PARIS, 19 August 2009 Original: English

Transcription

1 Executive Board Hundred and eighty-second session 182 EX/12 PARIS, 19 August 2009 Original: English Item 12 of the provisional agenda REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE UNESCO PLAN OF ACTION IN SUPPORT OF THE AFRICAN UNION CONSOLIDATED PLAN OF ACTION FOR SCIENCE AND TECHNOLOGY SUMMARY Source: 177 EX/Decision 16 and the strategic programme objectives of the Draft Medium-Term Strategy for (34 C/4), as amended by the Executive Board (34 C/11, 177 EX/16; 177 EX/78; 177 EX/79 Part II). Background: In 177 EX/Decision 16 and 180 EX/Decision 8, the Executive Board invited the Director-General to submit to it a progress report on the implementation of UNESCO s Plan of Action for Science and Technology in Africa as a response to the request by the African Union Heads of State and Governments to the Organization for assistance with the implementation of the AU Consolidated Plan of Action for science and technology. Purpose: This report reviews UNESCO s activities contributing to its Plan of Action for Science and Technology in Africa since the 177th session of the Executive Board, with particular emphasis on the flagship projects. Action expected by the Executive Board: Proposed decision in paragraph By 176 EX/Decision 56, the Africa Group requested the Director-General to prepare a Plan of Action describing how UNESCO intended to contribute to the implementation of the decisions adopted and declaration made by the African Heads of State and Government at their 8th Summit, which took place in Addis Ababa, Ethiopia, in January In particular, they wished to know how UNESCO intended to contribute to the implementation of the Consolidated Plan of Action (CPA) for Science and Technology in Africa over the next medium-term period ( , 34 C/4). 2. Following consultations between the Africa Department and the Natural Sciences Sector in collaboration with the Africa Group, the UNESCO Plan of Action was developed and three flagship activities identified: (1) capacity-building in science policy; (2) science and technology education; and (3) establishment of an African Virtual Campus (AVC). In November 2007, the Board and the General Conference approved the UNESCO Plan of Action proposed by the Director-General as a response and as outlined in document 177 EX/16 (177 EX/Decision 16).

2 182 EX/12 page 2 3. UNESCO s activities contributing to its Plan of Action for Science and Technology in Africa were examined by the 180th session of the Executive Board in document 180 EX/8. The Board expressed satisfaction with the progress made and activities initiated to implement the Plan and invited the Director-General to submit to it at its 182nd session a comprehensive report on the Plan s implementation (180 EX/Decision 8). The UNESCO Plan of Action is implemented on a regional basis, in consultation with the Africa Department and in close cooperation with the African Regional Economic Communities (RECs), as science, technology and innovation (STI) is considered a key vehicle of regional integration and sustainable development. I. IMPLEMENTATION FRAMEWORK 4. United Nations Science and Technology (UN S&T) Cluster: In cooperation with the African Union Commission, Department for Human Resources, S&T (AUC/HRST), and the United Nations Economic Commission for Africa, UNESCO as the convener, organized the third meeting of the United Nations S&T Cluster within the framework of the Regional Coordination Mechanism on 29 April 2008 in Addis Ababa, Ethiopia. Eleven of the 13 United Nations agencies participated and welcomed the proposal of AUC/HRST for the establishment of an African Cluster for Science and Technology (ACST) as a mechanism to harmonize activities in Africa contributing to the implementation of the AU CPA. The establishment of the ACST was approved by the African Ministerial Council on Science and Technology (AMCOST) Bureau meeting on 1 May 2008 and endorsed by the 11th AU Summit of Heads of States and Government (Egypt, July 2008). UNESCO, as the Convener of the United Nations S&T Cluster, was invited for the first time to present the activities of the United Nations Cluster to the AMCOST Steering Committee and was unanimously nominated a member (1 May 2008, Addis Ababa). UNESCO has subsequently participated in the AMCOST Steering Committee meetings (Abuja, December 2008 and Bujumbura, June 2009). II. FLAGSHIP PROJECT 1: INITIATIVE FOR CAPACITY-BUILDING IN SCIENCE POLICY 5. UNESCO has launched the African Science, Technology and Innovation Policy Initiative (ASTIPI) to build capacities in policy review and reformulation and provide policy advice to African countries lacking a national policy. The different phases in the STI policy review process which is undertaken in close collaboration with the relevant ministries, include the following: an inventory of existing national capacity and know-how in science and technology compiled by national and international experts; national multi-stakeholder meetings to discuss the status report which is submitted to governments for endorsement; identification of national priorities, needs assessments and subsequent business plans; a second national consultation and endorsement by governments; elaboration on the basis of the status report of a draft revised national science policy; and finally, integration of implementation projects in national development plans. 