North–South educational partnership on marine sciences: the Latin American experiences and perspectives (original) (raw)
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Brazilian Journal of Development, 2021
Human interference on coastal and oceanic environments is intense and causes destruction of ocean habitats. Global actions to contain these negative impacts were defined in 2017 during the United Nations' announcement of the Decade of Ocean Science for Sustainable Development (between 2021 and 2030). During this decade, actions involving scientists, legislators, public agencies, companies and civil society will be carried out across the planet, in a joint effort to compile information about the oceans and define actions towards ocean conservation. These joint efforts will enable countries to achieve their 2030 Agenda goals focused on the ocean. Socio-environmental Oceanography, as an interdisciplinary branch of the Ocean Sciences, has an important role at this time, as it can contribute to the understanding of popular language and traditional knowledge, in the identification of similarities and discrepancies between scientific and traditional knowledge and in the promotion of dialogue between different branches of society. Also, one of the important actions of Socio-environmental Oceanography is to encourage ocean studies within education, both formal and informal, in different social strata.
Frontiers in Research Metrics and Analytics, 2021
Ocean science is central in providing evidence for the implementation of the United Nations Law of the Sea Convention. The Convention’s provisions on transfer of marine technology to developing countries aim at strengthening scientific capabilities to promote equitable opportunities for these countries to exercise rights and obligations in managing the marine environment. Decades after the adoption of the Convention, these provisions are under implemented, despite the efforts of international organizations, such as IOC-UNESCO. Latin America and the Caribbean struggle to conduct marine scientific research and seize the opportunities of blue economy due to the limited access to state-of-the-art technology. Ocean science communities in these countries are subject to constraints not foreseeing in international treaties, such as unstable exchange rates, taxation, fees for transportation, costs of maintenance and calibration of technology, challenges to comply with technical standards, and intellectual property rights. Action is needed to overcome these challenges by promoting a closer tie between science and diplomacy. We discuss that this interplay between science and international relations, as we frame science diplomacy, can inform on how to progress in allowing countries in this region to develop relevant research and implement the Convention. We provide concrete examples of this transfer of marine technology and ways forward, in particular in the context of the UN Decade of Ocean Science for Sustainable Development (2021–2030).
Integrated Coastal Management in Latin America: the ever New World
Revista de Gestão Costeira Integrada, 2014
The advancement of Integrated Coastal Zone Management (ICZM) in Latin American countries may vary from established programs to experimental phase implementation and even inexistence. This creates an opportunity for the development of new ideas and experiments, especially in the quite long stretches of littoral where no occupation has yet been planned or consolidated. However there are localized issues that need to be attended with certain degree of urgency, especially in coastal settings that have been urbanized, developed for industry and/or are situated around port facilities. Spain and Portugal implemented the marine and environmental policies of European Union and may be seen as models for public and private ICZM initiatives. These situations created opportunities and needs that are somehow reflected in dedicated scientific production, as well as in social impact and the related capacity building programs. We surveyed some key costal management journals to know how Latin American based academics are doing in their mission of creating, developing and discussing ICZM along our diverse shores stretching along all climatic zones. Capacity building programs and exchange networks were also scrutinized. Results suggest that the thematic participation in the major publication channels is modest and needs to improve in number and diversity of subjects bringing obvious benefits to the policy and decision makers. Capacity building programs are still in its infancy across the region. There are no, or very few, specialized educational programs to form practitioners and scientists at all academic levels. Training programs integrating countries around all aspects of ICZM are even scarcer. Coordinated actions, such as networks across the political borders are one of the many future needs we point out here as being the next frontier for thinkers and managers in the region.
The Coasts of Latin America at the End of the Century
2001
A new management model is needed for the Latin American coastal zone and its resources. During the nineties, some very interesting management initiatives were implemented. Nevertheless, in general terms, coastal management is relatively backward in comparison with other regions of the world. There are also very different levels of coastal management within the various Latin American countries themselves. In spite of these differences, the cultural homogeneity of the area could serve to facilitate international cooperation for more integrated management. Such an initiative would not only help to find a specific Latin American management model, but would also contribute to improving the levels of technical training, scientificknowledge,exchange ofexperiences and South-South cooperation. Also, the effectiveness of the initiatives carried out by countries with more highly developed systems of coastal management could be reduced if the surrounding States do not undertake similar initiatives.
