Diapositiva 1

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INTER AMERICAN SCIENCE EDUCATION PROJECT OF THE
INTER AMERICAN NETWORK OF ACADEMIES OF SCIENCES
(IANAS)
PROJECT FEMCIDI AOE11/07
Washington, D.C. 4-6 May 2009
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  THE APPROVED FEMCIDI PROJECT     2007 BUDGET
US 63.700 2008 BUDGET US 144.100 2009 REVISED
BUDGET US 119.000 still to be approved    THE
FUTURE BUDGET WILL BE DETERMINED ANNUALLY AND
WILL DEPEND ON OUR EFFICIENCY IN ITS
IMPLEMENTATION For this it is necessary that all
reports on the activities be sent to he
corresponding oea authorities as well as to the
coordinator (Jorge E. Allende) at the earliest
after finishing the activities.
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• LIST OF AUTHORIZED ITEMS
• 003 TRAINING
• 004 TRAVELS
• 005 DOCUMENTS
• 006 EQUIPMENTS/KITS
• 008 CONTRACTS
• 009 OTHERS/MAILINGS
• PLEASE BEAR IN MIND THAT THE FOLLOWING EXPENSES
• ARE NOT ELIGIBLE FOR FEMCIDI FUNDING
• Major infrastructure expenditures
• Refitting halls or vehicules
• Expenses incurred during the design of a project
• Purchasing, rental or refitting costs for project
  quarters
• Preliminary project activities organizing task
  forces, selecting participants or beneficiaries
  etc must be completed prior to project
  implementation and may not be charged to FEMCIDI
  funds
• Administrative costs (hiring a project
  coordinator, secretarial work, etc) Grantee
  institutions must assume responsibility for these
  expenses

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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 1,1, COURSES FOR
PROFESSIONAL DEVELOPMENT OF PRIMARY
SCHOOL TEACHERS IN THE IBSE METHODOLOGY
4 Courses in 4 Different Countries COLOMBIA FEMC
IDI funds US 3.000 GUATEMALA FEMCIDI
funds US 5.000 MEXICO FEMCIDI funds US
10.000 PERU FEMCIDI funds US 6.000 FEMCIDI
TOTAL FOR ACTIVITY 1.1. US 24.000
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• TENTATIVE ACTIVITIES 2009-2010
• Still to be approved by OEA/FEMCIDI
• 1.2 PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL
  TEACHERS. THEORETICAL AND PRACTICAL COURSES IN
  MATHEMATICS, BIOLOGY, CHEMISTRY AND PHYSICS
• 3 Courses in 2 Different Countries
• CARIBE FEMCIDI funds US 5.000
• CHILE FEMCIDI funds US 3.000
• CHILE FEMCIDI funds US 3.000
• FEMCIDI TOTAL FOR ACTIVITY 1.2 US 11.000