6. Mobilizing the necessary expertise and identifying national and international experts and defining the terms of reference based on Member States needs is a joint initiative between the country representation to UNESCO and the relevant Ministries. Supporting Member States in the review and or reformulation of national STI policies is considered a crucial step in their efforts to attain sustainable development. UNESCO is contributing to Africa s CPA as concerns improving policy conditions and building mechanisms for innovation. This is done by means of providing guidelines and methodologies, technical advice and guidance on formulation, implementation, monitoring, and a review of policies and plans concerning national S&T activities. Prior to the launch of the ASTIPI, UNESCO assisted Lesotho, Mozambique and Namibia in reformulating their S&T policies, by bringing to light policy options that harness effectively the STI knowledge produced. During the biennium, 20 Member States (Benin, Botswana, Burundi, Central African Republic, Comoros, Congo, Côte d Ivoire, Democratic Republic of the Congo, Gabon, Gambia, Madagascar, Malawi, Mauritania, Niger, Sudan, United Republic of Tanzania, Togo, Uganda, Zambia and Zimbabwe) have made formal requests through their governments to

3 182 EX/12 page 3 UNESCO to assist them carry out national science policy reviews or formulation. These countries are in different phases of the policy review process mentioned above (see Annex). 7. Further to the Tanzanian President s request to assist the government in designing, executing and managing a comprehensive review and repositioning of the country s science, technology and innovation system (STI) and formulating a national STI policy, UNESCO, through Japanese funds-in-trust, provided assistance within the framework of the One United Nations approach and the Joint Assistance Strategy for the Country, as well as within the United Republic of Tanzania s Vision 2025 and in the National Strategy for Growth and Reduction of Poverty documents (MKUKUTA in the mainland and MKUZA in Zanzibar). Therefore, the review of the system and the design of S&T strategy was jointly conducted with sister agencies, such as UNIDO, UNCTAD, the World Bank and SIDA/SAREC. Several recommendations were given to the Tanzanian Government as preparatory guidelines for the reform process. Following the visit of the Director-General to the United Republic of Tanzania in May 2008, UNESCO is moving forward with its assistance for the comprehensive review of the Tanzanian science, technology and innovation system. UNESCO has elaborated project actions for the First-track component of the programme for reform of the Science and Technology Innovation System. The proposal has been approved for partial funding, within the Framework of the One United Nations Programme by the United Nations Coordinating Management team in Dar es Salaam for a total amount of $10 million. 8. Capacity-building in STI policy review and or reformulation was conducted through two subregional workshops held in Gaborone, Botswana, for the 14 Member States of the Southern African Development Community (SADC) region (September 2008) and Mombasa, Kenya, for the 11 East/North African countries (March-April 2009). Eight SADC and three East African countries have made requests to UNESCO for assistance in the review of their STI policy. These regional STI policy review meetings provided a platform for the SADC and East/North African countries to exchange views on national STI policy formulation with those countries already having benefited from the STI policy review either in cooperation with UNESCO or otherwise. UNESCO invited international and national experts to share experiences and contribute to capacity-building in STI policy formulation. 