Science, Technology, Health and Sustainable Development

  • Colin Power
Chapter
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 27)

Abstract

Science, mathematics, technology and development are interrelated activities, their roots reaching back to the stone age and early Egyptian, Greek, Chinese and Arabic civilizations. Advances in science and technology in the twentieth century have reshaped our world: most of the infectious diseases that killed hundreds of millions of people are a thing of the past; television, computers and smart phones have changed the ways we communicate; a host of new technologies are transforming the way we live and work; advances in science are helping us to live longer and to do things faster and better. New developments in the physical and life sciences, ICT and interdisciplinary fields are also revolutionising the ways in which research and innovation are organised, creating greater transparency and levelling the playing field: research and innovation are no longer the sole prerogative of the highly developed nations of the West.

Keywords

Science Technology Health HIV-AIDS Environmental education Sustainable development Population Drugs Preventative education Physical education Sport 

References

  1. APCEIU. (2009). Caring in the Pacific. Seoul: APCEIU.Google Scholar
  2. Brundtland, G. (1988). Our common future. Oxford: Oxford University Press.Google Scholar
  3. Commonwealth Foundation. (2007). Climate change and its implications. London: Commonwealth Foundation.Google Scholar
  4. Cox, G. (2000). Home is where the heart is. Sydney: PanMacmillan.Google Scholar
  5. Fensham, P. (2008). Science education policy-making. Paris: UNESCO.Google Scholar
  6. Fien, J., Yenchken, D., & Sykes, H. (2002). Young people and the environment. Dordrecht: Kluwer.CrossRefGoogle Scholar
  7. IPCC. (2013). Climate change 2013: The physical science basis. Fifth assessment report of the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press.Google Scholar
  8. Mann, L., Harmoni, R., & Power, C. N. (1989). GOFER: Basic principles of decision-making, decision-making in practice (4 volumes). Canberra: Curriculum Development Centre.Google Scholar
  9. Power, C. N. (1999a). Science education in schools. Science Education International, 10(3), 9–13.Google Scholar
  10. Power, C. N. (1999b). Sport, doping and foul play: The unacceptable combination. Bulletin of the International Council of Sport, Science and Physical Education, 26, 22–23.Google Scholar
  11. Power, C. N. (2011). Addressing the UN millennium development goals. International Education Journal: Comparative Perspectives, 10(1), 3–18.Google Scholar
  12. UNDP. (2013). World development goals report. New York: UNDP.Google Scholar
  13. UNESCO. (1991). World education report. Paris: UNESCO Publishing.Google Scholar
  14. UNESCO. (1992). Education for all monographs (pp. 1–111). Paris: UNESCO.Google Scholar
  15. UNESCO. (1997). UNESCO – 50 years of education. Paris: UNESCO.Google Scholar
  16. UNESCO. (1999). Resource kit: Science and technology education. Paris: UNESCO.Google Scholar
  17. UNESCO. (2002). Teaching and learning for a sustainable future: A multimedia teacher education programme. Paris: UNESCO.Google Scholar
  18. UNESCO-EFA. (2012). EFA global monitoring report. Youth and skills: Putting education to work. Paris: UNESCO.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  • Colin Power
    • 1
  1. 1.University of QueenslandBrisbaneAustralia

Personalised recommendations