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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 1,3 SHORT TERM TRAINING
AND TEACHER EXCHANGE. STAYS OF 1-2 WEEKS
IN WHICH THE SCIENCE TEACHERS ARE EXPOSED
TO INNOVATIVE TEACHING EXPERIENCES.
TEACHERS ARE TRAINED IN GROUPS OF 2. 8
Fellowships (4 groups of 2 teachers). Each group
will visit countries of the Americas Courses in 4
Different Countries BOLIVIA FEMCIDI funds US
3.,000 CARIBE FEMCIDI funds US 4.500 COSTA
RICA FEMCIDI funds US 5.000 GUATEMALA FEMCIDI
funds US 2.500 FEMCIDI TOTAL FOR ACTIVITY 1.3
US 15.000
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 1,5 VIVIST OF IBSE
EXPERTS TO OTHER COUNTRIES. Countries
requiring Experts Visits COSTA RICA FEMCIDI
funds US 3.000 REP. DOMINICANA FEMCIDI
funds US 3.000 FEMCIDI TOTAL FOR ACTIVITY
1.5 US 6.000
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 2.1 STRATEGIC PLANNING
WORKSHOP In 2009 FEMCIDI will contribute
US 9000 to cover to participation of a
group of 3 to 5 persons in a Strategic
Planning Workshop that would provide capacity to
strenghten IBSE Program in countries or
districts. The Workshop will last one
week. The organizing country will cover
all organizational expenses and the
participation of local teams. FEMCIDI will
provide for the travel and living expenses of the
foreign participants. This year BOLIVIA is the
country selected for participating in the
Strategic Planning Worskhop. FEMCIDI TOTAL FOR
ACTIVITY 2.1 US 9.000
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 3.1 GENERATION AND
EXCHANGE OF TEACHING MATERIALS AND MODULES New
Modules to learn relevant scientific principles
at primary school level will be generated by
teams of scientists and teachers. These materials
need to be tested and evaluated in a number of
class rooms by Experts. Prototypes and printed
teacher and students guides should be provided to
other countries for their implementation. BOLIVIA
FEMCIDI funds US 2.500 GUATEMALA FEMCIDI
funds US 3.500 BRAZIL FEMCIDI funds US
4.500 REP. DOMINICANA FEMCIDI funds US
3.000 FEMCIDI TOTAL FOR ACTIVITY 3.1 US 13.500
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 4.2, VIRTUAL FORUM ON
SCIENCE EDUCATION Contracts with the
IANAS and MAP America WEB Portals to include
news, discussion and studies dealing with Science
Education COLOMBIA (Indagala) FEMCIDI funds
US 2.500 FEMCIDI TOTAL FOR ACTIVITY 4.2 US
2.500
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 4.3 ANNUAL MEETING OF
IANAS Yearly the SEP of IANAS is analyzed and
evaluated and new activities are approved by the
Council which is integrated by the IANAS Focal
Points. FEMCIDI will contribute US 5.000
towards travel of the Foreign Participants. It
is expected that the host country will cover all
the living expenses of the participants as well
as the local organizing expenses. This year the
Annual Meeting is held in Washington
D.C. FEMCIDI TOTAL FOR ACTIVITY 4.3 US 5.000
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI 4.4 REGIONAL AND
SUBREGIONAL WORKSHOPS FEMCIDI will contribute
towards travel of the foreign participants It is
expected that the host country will cover the
living expenses of the participants as well as
the local organzing expenses ARGENTINA FEMCIDI
funds US 11.000 BOLIVIA FEMCIDI funds US
6.000 BRAZIL FEMCIDI funds US
5.000 COLOMBIA FEMCIDI funds US
4.000 VENEZUELA FEMCIDI funds US
7.000 FEMCIDI TOTAL FOR ACTIVITY 4.4 US 33.000
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TENTATIVE ACTIVITIES 2009-2010 Still to be
approved by OEA/FEMCIDI Activity 1.1 4 IBSE
Professional Dev. Courses US 24.000 Activity
1.2 3 IBSE Courses Secondary Teachers US
11.000 Activity 1.3 8 Short
Fellowships US 15.000 Activity 1.5
Countries ask for Experts Visits US
6.000 Activity 2.1 1 Strategic Planning
Workshop US 9.000 Activity 3.1 Generation
and Distribution of new modules US
13.500 Activity 4.2 Virtual Forum WEB
Portal US 2.500 Activity 4.3 Focal
Points Meeting US 5.000 Activity 4.4
Regional and Subregional Workshops US
33.000 FEMCIDI TOTAL BUDGETED for 2009-2010
activities US 119.000
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• CONCLUSIONS
• THE FEMCIDI INTER AMERICAN SCIENCE EDUCATION
  PROGRAM OF IANAS HAS BEEN ABLE TO IMPLEMENT
  ACTIVITIES IN 12 COUNTRIES WITH EXTRAORDINARY
  LEVELS OF EXECUTION OF THE PROGRAMED ACTIVITIES.
• THE CONTRIBUTIONS OF FEMCIDI WERE ALWAYS MATCHED
  BY SUPPORT FROM OTHER SOURCES INCLUDING
  COUNTERPART CONTRIBUTIONS FROM THE INSTITUTIONS
  WHERE THE ACTIVITIES WERE EXECUTED AND FROM THE
  IAP AND OTHER INSTITUTIONS
• THE FEMCIDI PROGRAM HAS BEEN VERY SUCCESSFUL IN
  ESTABLISHING NEW PROGRAMS IN COUNTRIES OF THE
  REGION GUATEMALA, COSTA RICA, PERU, BOLIVIA,
  PANAMA, DOMINICAN REPUBLIC AND THE ENGLISH
  SPEAKING CARIBBEAN COUNTRIES
• THESE INITIAL EFFORTS REQUIRE A RENEWAL OF THE
  PROJECT FOR 3 MORE YEARS IN ORDER TO ESTABLISH A
  SUSTAINABLE PROGRAM IN THE REGION

