1. SET-DEV international seminar – University of Hyderabad March 29, 2011 TECHNOLOGICAL RESPONSIBILITY Guidelines for a shared governance of the processes of socialisation of scientific research and innovation, within an interconnected world An overview Dr. Daniele Mezzana Laboratory of Citizenship Sciences (LSC), Italy

2. These Guidelines are an output complementary to other SET-DEV documents. They are based on SET-DEV 3 years experience... Are the result of dialogue and cooperation between representatives of three major scientific cultures of the contemporary world: European, Indian and African. Therefore can provide some indications about the development of scientific and technological research (STR) on our planet. Are intended to be a practical contribution on how we can promote effective collective responsibility in science and technology. In doing so, this text will offer some recommendations on how science, technology and innovation can better integrate into society and be more relevant to society’s needs.

3. “Socialisation” of scientific research and innovation ” (or socialisation of scientific and technological research) : a key concept to be kept in mind It refers to the integration between science, technology, innovation and society (see later....)

4. Objectives of Guidelines Raising awareness of the importance of socialisation of STR for the progress of local research systems Strengthening a collective responsibility for STR Increasing the capacities of the actors involved in STR policies (from national institutions responsible for science and innovation to civil society organisations, from universities and research centres to private actors, from international and regional organisations to national and local media) Providing a practical guide on how to increase the socialisation of STR

5. How to see and use the Guidelines The Guidelines are the fruit of a tri-lateral dialogue Africa-India-Europe, and keep the coexistence of different sensibilities and viewpoints They have no intention of proposing an exhaustive vision of relationship between science, technology and society, always and everywhere The contribution of Guidelines is to provide a “catalogue” of problems and possible solutions, on the basis of the specific SET-DEV experience The reader is invited to take from this document what is useful for him/her to better understand the relationship among science, technology, innovation and society, within his/her specific geographical, political, institutional, cultural, social, economic, organisational context.

6. The sources..... The main source of the Guidelines was the documentation produced by SET-DEV partners during the course of their activities, and which was made available to the editorial staff (reports, papers, preparatory notes, etc.) about: ◦ preliminary research in India and Kenya ◦ Manifestos (India and Africa) ◦ Pilot programmes (case studies, capacity building, focus groups) ◦ other seminars and networking activities. Another source was academic and professional literature on the subject.

7. The Guidelines development process since May 2009... Setting up by LSC a facility to collect information and documents (May 2009) Collecting information, comments and suggestions from SET-DEV partners Several internal notes on Guidelines structure, and feedbacks Building an editorial board (LSC+ some SET-DEV partners from India, Kenya and Europe) First draft of Guidelines Feedbacks from SET-DEV partners and some reviewers (from Africa, India and Europe) Final draft (within May 2011)

8. THE APPROACH We all need to understand the social embeddedness of S&T and the co-evolution of science and society … in order to engage all social actors in the benefits, opportunities and risks of STR benefits, opportunities and risks of STR

9. The Guidelines adopt a constructivist approach about the relationship / integration between science/technology/innovation/society: this means that all social actors play (or can play) a crucial role in exercising a social responsibility about science, technology and innovation. The Guidelines would like to provide specific tools to better play such a role.

10. There are at least 8 inter-related areas in which actors involved in STR “construct” relationships between science, technology, innovation and society. One may call them “areas of socialisation of STR”

11. The 8 areas of socialisation of STR scientific practice (concerning the dynamisms of scientific groups in the strict sense); scientific mediation (activities to promote the cooperation among researchers and other actors inside and outside the research bodies); scientific communication (information, dialogue, building a shared responsibility on STI); evaluation (the activities to ensure accountability in the research world, designing policies and coordinating the allocation of funds); innovation (interactions between research and the world of production); governance (the collective decision-making, involving governmental, non-governmental, private, international actors); gender (considering both women’s scientific careers and the relationship between gender and the content of scientific disciplines); “substantive” approaches (concerning the revision of the philosophical and cultural foundations of science, the critical vision of Western science, and the protection of local knowledge).

