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Sciences Academies working together to promote science and technology for development, prosperity and equity in the Americas

IANAS is a regional network of Academies of Sciences created to support cooperation towards the strengthening of science and technology as a tool for advancing research and development, prosperity and equity in the Americas. 

Networks are powerful instruments for sharing and rapidly disseminating information, best practices and novel ideas through a larger community. By virtue of their credibility and independence from government, academies have certain inherent advantages in addressing issues related to science, technology and health (STH), and in advancing high quality science education at the national level.    MORE INFORMATION...


Calendar

October 21st-24th 2018 - Panama, Panama
CILAC-IANAS Water Program. Hosted by APANAC-CILAC-IAP-UNESCO.
November 2018
EC Planning meeting for the General Assembly in Colombia 2019.

January - February 2018
Distribution of the Books "Food and Nutrition Security for the Americas: A View from the Academies of Sciences" and “Inquired Based Science Education. Promoting changes in Science Teaching for the Americas".
January - July 2018
Food and Nutrition Security in the Americas.
March 22, 2018 - World Water Day IANAS Website
Presentation of the electronic publication "Summary for Policy Makers about Urban Water Challenges in the Americas" International Water Day.
March 2018 - Mexico City
Planning Meeting with the Science Education and Women for Science Programs.
March – November 2018 - different countries of the Americas
Book Presentation "Food and Nutrition Security for the Americas: A View from the Academies of Sciences" Supported by IANAS-IAP and The Federal Ministry of Education and Research.
April 17-18, 2018 - Rio de Janeiro
Capacity Building: Latin America and Caribbean Scientific Data Management Workshop Hosted by the Brazilian Academy of Sciences
April 2018 - (Date and Venue TBC)
IANAS EC Committee.
April 2018 - Arizona (TBC)
IANAS Energy Program. Focal Point Meeting and Workshop.
July 24, 2018 - Rosario, Argentina
G/20-S/20 Scientific Meeting "Challenges and Opportunities for Food and Nutrition Security: The view of the Academies of Sciences". Hosted by the National Academy of Exact, Physical and Natural Sciences in Argentina.
August 19th-22nd 2018 - Rio de Janeiro, Brazil
IANAS Women for Science Focal Points Meeting. Hosted by the Brazilian Academy of Sciences.
August 29th-30th 2018 - San Jose, Costa Rica
IANAS Science Education Focal Points Meeting and Congress for Science Teachers. Hosted by the National Academy of Sciences of Costa Rica.


December 2017
"Challenges and Opportunities for Food and Nutrition Security for the Americas: The view of the Academies of Sciences". The Book IANAS-IAP.
December 2017
Food and Nutrition Security in the Americas, Book Distribution.
November 2017 - IANAS
Final Reports.
November 2-4, Córdoba, Argentina
International Congress for Natural Sciences and Stem & IANAS SEP Focal Points Meeting
November 2, 2017 - Cordoba, Argentina
Book Presentation: “Inquired Based Science Education. Promoting changes in Science Teaching for the Americas”.
October 31 - November 4, 2017 - Cordoba, Argentina IANAS Science Education Meeting
International Congress on teachings sciences, technology, engineering, and mathematics.
September 19, Bahamas
"Water in the Caribbean. Planning Meeting" IANAS Water Program-UNESCO-IHP and Caribbean Academies of Sciences.
August 2017 - Ottawa, Canada
IANAS Water Meeting and presentation of the Executive Summary "Urban Water Challenges of the Americas". Presentation of the Global Water Institute, Carleton University Ottawa Canada.
June 25-28, 2017 - Costa Rica
IANAS EC Committee.
June 2017 - Venezuela
100th Anniversary of the Academy of Physical, Mathematical and Natural Sciences of Venezuela.
May 2017 - IANAS MidTerm Reports 2017
IANAS MidTerm Reports 2017.
April 2017 - Halle, Germany
Food and Nutrition Security: Networks meeting. Hosted by the National Germany Academy of Sciences - Leopoldina, IAP – IANAS.
April 26-27, 2017 - Energy Focal Points Meeting: Arizona
Hosted by The University of Arizona and the US-National Academy of Sciences.
March 2017 - Irvine, California
Women for Sciences Focal Points Meeting and Encounter with US-Women Scientists. Hosted by the US-National Academy of Sciences and the Beckman Center of the National Academies of Sciences and Engineering.
March 2017 - Lima, Peru
Food and Nutrition Security for the Americas: Chapters Country Coordinators Meeting March 13-16 Lima, Peru. Project funded by the National Germany Academy of Sciences- Leopoldina, IAP- IANAS with the support of the National Academy of Sciences of Peru.
February 2017 - IANAS EC Committee
January - March 2017 - All Country Chapters
Food and Nutrition Security for the Americas: First Country Chapter Draft.