9. Moreover, support to African capacity-building in STI policies was adopted as a priority by the Governing Board and Scientific Council of the newly established International Centre for South- South Cooperation in Science, Technology and Innovation in Kuala Lumpur, Malaysia. As result of this cooperation, 10 African policy-makers received training at the Centre during June The CPA recommended the monitoring of Africa s S&T development through the use of STI statistics and indicators. UNESCO, with its Institute for Statistics (UIS) has since 2005 been developing and implementing training in STI indicators in the different regions in Africa (Central Africa in November 2007, Francophone African countries in October 2006 and for eastern and southern Africa in September 2005). Training programmes for policy analysts were implemented by UIS and the Natural Sciences Sector, in close collaboration with the AUC/HRST, AUC/NEPAD and the SADC for Member States of this region, in Gaborone hosted by the Botswana Ministry of Science and Technology (September 2008). A similar training workshop for certain East and North African Countries was held in Mombasa and hosted by the current Chair of AMCOST, the Kenyan Ministry for Higher Education, Science and Technology (March-April 2009). STI statisticians from 13 of the SADC countries and 11 East/North African countries benefited from the training in the area of mapping science statistics and indicators. These workshops aimed at increasing the number of countries in Africa regularly, compiling S&T statistics, producing quality S&T indicators and promoting the use of this data in evidence-based policy-making. 11. Recognizing the important role that parliamentarians play in decisions on the funding of national science programmes, UNESCO convened regional science policy fora with scientists, parliamentarians and representatives of civil society for Central Africa (7 countries) in Brazzaville (March 2008) and for East and North Africa (10 countries) in Mombasa (April 2009) following the STI policy capacity-building workshop. African parliamentarians responsible for proposing or

4 182 EX/12 page 4 debating bills on science-related issues exchanged experiences and know-how in STI policymaking and science legislation. As underlined in the adopted Brazzaville Communiqué and the Mombasa Declaration, both fora stressed the key role S&T play in the sustainable socio-economic development of the subregions, as well as the need to accord priority to S&T in national policies encompassing the economy, environment and health, as well as other spheres. The Mombasa Declaration also outlined the establishment of a network of parliamentarians, the Eastern Africa Parliament for Science and Technology for Development Network, as a means to advocate for the role of STI in socio-economic development and called upon UNESCO and the African Union with relevant Regional Economic Communities to provide assistance. Regarding funding for STI policies, the Director-General acknowledges with appreciation the financial support received from donors towards the implementation of the flagship projects, III. FLAGSHIP PROJECT 2: SCIENCE AND TECHNOLOGY EDUCATION 12. Since 1993, UNESCO has been promoting interaction between science, technology, innovation and economic development via its University-Industry Science Partnership (UNISPAR) Programme. Science and technology parks hold a special interest for UNESCO because these complexes foster knowledge-based economies by bringing together scientific research, business and governmental organizations in a single physical location. The parks also promote technology innovation and incubation and training, and provide facilities for exhibiting products and market development. Future science park managers from Algeria, Egypt, Kenya, Namibia and Nigeria were trained in the Republic of Korea on the development and management of science. Moreover, in cooperation with the Islamic Educational, Scientific and Cultural Organization, two national training workshops were organized in Algeria (May-June 2009) and Nigeria (July 2009). A workshop on the development of a science and technology park (technopolis) in Egypt was organized in Alexandria in January 2008 and a feasibility study for the establishment of a pilot science park in Kenya was carried out in July Human capacity in S&T was promoted through institutional capacity-building and development of networks for laboratories involved in research in molecular biology and genomics of relevance to agriculture, launched in 2009 between the International Basic Science Programme, the International Centre for Genetic Engineering and Biotechnology, the International Union for Biochemistry and Molecular Biology and the Academy of Sciences for the Developing World (TWAS); and in cooperation with CERN, the electronic libraries and repositories for African universities and scientific institutes were strengthened. 14. Science education was promoted through a series of activities: (i) the Global Microscience Experiments Project promotes education in the basic sciences through the use of microscience kits to enable primary- and secondary-school pupils to conduct practical experiments in chemistry, biology and physics. To date, introductory workshops for science teachers have been organized in 40 countries in Africa. The UNESCO Associated Centres for Microscience Experiments for capacity-building in science education now exist in Cameroon, Gabon, Kenya and South Africa; (ii) capacities of mathematicians were improved through a workshop organized with the University of Yaoundé, which led to the creation of a subregional network in algebra and topology in the Yaoundé Cluster; and (iii) several initiatives aimed at strengthening the teaching of Earth sciences at university level through modernized curricula was launched by the UNESCO Earth science programme. The new UNESCO Teaching Resource Kit for Dryland Countries intended for secondary-school teachers and their pupils affected by desertification, has been published in four languages and distributed to the coordinators of the UNESCO Associated Schools Programme. 