for development — and higher education is essential to create and apply knowledge.
They conclude that developing countries risk marginalisation because of their weak higher education systems, and stress the need for government and donor support.
Source: E3G | November 2008
This report, published by E3G and Chatham House proposes an institutional framework for the innovation and transfer of low carbon and adaptation technologies, and suggests key features for the international agreement due to be signed at the UN Framework Convention on Climate Change Conference of the Parties in Copenhagen in December 2009.
The authors include an executive summary and an analysis of key issues including technology options, capacity in developing countries and intellectual property rights (IPR).
They also make recommendations for action, calling for objectives to be set in terms of critical technologies that need developing. Other suggestions include creating a multilateral innovation and diffusion fund, using sectoral approaches to accelerate technology development and deployment, and establishing a 'protect and share' agreement for IPR.
Source: CID-ILRI | July 2008
This report, published by the Center for International Development at Harvard University and the International Livestock Research Institute in Kenya, asks which institutions and approaches are most effective in using scientific knowledge to inform development strategies.
The authors evaluate five agricultural projects in Africa and Asia and suggest that the best strategies for closing the gaps between knowledge and action include: 'boundary-spanning' efforts such as creating partnerships to improve dialogue between researchers and local communities; 'use-driven' research directed at solving particular problems for particular groups of people; engaging stakeholders from the outset of a project; providing incentives for risk-taking; and improving project management and communication skills.
Source: WHO/Global Forum for Health Research | 2007
This joint publication between the World Health Organization and the Global Forum for Health Research reveals mental health research capacity in 114 low-income and middle-income countries in Africa, Asia, and Latin America and the Caribbean. The extensive review identified over 10,000 articles, 4,633 mental health researchers and 3,829 other stakeholders. The authors argue that this is "the first systematic attempt to confirm the pressing needs of improving research capacity in mental health".
The publication provides useful details in table and charts, analysed by group of stakeholders and by region, on topics such as: researchers' profiles; priority-setting process; amount and type of research production; services and technical support available to them; courses and trainings offered; funding patterns; and dissemination of research findings. The appendix provides two extensive lists — by country — of policy and practice that resulted from research evidence, as well as research evidence that was never translated into policy and practice.
Nine recommendations indicate how the management of mental health research can be strengthened so that it meets the national needs of the countries as well as contributes to the global fund of knowledge. The authors say their report thus enables evidence-based decision-making in funding and priority setting in the area of mental health research in low-income and middle-income countries.
Source: World Bank / RAND Corporation | 2001
This report attempts to understand the growing trend of international scientific collaboration as a preferred method of building scientific capacity in developing countries. Before the effects of these trends can be documented, however, there is a need to better define scientific capacity itself. This is relevant not only as an end in itself but also as a means of identifying potential collaborators. The traditional dichotomy of developed and developing countries no longer seems to serve the purpose of increasing useful understanding of these trends. The report attempts to provide a new index of scientific capacity based on an aggregation of several national-level measures and creates a useful taxonomy of countries categorised by scientific capacity. The four classifications arising from this taxonomy are scientifically advanced, proficient, developing, and lagging countries. It examines the trends in output, productivity, collaboration and linkages between and among countries in each of these categories.