December 9, 2016 - Mexico City
Guide towards a sustainable energy future for the Americas Workshop and Book Presentation.
November 2016
IANAS Energy and Water Meeting.
November 21-26, 2016 - Medellin Colombia
IANAS Water Focal Points Meeting.
September 29-30, 2016 - San Salvador, El Salvador
Caribbean Scientific Community and Caribbean Academies of Sciences Meeting co-organized and sponsored by CCC-CAS, ICSU-ROLAC and IANAS-IAP.
September 2016 - Caracas, Venezuela
The Women for Science Focal Points Meeting. Meeting hosted by the Academy of Physical, Mathematical and Natural Sciences of Venezuela.
September 17-20, 2016 - Mexico City
Food workshop. 21st Century Food Security and Nutrition challenges in the Americas: A View from the Academies of Sciences.
July 2016 - Dominican Republic
IANAS Science Education Focal Points Meeting. Hosted by the Academy of Sciences of the Dominican Republic.
May 2016 - Rio de Janeiro, Brazil
IANAS General Assembly.
April 2016 - Urban Water Challenges in the Americas
Book presentation hosted by the National Academy of Sciences of Honduras.
March 2016 - Young Women Scientists
A bright future for the Americas Academies of Sciences in the Americas launching a publication aiming to attract girls to science.
February 2016 - Hermanus, South Africa
Food Security Planning Meeting supported by the Leopoldine Academy of Sciences.
January-February 2016 - Merida, Yucatan
Executive Committee Meeting


Programs


The Global Goals for Sustainable Development

 

WATER PROGRAM

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ENERGY PROGRAM

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WOMEN FOR SCIENCE PROGRAM

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CAPACITY BUILDING PROGRAM

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SCIENCE EDUCATION PROGRAM

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FOOD AND NUTRITION SECURITY PROGRAM

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Gender and Project Planning and Implementation

Gender in Project Planning and Implementation

Research and experience over the last 20 years have shown that development projects which do not take into account the differing economic, social, cultural, civil, and political rights, access and opportunities of women and men will inhibit the ability of people to secure better lives for themselves, their families and their communities. This is particularly true for projects that are heavily based on science and technology (S&T), such as the focus areas of IANAS in water and energy. Energy and water produced by S&T-based means should be accessible to and used by the men and women who are in need of it.

It is often assumed that the application of technology is neutral, and that the benefits of a technology project will accrue equitably to all individuals in a community. In most cases, however, there are some who will have fewer prospects of benefit – for economic, education, social, political or even legal reasons. Because of their lower levels of education, socioeconomic status, and reduced opportunities outside the home, women tend to make up a majority of those without access, unless targeted actions are taken.

Research by the Gender Advisory Board of the UN Commission on Science and Technology for Development (CSTD), the World Bank, and UNESCO as well as the literature on the anthropology of development have shown that a strong gender dimension exists in the application of science and technology for development. Women and men contribute in different ways to the creation of scientific and technological knowledge, they have different S&T priorities, and are often affected in different ways when science and technology are applied to meet development objectives. We also know that although there have been clear advances in gender parity in education, the participation of girls and women in science, technology and innovation (STI) education and research at all levels remains lower than that of men in all regions. This imbalance persists and increases as one goes up the hierarchy in the public and private sector workforce, so that the STI system is failing to benefit from the talent, innovation and perspective of half of the global population.

Due to the separation between natural and social sciences in post-secondary institutions, physical scientists and engineers don’t receive education about human cultural behaviour and values; similarly social scientists don’t learn much about the physical sciences, and the two don't often work together in the field. But it is necessary that the scientists and engineers who design and construct vitally important projects to develop societies and improve quality of living take into account the values, norms and rules by which the people they are working with live.