15. The African Network of Scientific and Technological Institutions (ANSTI), is an organ of cooperation that embraces African institutions engaged in university-level training and research in the fields of science and technology. Founded in January 1980, through the financial support of United Nations Development Programme (UNDP), UNESCO and Germany, the network has grown over the years to become an effective institution for the development of human resource capacity

5 182 EX/12 page 5 in the fields of basic and engineering sciences through training, awards and administration of fellowships, development of e-learning materials and the production of e-courses for use in universities. Administered through the UNESCO Nairobi Regional Office for Science and Technology, ANSTI awarded: (1) eight postgraduate fellowships to staff members of institutions in Congo, Ghana, Kenya, Malawi, Niger, Nigeria, Uganda and Zimbabwe to enable them to undertake postgraduate study in various scientific disciplines; (2) 12 conference grants to researchers to present their results at international conferences; and (3) a grant to two professors from the University of Nairobi to visit the University of Liberia to carry out a needs assessment of its Chemistry Department. 16. Building scientific capacity in Africa is one of the highest priorities of the Abdus Salam International Centre for Theoretical Physics (ICTP). However, given the heterogeneity of the continent, different instruments are necessary to maximize impact. The ICTP condensed matter group has initiated a series of workshops and schools in the areas of nanoscience and materials science with the aim of identifying or creating critical masses of scientists in the above disciplines across sub-saharan Africa. During 2008, ICTP organized a School on Computational Condensed Matter Physics in Nigeria, a School on Electronic Structure Methods in the Republic of South Africa; the East African School on Computational and Materials Science in Ethiopia, and the African College on Science at the Nanoscale, in the Republic of South Africa. The ICTP African Laser Atomic Molecular and Optical Sciences Network has spearheaded the Active Learning in Optics and Photonics training workshops with 195 participating teachers from 20 countries held in Cameroon, Ghana, Morocco, United Republic of Tanzania, Tunisia and Zambia (2004 to 2008). IV. FLAGSHIP PROJECT 3: ESTABLISHMENT OF AN AFRICAN VIRTUAL CAMPUS (AVC) 17. One of the main obstacles to S&T education in Africa is the lack of science teachers. The challenge is to train large numbers of science teachers through traditional teacher training methods as well as through distance learning utilizing Information and Communication Technology. UNESCO provided training to directors, technical and pedagogical experts in the pedagogy of online module production, e-learning and distance learning to 90 university lecturers from 10 French-speaking countries of West Africa (Benin, Burkina Faso, Cape Verde, Côte d Ivoire, Guinea, Mali, Mauritania, Niger, Senegal and Togo) in Dakar (September 2008). More than 35 teachers from Benin, Cape Verde, Côte d Ivoire, Gambia and Senegal were trained in the engineering of online course production in Dakar (March 2009). Four operational centres of the AVC have been installed: University of Abomé Kalavi, Cotonou, Benin (July 2008), University Sheik Anta Diop, Dakar, Senegal (November 2008), University of Cape Verde, Cape Verde (May 2009) and University of Abidjan in Côte d Ivoire (May 2009) (see annex). V. Other activities in support of the CPA 18. African Continental shelf: States Parties to the United Nations Convention on the Law of the Sea (UNCLOS) may submit requests to UNESCO s Intergovernmental Oceanographic Commission (IOC) on extending the limits of the Continental Shelf (CLCS, Article 76) beyond 200 nautical miles. The deadline for submissions was 13 May Responding to UNESCO s Executive Board decision (179 EX/Decision 16 (II)), UNESCO provided technical advice to the Member States and the African Union Commission (report 181 EX/5-XI). In a bid to build capacities of African States to make these submissions, the IOC invited UNEP GRID-Arendal to its Advanced Leadership workshop for directors of marine science institutes in the West African region (Ghana, September-October 2007). As a result of a contribution to raising awareness action most of the African Member States that might qualify for an extension of the continental shelf have been able to introduce a preliminary request of the extension. 19. Renewable energy: To enhance capacity-building and the sharing of scientific knowledge and best practices in the use and application of alternative and renewable energy sources and their adaptation to local needs, UNESCO is furthering the implementation of the African Chapter of