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InterAcademy Panel (IAP) ACADEMIES OUTREACH TO
SOCIETY PANEL Global Activities
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Science Education is an Ideal Outreach Activity
for Science Academies Reasons 1- Science will
only grow and prosper in a society that
understands and values science and scientists.
Primary and Secondary Education is where the
future citizenry can be reached. 2- Science
values and scientific critical thinking are
useful for all since they allow to solve problems
that all will encounter in life.
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3- We want to attract some of the best young
minds to scientific careers and that can only be
attained through excellence in science teaching.
4- Everyone is interested in education and
institutions that work to improve Education, gain
the respect and support of society.
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5- Science education is a good subject for
international collaboration with academies And
other institutions in foreign countries.
Photos ECBI Chile, La main à la pâte-France -
UNICEF and FOTOSEARCH
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In 2004 the IAP designated the Chilean Academy to
lead its International Science Education Program.
This Program has organized activities in 4
regions of the world
2005 AFRICA NASAC 12 Academies Activities
in Senegal, Uganda, South Africa, Kenya, Cameroon
and Nigeria
2007 Asia Pacific AASA/FASAS 18 Academies
activities in Thailand and Turkey
2004 the Americas IANAS 16 Academies
Grant of 300.000 USD from Organization of
American States Activities in 15 countries
2008-2009 EUROPE 7 Academies Grenoble (2008)
and paris in (June 2009)
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• Report of the meeting of the joint IOC
  (International Oversight Committee) and GAC
  (Global Activities Committee) of the IAP program
  for science education held at the Royal
  Netherlands Academy of Sciences (KNAW) February
  9th and 10th 2009
• Present Dr. Jorge Allende (University of Chili,
  Chilean Academy of
• Sciences), Dr. Hubert Dyasi (TERC) , Dr.
  Guillermo Fernandez de la
• Garza (Fundacion INNOVEC), Dr. Wynne Harlen
  (University of Bristol,
• UK), Dr. Pierre Léna (Academy of Science of
  France), Dr. José
• Lozano (Academy of Science of Colombia), Dr. Pat
  Rowell (University
• of Alberta, Canada), Dr. Elly Sabiiti (Makerere
  University, Uganda), Dr.
• Soon Ting Kueh (Institut Kimia Malasia), Dr. Wim
  de Haas (KNAW)
• Apologies Dr. Wei Yu

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• Europe
• Dr. Léna reported two key conferences on science
  education in Grenoble, on Science Learning in
  the Europe of Knowledge, and in Paris on Science
  in Society. Unfortunately the recommendations
  from the Grenoble conference had not been
  transmitted to the European Ministers of
  Education as intended. Nevertheless the
  conferences indicated a growing concern to
  improve science education. Further, EIROforum (?)
  has developed outreach resources for secondary
  science education.
• Dr. Léna circulated information about the final
  meeting of the Pollen project in Berlin, 28-30
  May 2009, organised by the Berlin-Brandenburgische
  n Academy of Sciences, the Freie University of
  Berlin and the Pollen project. This would also be
  the occasion of the launch of the Fibonacci
  project on the assumption that it would be fully
  approved by that time. Fibonacci was a large
  project involving 22 countries and 12 academies
  designed to spread the implementation of
  inquiry-based science education.
• In Grenoble (October 2008), six European
  Academies met and agreed their interest of
  establishing a European Regional Program of
  collaboration in science education and inviting
  other Academies of European nations to join this
  effort. Eleven academies which had supported the
  Fibonacci proposal and 9 were contacted by Dr.
  Léna following the Grenoble decision, explaining
  the aims of the focal point to participate in
  joint initiatives to improve science education
  to cooperate with other European institutions to
  make policy recommendations to the European
  Union and to form a network for collaboration
  with other regions in global activities. Three
  academies had not replied to this letter and
  these would be followed up. The date for a
  possible meeting of the European focal point is
  to be decided according to Dr. Allendes
  availability.

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• IANAS (InterAmerican Network of Academies of
  Science)
• Dr. Lozano gave an overview of the IBSE programs
  established before 2004, when IANAS was created,
  (Canada, the USA, Brazil, Mexico, Argentina,
  Chile and Colombia) those most recently initiated
  (Venezuela, Peru, Bolivia, Panama) and those just
  starting ( Costa Rica, the Dominican Republic,
  Guatemala and the Caribbean). He gave a report on
  the funding provided and how it had been used in
  recent years. He described the origin of the
  various Latin American projects as deriving from
  either, or both, the NSRC project and La main à
  la pâte and referred to the recent development of
  the IndagaLA website, based on that of La main à
  la pâte, resulting from an agreement between the
  French Academy and the academies of Colombia,
  Argentina, Brazil and Chile. He outlined the
  extent of IBSE implementation in the Latin
  American countries.
• Turning to the challenges facing further
  dissemination of IBSE programs, Dr. Lozano
  emphasised the scale of change as a key factor.
  In the words of the statement issued after the
  workshop held at the Pontifical Academy of
  Science in November 2001 Every means should be
  used to convey the urgency of the situation to
  governments. They alone have the capacity to deal
  with the magnitude of the problem, to provide the
  necessary resources, and to implement suitable
  policies. He noted that even the efforts of the
  National Academy of Sciences, the Smithsonian
  Institution and National Sciences Resources
  Center in the US had, after 23 years of
  continuous and dedicated effort with facilities
  and funds many times those available in Latin
  American and Caribbean countries, only reached
  about 30 of the National school districts. Help
  is needed in all aspects of development but
  particularly in teacher education and
  professional development.