Some examples of where technological aid projects failed because of lack of sufficient knowledge about the local population – and the social, economic and cultural issues in which technology is embedded – are:

  • A peace corps worker working in a small village found that most people hated the imported store bought bread… the women thought they could bake their own bread and with his help they formed a group, pooled their resources, bought some supplies and built a clay oven. Their venture was a huge success… money came pouring in… the aid worker then turned over the cash box, records of sale etc. to the women for complete management. Returning a month later, he discovered the venture had collapsed: why? The women had made a certain amount of profit, but had no place to keep the money from their husbands and kin so they shared the profit among them and closed down the operation. Also, they had not been made to understand that this was a business venture that could go on to supply a need and make them more profits1.
  • A famous incident concerning a water well in the Pacific: potable water was difficult to come by so the men, with help from foreign aid officials, constructed a well. Drawing the well water was women’s work. However, because of a taboo of concerning "uncleanliness", menstruating women were not allowed to draw water during their menses. The result was that these women would steal water from others, bringing about huge family tensions and strife in the village.

Depending on the area, region or country, and the nature of the development project, certain key questions need to be asked and answered about the local population and its cultural values.

A few of the most relevant ones include:

  • Ethnic divisions – ethnic hierarchies, who holds the power and why
  • Class divisions – power dynamics
  • Family structure and organization: do a few leading families hold the power
  • Male/ female relations:
    • Gender-based division of labour – do men make the major decisions, what role do women play beyond domestic responsibilities… if the project is technological, will men and women equally participate in its construction, its usage? Who will use the project?
  • If water wells are to be dug and constructed, who draws the water? In irrigation systems, who are the main agricultural workers?
  • Health care delivery: who provides health care, to whom, in what ways?
  • Education: Where are the educational facilities located, what level of support can be provided for technological projects?
  • Settlement patterns: Where do people live, how are residential decisions made, will the new technology involve re-settlement and if so, how are such decisions to be made? Are the people in favour?
  • New technologies: How will they be explained and introduced? Whose support in the community is vital? Which groups might be hostile and opposed
  • Access to resources such as finance, training, credit, labour and supporting technology.
  • Power relations: The history of technological and financial aid to underdeveloped regions of the world is rife with examples of how such aid goes into the pockets of the local elite, however that local elite is defined: politicians, clans, chiefs, elite families, etc. The poorer populations who need the support often do not get it.
  • And finally, the most important: technologies cannot be introduced top down…. How is the support, the engagement and empowerment of the local community to be achieved, as a partner in planning, construction, operating and maintaining the project? Do the local people, including women, really want and need the technology?

Resources and guidelines for integrating gender dimensions into development planning and projects:

TECHNOLOGY AND PROJECT DEVELOPMENT

GENDER IN TECHNOLOGY PROJECTS

See also the guidelines and toolkits sections in the Gender & Energy and Gender & Water resources pages.


*Document Updated: December 2013


Activities

Water Focal Points Meeting
OCTOBER 21-24, 2018 - PANAMA CITY
CILAC-IANAS Water Program
Executive Committee Meeting
MAY 27-31, 2018 - MEXICO CITY
IANAS Executive Committee Meeting
Science Education Focal Points Meeting
AUGUST 30 - SEPTEMBER 1, 2018 - SAN JOSE, COSTA RICA
IANAS Science Education Focal Points Meeting
Water Focal Points Meeting
APRIL 2018 - ARIZONA
IANAS Energy Program Focal Point Meeting and Workshop
Water Focal Points Meeting
JULY 22-26 - ROSARIO, ARGENTINA
IAP-IANAS and IAP Scientific Networks S20
Water Focal Points Meeting
AUGUST 19-22 2018 - RIO DE JANEIRO, BRAZIL
IANAS Women for Science Focal Points Meeting

Books

Urban Water
Urban Water
Urban Water
Urban Water

Videos

Videos of IANAS Water Quality in the Americas

Mujeres Chilenas en Ciencias, Ganadores 2017

Mujeres Mexicanas en la Ciencia