12. For each area of socialisation of STR some frames of responsibility (FR), related practical options (PO), and lessons learnt (LL) at national level (India and Kenya) are identified

13. P PO1, PO2, PO3 … LESSONS LEARNT INDIA LESSONS LEARNT KENYA idem Area 1 Scientific practice Area 2 Evaluatio n Area …x FR 1 FR2 FR …x

14. Frames of responsibility By frame of responsibility we mean a set of risks and problems for STR and its relationship to society, for which it is essential to take a stand, make a commitment (at a personal ethical level and as regards the choices of the community), and especially to act in terms of strategy, policies and concrete actions.

15. For instance, for the Area 1 (scientific practice) 4 frames of responsibilities are identified: Contextualisation of research Quality of the research Researcher’s identity Generational change

16. Example – Frames of responsibility Area 1 – Scientific practice FR “Contextualisation of research” RATIONALE: There is a risk of a dangerous split between science/technology and the needs of society: - the "ivory tower" model of scientific research; - the adoption of imitative research designs uncritically based on Western research procedures and agendas; - the difficulty of establishing an open relationship between academics and local communities. The need to "embed" the research in a given social and cultural context. This can lead to effective dialogue, "learning from people", between researchers and stakeholders at local level.

17. Practical options For each of the frames of responsibility a set of practical options was also identified. A practical option is a concrete action that can be taken to strengthen science and technology in its relationship with society.

18. For instance, for the FR “Contextualisation of research”, 6 practical options are identified: PO1:Sensitizing researchers towards dialogue with stakeholders PO2:Promoting meetings and exchanges with civil society organisations PO3:Joint defining of research objectives with stakeholders PO4:Disseminating participatory methodologies PO5:Sensitizing researchers towards dialogue with disadvantaged social groups PO6:Mapping and enhancing local expertise

19. Example – practical options Area 1 – Scientific practice / FR “Contextualisation of research” PO “Promoting meetings and exchanges with civil society organisations” (excerpts from Guidelines) To overcome the climate of mutual mistrust that sometimes exists between researchers and civil society organisations, meetings and exchanges of views should be promoted, such as workshops and working groups on specific issues. Some such initiatives were studied and partially tested under SET-DEV both in India and Kenya. Practices (box) Under SET-DEV, a number of initiatives were examined involving interactive meeting between researchers and civil society organisations, for example: collaboration between researchers and NGOs to disseminate Methods of Non-Pesticidal Pest Management (NPM) in India; the joint submission of projects for sustainable post-tsunami reconstruction in Tamil Nadu (India); cooperation between research institutions and local NGOs in the fight against food plant pests in Kenya; cooperation between a Kenyan university and grassroots organisations in local sanitation projects in urban areas.

20. Another example Area “Governance” FR “Dialogue and participation in policy making” RATIONALE: The risk is that research is governed by technocratic criteria unrelated to the needs of society and dependent on choices made by foreign political and economic actors without or little consideration of the interests of local communities. The central role of STR in social and economic life increasingly requires the adoption of responsible and shared policies, involving stakeholders such as: politicians, researchers, interest groups, civil society organisations, business organisations, international bodies.

21. Area “Governance” - FR “Dialogue and participation in policy making” 7 practical options are identified PO138: Encouraging broader participation in STR in sectors not yet sufficiently open to the public PO139: Promoting and disseminating national and local maps of STR actors PO140: Involving scientific communities in setting policies at local level PO141: Promoting the involvement of private actors in S&T PO142: Involving new generations of young researchers in S&T decision making PO143: Enhancing the role of young civil servants who are interested in S&T issues PO144: Involving civil society organizations in decision making

22. Example – practical option Area “Governance” - FR “Dialogue and participation in policy making” PO “Encouraging broader participation in STR in sectors not yet sufficiently open to the public “ As SET-DEV initiatives in India and Kenya have demonstrated, it is important to encourage broad participation of stakeholders in the debate about the purposes, risks and opportunities of technology in some key areas of research (nuclear energy, biotechnology…). Various tools can be used including information campaigns; seminars to increase awareness of specific targets; creation of networks; portals and web sites; roundtables between policy makers, researchers and stakeholders, etc.