6 182 EX/12 page 6 the Global Renewable Energy Education and Training (GREET) Programme. A regional expert meeting was organized in Lomé, Togo (November 2008) to share experiences and best practices on the use and application of solar energy systems in Africa. A similar, national seminar on the use and application of renewable energy involving concerned national experts, decision-makers and local stakeholders was organized in Conakry, Guinea (March 2009). Concurrently, the first session of the African annual summer school on Solar electricity for rural areas will be organized in Bamako, Mali in November These activities benefited from ISESCO support. 20. The development of national renewable energy policies and the strengthening of the related capacities of public services was promoted through the organization of a national workshop on creating a legislative framework and increasing awareness on the use of alternative energy for sustainable development in Nigeria in Calabar (October 2008). UNESCO is also collaborating with the Energy Commission of Nigeria and other stakeholders to organize a workshop on Strengthening advocacy for the use of alternative sources of energy by women in leadership positions to be held in Abuja (August 2009). Likewise, an information/training seminar targeting national representatives and local leaders was organized in Tera, Niger (March 2008). These workshops, to be duplicated, aim at increasing the number of countries in Africa producing quality renewable energy strategies and promoting related best practices in their national development plans and evidence-based energy policy-making. 21. In supporting pilot demonstration projects on the use of solar energy for local development, UNESCO provided support to the rehabilitation of the solar photovoltaic (PV) system in Umbuji Village, Zanzibar (July 2008). A seminar to sensitize end-users on the proper management of the installed systems was also organized. The Umbuji project, which concerns the use of solar energy to electrify the public village facilities and helps to disseminate this technology nationwide, was the first of its kind in the United Republic of Tanzania at the time of its implementation. Furthermore, the solar electrification of two rural schools is under implementation in Benin in July 2009 with the support of ISESCO. The project will include the solar electrification of the classrooms and the school facilities as well as the introduction of a modern Internet connection powered by the solar photovoltaic systems in each school. To promote the capacity-building on the use and maintenance of the solar systems in Benin, a national training seminar targeting technicians and end-users, including the project beneficiaries, was organized in Cotonou, Benin (July 2009). 22. Water resources management: The category 2 Regional Centre for Shared Aquifer Resources Management in Africa was established in Tripoli, Libyan Arab Jamahiriya (December 2007). The Centre is hosted by General Water Authority of the Libyan Arab Jamahiriya. In order to promote capacity-building in the management of water resources, UNESCO, in collaboration with the African Ministers Council for Water, the Water Facility of the African Development Bank, the Sahara and Sahel Observatory (OSS) and the General Water Authority of the Libyan Arab Jamahiriya, organized the 3rd International Conference on Managing Shared Aquifer Resources in Africa, in Tripoli, Libyan Arab Jamahiriya (May 2008). The Conference brought together over 150 experts from 20 African countries, United Nations organizations, international institutions and universities who presented the latest activities and developments in the field of transboundary aquifer management in Africa, in terms of hydro geological as well as socio-economic studies, legal instruments and management techniques. The output of the conference Tripoli III Statement was presented at the 5th World Water Forum in Istanbul in March A series of conferences, workshops and training courses dealing with water-related issues was organized in the region, notably the International Conference on Integrated Water Resources Management (March 2008) in Cape Town, the International Conference on Groundwater and Climate Change, in Kampala (June 2008), and the 2nd African Regional Meeting of the IHP National Committees, Cape Town (March 2008). A training course in Water and Climate Risk Management: Managing Hydro climatic Risk in the Water Sector, was held in Addis Ababa (June- July 2009) training a total of 30 participants (two participants from Sudan, three from Djibouti and 25 from Ethiopia).

