Do learned academies have relevance today?
Academies have a rich history of scientific brilliance, but with the advent of many other bodies which do part of their former tasks, are academies still relevant or are they purely elitist? We chat to Professor Bob Scholes to find out more…
Professor Bob Scholes recently attended an Interacademy Partnership meeting in Beijing, China to engage on how academies can support Sustainable Development Goals (SDGs).
While academies have a long history of providing scientific guidance to society, there are a variety of scientific committees, bodies and task teams working on SDGs. This begs the question: do academies have relevance in the 21st century?
“Academies have a rich history of helping to inform policy from a science perspective since the 17th century. All UN member states have a duty to pursue national and global SDG commitments. Considering the importance of SDGs, the rationale is to have academies and the broader science community work together to engage on these issues,” says Prof Scholes.
According to the Supporting the Sustainable Development Goals: A Guide for Merit-Based Academies document: “The realisation of the SDGs will require the best minds, resources, business models and innovations from all sectors and disciplines, and across all generations. The academies can play their part in national, regional and global systems as recognised, independent and honest sources of expertise; as trusted and respected advisers and convenors; as advocates for investment in research and strong scientific institutions; and as mentors and partners to young scientists to help empower them to play their part.”
Following his trip to Beijing, Prof Scholes Prof Scholes attended a Programme for Ecological Change and Society (PECS) meeting in Oaxaca, Mexico where one of the sessions pertained to the evolution and way forward for academies.
“There is debate on the relevance of academies. Academies sometimes do have a reputation of being elitist and ageist, but there is no doubt that functional academies have a wealth of expertise in their membership,” says Scholes.
He adds that academies such as the National Academy of Science (USA), the Royal Society (UK) and the Academy of Science of South Africa (ASSAf) all play a critical role in helping to inform decision-making.
Scholes notes that not all academies are optimally functional and there is a need to revise certain academy structures to become more inclusive to meet the needs of an ever-changing landscape.
A diverse group of researchers at Oaxaca explored the viability of three academy models (a traditional, adapted and transformed) against three plausible future scenarios (based on maximising profit, people or environmental concerns).
The discussion outcomes from the Oaxaca group will help to shape the IAP’s "Improving Scientific Input to Global Policymaking: Strategies for Attaining the Sustainable Development Goals” document.
“Academies remain well-placed to respond in an advisory capacity to national and global governments. Academies in the 21st century continue to have the capacity to be agents of change. That being said, globally we are facing very complex challenges. In order to combat these challenges for a sustainable future, academies together with the broader scientific community need to relook their operational models and adapt accordingly,” concludes Scholes.