This publication is a contribution to this role, in particular through the Futures of Educationinitiative that aims to generate an agenda for global debate and action on the futures of education, learning and knowledge in a world of increasing complexity, uncertainty and precarity. Acknowledging that all voices must be heard in order to shape and transform education, the initiative is based on a broad and open process of engagement involving a range of stakeholders at global, regional and local levels.

The United Nations General Assembly, representing 193 countries, has proclaimed 2021-2030 a Decade of Ocean Science for Sustainable Development. The Decade aims to ensure that ocean science supports and guides the 2030 Agenda for Sustainable Development, including its 17 Sustainable Development Goals (SDGs) and in particular SGD 14, Life Below Water. All United Nations member states adopted the SDGs in 2015 and their implementation is one of the main aims of Horizon Europe, the EU’s upcoming Framework Programme for Research and Innovation (2021–2027).  The Decade is an opportunity to ensure that we continue to benefit from the ocean while improving its ecological health. Six societal goals have been outlined for the Decade: A Clean Ocean, A Sustainably Harvested Ocean, A Safe Ocean, A Healthy Ocean, A Predicted Ocean, and A Transparent Ocean. These six societal goals are comprehensively addressed by the recommendations from the European Marine Board’s flagship publication: Navigating the Future V (NFV). NFV provides a holistic vision of marine science and recommends new research agendas to be developed with all stakeholders and with sustainable governance at their core. It recommends a solutions-oriented, transdisciplinary research agenda for the next decade.  This policy brief highlights the close alignment and overlap between the societal outcomes of the Decade and the five substantive science chapters of NFV, highlighting the interdisciplinary and connected nature of the global sustainability challenges we are facing.

The NNI has been a highly successful initotiave : with 16 years of US leadership in nanotechnology, R&D . It enabled the development of unique nanofabrication and characterization facilities.

This document is a supplement to the President’s 2020 Budget request submitted to Congress on March 11, 2019, and serves as the Annual Report for the National Nanotechnology Initiative called for under the provisions of the 21st Century Nanotechnology Research and Development Act (15 USC §7501). The report also addresses the requirement for Department of Defense reporting on its nanotechnology investments (10 USC §2358). Additional information regarding the NNI is available on the NNI website at www.nano.gov

This book celebrates a few examples of the many women who have advanced the field of nanotechnology. The book opens with an overview of the field, illuminating how nanotechnology is opening the door to manipulating matter on a scale one billionth of a meter.  Then the use of nanotechnology to improve science and scientific literacy is discussed, and strategies for incorporating nanotechnology in K-12 education are presented. Next, an array of female scientists provide technical descriptions of how their work is impacting their respective areas. Topics include applications in the energy, electronics, water, communication and health care sectors, among others. The book closes with a historical perspective on the U.S. National Nanotechnology Initiative and future prospects for nanotechnology. T his book provides the opportunity to appreciate some of the key advancements made by women engineers in nanotechnology and to become inspired by the ingenuity and creativity, collaborative nature, and altruistic inventiveness of women engineers. Includes contributions from leading female scientists in nanotechnology Highlights topics in nanotechnology ranging from health care, to sensors, to alternative energy, to clean water, to nanoelectronics Presents an opportunity to learn about the breadth, depth and impact of the field of nanotechnology and women’s important contributions to it

The UNESCO Member States established the World Commission on the Ethics of Scientific Knowledge and Technology (COMEST) in 1998.The present volume provides, f irst of all, information on nanotechnology: What is the state of the art in S&T? It also elaborates and analyses the ethical issues related to nanotechnologies. Finally, it addresses policy issues. COMEST is developing policy advice on the ethics of nanotechnology with recommendations for international action by UNESCO. This book is therefore a starting point for further exploration of ethical issues. It is also intended to stimulate interdisciplinary dialogue not only between scientists and ethicists but also with policy-makers, the general public and special interest grou.

This paper seeks to assess the interdependencies among water scarcity, youth unemployment and migration. It also attempts to unravel the different roles of women and men in the gendered migration process. Evidence shows that growing climatic variability has impacts on water availability and quality, which in turn jeopardizes social stability and jobs for the younger generations. This is particularly true in arid and semi-arid regions, where often migration is both the result of and a way to adapt to climate-induced environmental stresses. This paper makes the case that medium- to long-term strategies to mitigate social unrest, improve livelihoods of communities and individuals, and reinforce resilience to environmental stresses should include a special focus on improving water supply, access and governance.

n accordance with 186 EX/Decision 6.VI and 202 EX/Decision 5.II, this report provides a summary of a recently completed evaluation, namely: “Evaluation of the Future of UNESCO’s Education Sector: The Normative vs Operational Role in the Context of Agenda 2030”.Decision required: paragraph 33. PARIS, 26 February 2020 Original: EnglishTwo hundred and ninth session

This paper examines the digital revolution taking place in the Indian higher education sector, by (i) highlighting the drivers for change in the higher education landscape; (ii) reviewing the major initiatives undertaken by Indian authorities to facilitate lifelong learning for teachers, students, and those in employment that are in pursuit of knowledge free of cost, including the National Programme on Technology Enhanced Learning, the National Repository for Open Educational Resources, and SWAYAM, an indigenous information technology (IT) platform hosting MOOCs; and (iii) analysing the first generation of Indian MOOCs.This first generation of online learners in India will provide valuable lessons for all countries interested in capitalizing on the development of ICTs to increase access to higher education and to adopt innovative learning methods. Drawing on India’s example, specific recommendations for educational planners are outlined at the end of the paper, and will consider reliable access to disruptive technologies, the contextualization of course content, the design of new credit transfer schemes, and the development of active strategies to reach all learners irrespective of their gender, location, and special needs.

The KnowLab took a case study approach to determine how to strengthen and enrich the relationship between thinking about the future and the identification of oportunities.