7 182 EX/12 page During the International Conference on Groundwater and Climate in Africa, Kampala, Uganda (June 2008) the African regional component of UNESCO s global initiative on Groundwater and Climate Change (GRAPHIC) was launched. Following a call for a case study on the impacts of climate change on groundwater resources in Africa, several proposals were received and are currently being reviewed. A Workshop on Climate Change in the Maghreb Thresholds and Limits to Adaptation was held in November 2008 in Marrakech, Morocco. About 50 people attended a session dedicated to UNESCO s initiative on Groundwater and Climate Change (GRAPHIC) and expressed great interest to create a GRAPHIC regional component for the Maghreb. 25. A Training course on Transboundary Groundwater (TBGW) Integrated Management, including Hydrogeological, legal, institutional, socio-economic and environmental aspects was held during the IV International Symposium on Transboundary Water Management in Thessaloniki, Greece in October Five participants from Africa (Egypt, Namibia, Nigeria, Uganda, South Africa) were among the participants of the training course. During the 5th World Water Forum, the Transboundary Aquifers Map of the World update 2009 was presented in March The updated map shows the present state of information regarding the occurrence and extent of transboundary aquifers worldwide. The intention of the map is to provide an updated global overview of these important shared water resources and to encourage their further assessment. Along with the preparation of the map a methodology for assessment of transboundary aquifers was developed and presented. 26. In the framework of UNESCO s Groundwater and Human Security Case Studies Project, in collaboration with the United Nations University, a training course on vulnerability of groundwater resources to natural and human induced impacts was conducted in Alexandria, Egypt in November Four participants from Egypt participated in the workshop. A case study of the project, which is currently being implemented is located in Wadi El Natroun, Egypt. In the second phase of the Water Programme for Africa (WPA II, ), now entitled Water Programme for Environmental Sustainability, financed by the Italian Ministry for Environment, Land and Sea, a project on vulnerability of coastal aquifers sustainable management of groundwater resources has commenced at the site of Ghar El Melh in Tunisia. 27. In the framework of extrabudgetary activities funded through the Global Environment Facility (GEF) a project on Managing Hydro-geological Risk in the Iullemeden Aquifer System (Mali, Niger and Nigeria) was conducted in close collaboration with the Sahara and Sahel Observatory. The outputs of this project include the creation of a joint hydro-geological and geo-environmental database, a methodological guide on groundwater monitoring and number of publications, such as Policy Elements for Transboundary Risk Reduction of the Iullemeden Aquifer System. On 20th June 2009 in Bamako, Mali, the Council of Ministers in charge of water resources of Mali, Niger and Nigeria adopted a Memorandum of Understanding aimed at the establishment of a fully fledged consultation mechanism on the Iullemeden Aquifer System (IAS) by The mechanism is intended to coordinate, facilitate and oversee the joint management of the Iullemeden groundwater resources. In the framework of the GEF-funded project in the North Western Sahara Aquifer System (NWSAS) a cooperation and consultation mechanism has been established between the aquifer-sharing States (Tunisia, Algeria and Libyan Arab Jamahiriya), including a joint GIS and database system. Within the programme Flow Regimes from International Experimental and Network Data (FRIEND), the three regional groups of Africa are dealing with hydrological data exchange and mapping techniques. Particularly, the FRIEND/Nile project is one of the major UNESCO projects to strengthen and enhance the research cooperation between the Nile-basin countries for a better understanding of hydrological regimes of the Nile basin. The FRIEND-Nile group plays an important role in research on long-term product tools for warming and forecasting of ungauged basins. The term tools includes data assimilation, downscaling and remote sensing. FRIEND-Nile aims to develop procedures for estimating floods at ungauged basins. The Flood Frequency Analysis Component is one of the four research components for flood estimation. Methodology for flood forecasting is developed including the flood frequency curves for single sites

8 182 EX/12 page 8 and the regional flood frequency curves for a homogenous region. Progress on data assimilation and remote sensing is still pending. 28. Ecological and earth sciences: The Regional School on Integrated Management of Tropical Forests and Territories (ERAIFT), is entering its third phase (2009 to 2014) and the School has increased its visibility internationally with respect to strengthening capacity in Africa in sustainable land and resources management; in 2009, on the occasion of the Tenth Anniversary of ERAIFT, 19 new Laureates graduated at Master II level. In total, since its launch at the University of Kinshasa (DRC) in 1999, and despite the post-conflict environment in DRC, ERAIFT has trained 83 highlevel specialists (among them 80 Masters II whose diplomas have been recognized by the African and Malagasy Council for Higher Education (CAMES) and Ph.D. holders from 12 African countries (Angola, Burundi, Cameroon, Chad, Côte d Ivoire, Congo, Central African Republic, Democratic Republic of Congo, Guinea, Madagascar, Niger and Togo). These specialists were trained in elaborating scientific policies and national/regional strategic plans. Further to the Donors Roundtable on ERAIFT organized by UNESCO/MAB in July 2008, and the various consultations with the European Commission (EC), ERAIFT was awarded an additional 4 million within