Ocean and Coastal Research, 2021
Ocean Literacy (OL) was proposed by UNESCO as a goal for the Decade of Ocean Science for Sustainable Development (Ocean Decade) aiming to (1) increase understanding of the importance of the ocean, (2) significantly influence communication on related subjects, and (3) facilitate informed and responsible decision-making about the ocean and its resources. Formal education is essential to expand the reach of OL, providing people with tools to engage in coastal and marine issues consciously and knowingly. To this end, content analysis of school curricula can help planning strategies, especially to empower citizens to implement public policies. This study assessed the extent to which OL-related terms and words are present in Brazilian curricular documents at federal (National Curriculum Parameters-PCNs and Common National Curriculum Base-BNCC) and regional (Federative Units curricular guidelines-RCs) levels. Qualitative (content analysis) and quantitative analyses (descriptive and non-parametric statistics, and multivariate analysis) were performed. The number of occurrences of OL-related words and terms were registered and counted. Nineteen words were found, totaling 797 citations (a frequency of 0.0001 in the total number of words referring to content). The number of citations were higher in BNCC-based RCs than in PCN-based RCs (Kruskal-Wallis test, p = 0.0009). Principal component analysis separated the documents into two groups, one related to BNCC-based RCs of Northeast, North and Midwest regions, with a higher number of OL related terms, and the other group with the PCN based RCs of these same regions plus those documents of Southeast and South regions (principal component 1 explaining 97.90% of the total variation and having 0.93 correlation with the total frequency of citations). General results indicated that Brazilian production on fields and themes related to OL is still concentrated in national journals, books, and booklets, thus with a limited impact. In same way although school curricula in Brazil have a larger number of topics on marine environments than do other countries, they showed heterogeneity among Federative Units, but generally with the topics still representing a very small fraction of Brazilian curricula. Thus, it is necessary to expand the contents related to the ocean and marine environments in curricula to provide students with basic knowledge about the importance and functions of these environments, as well as their conservation. Therefore, results here emphasize the need to implement OL to highlight the importance of knowledge of the oceans and enable citizens to discuss marine conservation policies and promote ocean sustainability. This study provided some strategies to increase OL in formal education and, hence, reach various stakeholders, which is fundamental to implement the United Nations Ocean Decade in Brazil and the Global South.
SDG 14 Special Joint Publication of the International Association of Universities-University of Bergen, 2021
The Intergovernmental Oceanographic Commission (IOC) of the United Nations Educational, Scientific and Cultural Organization (UNESCO) holds a mandate for ocean science and capacity development in support of the 2030 Agenda and its sustainable development goals (SDGs). The IOC contributes to many areas of the 2030 Agenda, including to SDG 14 (Life Below Water), by providing expertise, and coordinating ocean-related e orts of its Member States to conserve and sustainably manage the ocean resources. As part of this e ort, the IOC has been mandated by the United Nations General Assembly (UNGA) to lead the preparation of the UN Decade of Ocean Science for Sustainable Development 2021-2030 (the 'Ocean Decade'). This paper aims to provide an overview of how the IOC supports its Member States, the scienti c community and other ocean stakeholders in increasing scienti c knowledge and developing research capacity toward the achievement of SDG 14 (see IOC Capacity Development Strategy 2015-2021 and IOC Criteria and Guidelines for the Transfer of Marine Technology). The IOC is the custodian agency for two SDG 14 indicators (Targets 14.3 and 14.a). In that capacity, the IOC developed the methodology to measure and report on Indicator 14.3.1 and Indicator 14.a.1 at the global scale. This paper elaborates on some of the IOC's activities, relevant for research and higher education, including the Regional Training and Research Centres (RTRCs), OceanTeacher Global Academy, and the Ocean Best Practices System. Finally, it explores how the UN Ocean Decade can support higher education in the eld of ocean science.