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• NASAC (Network of African Science Academies)
• Dr. Sabiiti focused on Uganda in his presentation
  on science teaching in Africa. He reported a
  number of severe problems facing the development
  of science education secondary teachers often
  have to teach in more than one school a small
  number of students study science to A level a
  high failure rate in national science examination
  at both primary and secondary levels high levels
  of graduate unemployment leading to lack of
  motivation for studying science at degree level
  and consequent loss of courses in universities.
• Government initiatives to counter some of these
  problems include a move to universal free
  secondary schooling and compulsory science at O
  level. Through funds provided by a Japanese
  funded agency (JICA) more secondary science
  teachers are being trained, additional school
  laboratories are being supplied, e-learning is
  being implemented in 100 schools and science
  fairs initiated for secondary schools. IAP funds
  have been used to promote best practices in
  science education in collaboration with academies
  in Kenya, Senegal and South Africa and a series
  of workshops in Uganda. NASAC sponsored a
  conference held in Cameroon.
• In discussion, the importance of extending EU
  funding to Africa was again discussed. Dr.
  Sabiiti was encouraged to take the leadership of
  the African Region project and to involve the
  secretariat of the NASAC in Nairobi in the
  efforts to obtain participation of Academies from
  other African Countries. The Committee urged
  Uganda to draw up plans for a pilot project to
  implement IBSE in a few schools. The NASAC and
  IAP would try to find financial support for this
  project. Dr. Allende would emphasise the need for
  international support for Africa at the IAP
  meeting he was about to attend in Trieste.

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• FASAS (Federation of Asian Science Academies) and
  AASA (Association of Academies of Science of
  Asia)
• Dr Soon Ting Kueh pointed out the complexity of
  the situation in Asia, where three organisations
  linked the academies of the region FASAS (begun
  in 1984 and including societies as well as
  academies) AASA (initiated by Russia and
  including states previously part of the Soviet
  Union, with 23 members) and SCA (Science Council
  of Asia, initiated by Japan). The Malaysian
  academy of science is a member of all three
  organisations. IAP had requested AASA and FASAS
  to work together and it appeared that FASAS now
  focused on science education and AASA on
  scientific development. FASAS had held a meeting
  in Ankara, whilst the two organisations combined
  in planning conferences in Singapore and Bangkok.
  
• In relation to IBSE the main development is the
  implementation in various countries of the region
  of Primary Connections, the program founded by
  the Australian Academy of Science (AAS). In 2009
  a training the trainers workshops is to be held
  in Singapore, supported by AAS, FASAS/AASA, the
  Singapore academy and the National Institute of
  Education of Singapore.

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• Future global activities
• Dr. Allende reported that the IAP would require
  proposals from regions for funding for 2010 up to
  K50 to be submitted by May. Application forms
  for financing of activities during the year had
  been distributed by the IAP Executive Committee.
  Dr. Allende requested that copies of proposals
  should be sent to him as global co-ordinator of
  the program.
• After considering several possibilities, it was
  agreed that the next topic to be addressed at the
  global level would be IBSE at the secondary
  school level. The emphasis of the topic would be
  placed on the transition from primary to
  secondary school level. This topic is being
  addressed by a number of countries but still is
  not well-defined and for that reason, an
  international workshop to deal with it seems
  timely and relevant. Dr. Allende will explore the
  possibility of convening a smaller workshop in
  Chile towards the end of this year that could
  serve as a preparatory workshop for a conference
  that could be organized during 2010 and supported
  by the IAP. In the meantime, the members of the
  IOC/GAC are requested to identify experts and
  programs engaged in IBSE in secondary education.

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Lessons Learned 1- Academies can promote and
advise Ministries of Education, Universities,
Political leaders about science education 2-
Academy members as distinguished scientists can
provide quality control to insure that the
science content is solid and current. They can
also inspire teachers and children with the
fascination of discovery 3- Academies can provide
very valuable internacional collaboration that
can help to increase the level and pertinence of
the teaching 4- Academies obviously cannot
implement science education activities at the
pre-university level and must collaborate with
Ministeries, teachers organizations,
universities, in the implementation of
activities. This interaction builds bridges 5-
Academies gain recognition from governmental
organizations, educators, political leaders and
society in general for the work being done in the
field of science education
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The happy faces of children
learning science are a great
reward!
Photos ECBI Chile, La main à la pâte-France -
UNICEF and FOTOSEARCH