the framework of the 10th European Development Fund ( ). UNESCO was nominated by the EC to continue its role as the Executing Agency for the capacity-building project for Africa. In accordance with the Decision of the Executive Board (179 EX/Decision 38), MAB Secretariat undertook a consultation mission to Côte d Ivoire, in May 2009 to initiate negotiations with the Ivorian Authorities and Donors in order to transfer the ERAIFT model to Western Africa. One of the Donors (the French Cooperation) stands ready to finance the feasibility study for this initiative. Following the recommendation of the Kandy International Conference on Humid Tropical Ecosystems: Changes, Challenges, Opportunities held in Kandy, Sri Lanka, in December 2006, a South-South Cooperation Network for Sustainability of Lands and Resources in the Humid Tropics linking ERAIFT (University of Kinshasa, Congo Basin), the UNESCO Chair in South- South Cooperation for Sustainable Development at the University of Para, Bélem, Brazil (Amazon region) and the Indonesian Institute for Sciences (South-East Asia region) has been launched during the 21st session of the International Coordinating Council of the MAB Programme held in Jeju Biosphere Reserve (South Korea) in May Experience gained through UNESCO s Sustainable Management of Marginal Drylands project were made available to African scientists by including sub-saharan scientists in the second phase of the project (starting 2009). National policies were informed through drought and desertification research undertaken and through joint UNESCO-UNU publications entitled Sustainable Management of Marginal Drylands Using Science to Promote Sustainable Development, and People in Marginal Drylands Managing Natural Resources to Improve Human Well-being. The Sustainable Management of Marginal Drylands (SUMAMAD) project fosters research on combating desertification and management of dryland resources using an inter-regional approach. The second phase of SUMAMAD ( ) now includes Burkina Faso with the Mare aux Hippopotames Biosphere Reserve. Furthermore, scientific information will be shared and exchanged through work carried out in dryland biosphere reserves in Africa. Networking through research and training in six dryland biospheres reserves within the UNEP/GEF and UNESCO-MAB regional project involving Benin (Pendjari Biosphere Reserve), Burkina Faso (Mare aux Hippopotames), Côte d Ivoire (Comoé), Mali (Boucle du Baoule), Niger (W Biosphere Reserve), Senegal (Niokolo Koba) and disseminating the research results and sustainable development practices through a partnership with Radio France International RFI (radio programmes and community radio in the six sites). Publications promoting dialogue between stakeholders were also produced and disseminated: Biosphere Reserves Technical Notes No. 2 Dialogue in biosphere reserves. References, practices and experiences, and No. 3 Man and Nature Making the Relationship Last.

9 182 EX/12 page 9 VI. THE WAY FORWARD 30. One of the main challenges facing African Member States is the lack of adequate statistics and indicators. It is for this reason that UNESCO and UIS are deploying efforts to define the main characteristics of R&D systems in African countries. The overall strategy is to fill this research gap through a major innovation of creating an African STI Observatory, which Equatorial Guinea has offered to host, and launching an Africa-wide mapping of STI capacity. The Observatory will serve as the repository of African STI data, including those gathered through the mapping exercise. This STI outlook will enable the harnessing of opportunities for sustainable development, help create knowledge management in STI, and provide governments with the necessary tools for improved evidence-based policy interventions and for monitoring the implementation of those interventions. Action expected by the Executive Board 31. Taking into consideration the above, the Executive Board may wish to adopt the following proposed decision: The Executive Board, 1. Recalling 176 EX/Decision 56 and 177 EX/Decision 16, 2. Having examined documents 180 EX/8 and 182 EX/12, 3. Takes note of the progress made to implement the UNESCO Plan of Action (the Plan) and other activities in support of the African Union Consolidated Plan of Action (AU/CPA) for Science and Technology, in particular, in the area of science policy; 4. Requests the Director-General to further support activities in the Plan that aim at improving science and technology in Africa with emphasis on science education, and to address the other components of the AU/CPA, notably by ensuring that all Sectors, Divisions, Institutes and UNESCO Chairs are fully committed to the process; 5. Recommends that special attention be given to the development of the capacities of the African Union and the Regional Economic Communities which are ultimately responsible for the implementation of the AU/CPA at the regional and subregional levels, and strengthen collaboration with these bodies in the implementation of activities and strengthening inter-african cooperation with a view to harmonizing their STI policies and systems; 6. Urges African Member States to reinforce their commitment to strengthening science and technology at national level, specifically by increasing their national budgets for capacity-building and promotion of coherent research and innovation systems; 7. Encourages African Member States, the international community, international intergovernmental and non- governmental organizations to continue their collaboration with UNESCO in the implementation of the UNESCO Consolidated Plan on S&TI, increasing their financial and technical contribution to develop STI in Africa; 8. Invites the Director-General to submit to it regular updated reports on the status of implementation and assessment of the impact of activities at national level and the establishment of the STI Observatory.