23. Lessons learnt While frames of responsibility and practical options (even if formulated in reference to SET-DEV experiences in India and Africa) may have a general significance outside these contexts, some specific lessons learnt were also formulated for the Indian and Kenyan readers.

24. Area 1 - Scientific practice Lessons learnt (examples) INDIA Need for an increased interaction (through meetings, forums) between the researchers, stakeholders and the CSOs Improving the quality of the research (by evolving guidelines, regulatory systems, reducing bureaucratic burdens on researchers, etc.) Improving the social and economic status of researchers (by attractive pay, perks, subsidised housing, health care, children’s schooling, etc.) KENYA Fostering a multidisciplinary and participatory approach to scientific practice Greater equality between local researchers and their international counterparts

25. Area 3 - Scientific communication Lessons learnt (examples) INDIA Enhancing and democratizing the public debate on science and technology Need for communication on the part of the academia and policy makers to interact with CSOs Sensitizing young people to the science and technological responsibility Propagating working tools and meetings for science journalists in newspapers and magazines KENYA Need for both scientists and non-scientists to build skills necessary for better understanding between the two groups Applying innovative and interactive approaches to scientific communication

26. Area 5 - Innovation Lessons learnt (examples) INDIA Better linkages between the world of research and the world of production in specific sectors at any level Enhancing research and experimentation on sustainable technologies Supporting small and medium-sized enterprises in promoting innovation KENYA Popularising the economic benefits of new technologies Building partnership between STR community and the informal business sector

27. Area 6 - Governance Lessons learnt (examples) INDIA Enhancing the dialogue and democracy in policy setting (above all for strategic issues: drugs, genetic manipulation, etc.), adopting the principles of plurality of expertises, justice, equity (see Manifesto) Involving the scientific communities in the policy making through dialogue KENYA Mainstreaming principles of good governance into STR processes (effectiveness, sustainability, transparency and accountability, participation and inclusion) Transparency at the international level (e.g. about research, experimentation and drug testing)

28. Area 7 - Gender Lessons learnt (examples) INDIA Supporting women researchers (by services, mentoring, flexible work timings, etc.) Raising awareness on importance of increasing role of women scientists KENYA Interaction between gender-sensitised scientists and secondary school students Adopting a gender-sensitive approach in science, technology, innovation programmes

29. Area 8 – Substantive approaches Lessons learnt (examples) INDIA Need for Indian scientists to focus on problems that are specific to India KENYA Promoting research which facilitates the emergence and formalisation of indigenous knowledge

30. An appendix is devoted to: Lessons learnt – Europe, including… The sense and the perspectives of the trilateral dialogue Europe-India-Africa around the relationship science, technology, innovation and society The importance of two Manifestos for Europe The trans-cultural approach to the impact of new technologies The theme of science, technology, innovation in a plural world The idea of a European Manifesto to be developed

31. General structure of Guidelines Introduction General summary For each of 8 areas of socialisation of STR: ◦ frames of responsibility and related practical options ◦ lessons learnt for India and Kenya Appendix: lessons learnt – Europe Bibliography

32. Some perspectives Elaborating and adapting Guidelines themes at the national and regional level, together with Manifestos and other SET- DEV outputs Putting the socialisation of STR at the core of scientific communication and policy- making Strenghtening the SET-DEV political, scientific and cultural network... And all what the afternoon discussion groups will suggest...

33. Thank you!!! dmezz@hotmail.com www.SET-DEV.eu www.scienzecittadinanza.org