1998
December 1998- N ENV-129This paper presents the background research that supported the development of the Bank’s formal strategy on this topic. The strategy for coastal and marine resources management (GN-1906-2) was favorably considered by the Bank’s Board of Directors on June 17, 1998 and is being published concurrently with this report (SDS publication No. ENV-129). This document was prepared by Michele H. Lemay, Environment Division, Sustainable Development Department. The author wishes to acknowledge the guidance of W. Arensberg and
GCFI, 2020
Making science relevant: The Role of Science in the Effective Governance of the Caribbean Sea, North Brazilian shelf, and the Gulf of Mexico Prepared by Robin Mahon CERMES, UWI The principle that decisions regarding conservation and management of living marine resources should be based on the 'best available scientific evidence' (BASE) is enshrined in the UN Convention on the Law of the Sea (UNCLOS) (United Nations 1982) for both EEZs and the High Seas 1. Countries and their regional organizations are legally obligated to operationalize this principle. Consequently, it has become well established in national, regional, and global management policies and agreements. Nonetheless, there is considerable room for interpretation of the meaning of 'best' and 'available' (Wolters et al. 2016). Even with the best intentions, managers have found many challenges to developing, obtaining, and using the best available scientific evidence. These challenges range from low capacity to produce or access relevant scientific evidence, through poor communication of science to decision makers, to governance processes that are poorly structured or inadequately structured for the uptake of scientific advice. The problem is that governance processes resort to making decisions without the BASE, or delaying them based on a lack of such information. The United Nations Environment Programme (UNEP) Foresight Process on Emerging Environmental Issues for the twenty-first century concluded that the cross-cutting issue "Broken Bridges: Reconnecting Science and Policy" was a pressing problem globally hampering efforts to achieve sustainable development (UNEP 2012). The problem of linking science and policy has been extensively discussed in the literature for decades (e.g., Rice, 2005; Chilvers and Evans, 2009) and more recently, the adoption of ecosystem based approaches to management has resulted in renewed attention to this issue (Borja et al. 2017). Developing countries and regions, particularly those with Small Islands Developing States (SIDS) are especially affected by the challenges outlined above. The Wider Caribbean Region (WCR) is one such region, as has been noted by the GEF Transboundary Diagnostic Analyses (TDAs) (Heileman 2011; Phillips 2011; Mahon et al. 2011; CLME 2011). McConney et al. (2016) explored the challenges that the WCR faces in moving towards the use of BASE in governance of coastal and marine resources. Consequently, the Caribbean Large Marine Ecosystem Strategic Action Programme (CLME+ SAP) has identified the development and implementation of a strategy to promote the uptake of science in management as an important component of sustainable use of living marine resources in the region (Debels et al. 2017). This chapter examines the challenges to the use of BASE for LMR management in the region and recommends ways of improving its uptake for decision making. 1 UNCLOS Article 61(2) "The coastal State, taking into account the best scientific evidence available to it, shall ensure through proper conservation and management measures that the maintenance of the living resources in the exclusive economic zone is not endangered by over-exploitation." UNCLOS Article 119 (1) "In determining the allowable catch and establishing other conservation measures for the living resources in the high seas, States shall: (a) take measures which are designed, on the best scientific evidence available to the States concerned […]." SCIENCE AND RESEARCH SERVING EFFECTIVE OCEAN GOVERNANCE IN THE WIDER CARIBBEAN REGION perspective. Ocean governance issues aggregate topically and geographically from the smallest boxes to the largest overarching PCM box (after Mahon et al. 2014)
Marine Pollution Bulletin, 2013
The oceans play a crucial role in the global environment and the sustainability of human populations, because of their involvement in climate regulation and provision of living and non-living resources to humans. Maintenance of healthy oceans in an era of increasing human pressure requires a high-level understanding of the processes occurring in the marine environment and the impacts of anthropogenic activities. Effective protection and sustainable resource management must be based, in part, on knowledge derived from successful research. Current marine research activities are being limited by a need for high-quality researchers capable of addressing critical issues in broad multidisciplinary research activities. This is particularly true for developing countries which will require the building of capacity for marine scientific research. This paper reviews the current activities aimed at increasing marine research capacity in developing and emerging countries and analyses the challenges faced, including: appropriate alignment of the research goals and societal and policy-relevant needs; training in multidisciplinary research; increasing capacity for overall synthesis of scientific data; building the capacity of technical staff; keeping highly qualified personnel in marine scientific research roles; cross-cultural issues in training; minimising duplication in training activities; improving linkages among human capital, project resources and infrastructure. Potential solutions to these challenges are provided, along with some priorities for action aimed at improving the overall research effort.
THE ACCREDITATION OF DEGREES IN THE FIELD OF MARINE SCIENCES IN MEXICO (Atena Editora)
THE ACCREDITATION OF DEGREES IN THE FIELD OF MARINE SCIENCES IN MEXICO (Atena Editora), 2024
Uno de los objetivos fundamentales del Comité de Acreditación de las carreras del ámbito marítimo, pesquero, acuícola y de las Ciencias del Mar de la Asociación Nacional de Profesionales del Mar, A. C., ANPROMAR, A.C., es el de coadyuvar al desarrollo de las actividades marítimo, pesqueras y acuícolas de nuestro país, brindando asesoría técnica tanto al sector productivo como a las diferentes Instituciones Educativas y de Investigación. Una vez que la educación se encuentra dentro del proceso económico de globalización, se debe participar en una intensa competencia en los diferentes campos de la economía de las naciones involucradas, es aquí en donde las Ciencias del Mar juegan un papel estratégico, en cuanto a la influencia de sus egresados los cuales deben de ser altamente competitivos con el único fin de impulsar las actividades Marítimo-Pesqueras y Acuícolas