10 182 EX/12 Annex I ANNEX I UNESCO Science, Technology and Innovation Policy (STIP) review and/or reformulation in Africa Initial Phase Ongoing Status Report Status Report Completed Drafting STI Policy STI Policy formulated with UNESCO STI Policy formulated in cooperation with other United Nations agency and/or independently of UNESCO In the initial phase, mobilization of the necessary expertise and identification of national and international experts is being carried out jointly by UNESCO and the country representation to UNESCO and the relevant ministries. The terms of reference for the review are drafted based on the Member State s needs. The countries in this phase are Comoros, Congo, Niger, Senegal, Togo and Uganda. The activities and roadmaps for the review process will be drafted in close partnership with the national experts and the governments concerned. Status reports are being elaborated by both UNESCO consultants and the national teams in Botswana and Zambia based on the country-specific requests concentrating on the mining industry and university-industry partnerships respectively. In April 2009, the National Academy of Sciences of Zimbabwe was contracted by UNESCO to prepare the STI status report for that country. Initiated in 2008, the STI systems of the following eight countries were analysed by UNESCO international and local experts, comprehensive status reports elaborated and submitted to the respective governments: Benin, Burundi, Central African Republic, Gabon, Gambia, Malawi, Madagascar, Mauritania, Swaziland (September 2008) and Sudan (December 2008). National stakeholder s consultation meetings have been convened by UNESCO and the relevant ministries in coordination with the Field Offices in Burundi (January 2009), Benin (September 2008), Madagascar (November 2008), Malawi (March 2009), Mauritania and Sudan (January 2009). Despite the status reports for Côte d Ivoire and the Democratic Republic of the Congo having been prepared in 2006, the work was suspended due to logistical difficulties. However, agreements are

11 182 EX/12 Annex page 2 under way to resume activities and validate the reports. National consultations on status reports will be planned jointly with these Member States. In parallel to preparing the national STI status reports, the ministries concerned also initiated the drafting of the national science policy; such is the case for Benin, Burundi, Botswana, Malawi, Madagascar, Mauritania and Sudan. The draft STI policies for the latter seven countries will be presented to governments and parliaments during the course of The STI policy in Mauritania is being jointly developed by UNESCO and UNCTAD and the proposals for the revised policy have been presented to the government.

12 182 EX/12 Annex II ANNEX II The African Virtual Campus The African Virtual Campus (AVC) consists of e-learning centres in four countries: Benin, Cape Verde, Cote d Ivoire and Senegal. The AVC builds on the experience of the Avicenna Network of e-learning centers of the Mediterranean countries. Printed on recycled paper

13 Executive Board Hundred and eighty-second session 182 EX/12 Corr. PARIS, 12 September 2009 Original: English Item 12 of the provisional agenda REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE UNESCO PLAN OF ACTION IN SUPPORT OF THE AFRICAN UNION CONSOLIDATED PLAN OF ACTION FOR SCIENCE AND TECHNOLOGY CORRIGENDUM Paragraph 7, first sentence: delete, through Japanese funds-in-trust,. Printed on recycled paper