OECD Steering Group for Governance of International Co-

operation on Science, Technology and Innovation for Global

Challenges CSTP 99th, October 13 2011

Per M. KochChair

2 Norwegian Ministry of Education and Research

Disclaimer

• Whatever is said in this presentation is my personal interpretation of the work done by the experts and of the discussions in the Steering Group, the STIG Bureau and the Oslo workshop.

3 Norwegian Ministry of Education and Research

Progress• Two publications are in preparation

– Volume 1: On Governance of STI Collaboration for Global Challenges• Prepared by the secretariat• Based input from the STIG experts, the Oslo

Workshop, the Global Science Forum and other sources

• Presented for the CSTP in 2012– Volume 2: The Case Study Report

• Written by the STIG experts team• Discussed by Steering Group in December• Presented for the CSTP in 2012

• To be the foundation of a possible post-STIG ministerial declaration or set of principles

4 Norwegian Ministry of Education and Research

Background: Global Challenges

We are facing challenges that may threaten the very fabric of our societies

• Social • Technological• Medical• Environmental

5 Norwegian Ministry of Education and Research

The Policy Challenges

• Problems are caused by systemic failure consisting of social, economic, cultural, biological, technological and/or environmental factors.

• There are impact-chains between the different global challengese.g. between climate, energy, water, food and health.

• There may be irreversible tipping points we urgently need to avoid.

• Global challenges cannot be adequately addressed by single actors.

• We are all affected

6 Norwegian Ministry of Education and Research

Public goods and the role of states

• Global (Public) Good: Conceptually, characterized by externalities, non-rival in use, [non-excludable], e.g. climate change, epidemic disease, conservation of biological diversity.

• Innovation as long term evolution. Need for diversity to develop the necessary solutions.

Dr. Prodipto Ghosh, Oslo Workshop

• Urgent needs requires international prioritization.• Only states can compel payment and behavior.• There is no supranational authority, so how can

cooperation occur?• We need a new multilateral framework for political

discussion, agreement and control.Dr. Keith Smith, Oslo Workshop

free-rider problemtragedy of the commonsthe waiting game

7 Norwegian Ministry of Education and Research

The new global dimension adds complexity as well as new possibilities

• Until recently, global STI activities were mainly clustered in the “triad” (North America, Europe, Japan).

• New countries are appearing on the global STI arena– Korea as example of successful

technological catch up– Brazil (aeronautics, biotech),– China (solar and wind energy)– India (ICT, wind energy)– South Africa (coal liquefaction)– …

8 Norwegian Ministry of Education and Research

The role of science and innovation

• STI play a crucial role in – Understanding the impact chains

underlying global challenges– Understanding the interaction between

various factors framing global challenges, including the social and cultural factors.

– Developing solutions

9 Norwegian Ministry of Education and Research

Reminder: S&T is also partly to blame for our problems

• We need to prepare for unintended consequences of STI and assess the risks of the strategies we develop

10 Norwegian Ministry of Education and Research

How to make STI part of the solution

• There is recognition of increasing importance of STI cooperation to address global challenges– The (EU) Strategic Forum for International Scientific and

Technological Cooperation (SFIC)– UN Summit (2009)– G8+7 S&T Ministerial meeting (2008)– OECD CSTP High Level Oslo Meeting (2008)– OECD Oslo STIG Workshop (2011)– OECD Green Growth Strategy (2011) – RIO+20 United Nation Conference on Sustainable

Development (2012)

• Still, multinational STI is often not included in national or international strategies

11 Norwegian Ministry of Education and Research

STI Challenges

• Single countries are not willing to bear costs of action

• No agreement or comprehensive mechanism for multilateral STI cooperation in place

• No consolidated knowledge regarding the strengths and weaknesses of different institutional settings

12 Norwegian Ministry of Education and Research

Global research and innovation governance

• There is no world government• But in many fields of human activities, global

governance structures exist, e.g. :– Intergovernmental agreements and related

organizations– International networks of public, semi-

public and private institutions– Multi-stakeholder initiatives with strong

influence of civil society – Private governance, e.g. standards

imposed by lead firms in global value chains

– Private and civil initiatives

13 Norwegian Ministry of Education and Research

Policy challenges

• Develop narratives that makes both policy makers and the general public understand the seriousness of the situation.

• Integrate STI in other policy areas.

• Requires a strategic mobilization of resources that goes far beyond traditional hands-off, bottom up, initiatives.

14 Norwegian Ministry of Education and Research

The Oslo Workshop on International Co-operation in Science, Technology and Innovation to Address Global Challenges , May 18-20 2011• Participants from all continents:

policy makers, scientists and experts, NGOs, businesses

• Arranged by – The Norwegian Ministry of

Education and Research– The German Ministry of

Education and Research – The Research Council of Norway

• Presentations and background paper found at http://www.pandia.com/stig/

15 Norwegian Ministry of Education and Research

Organization• Two general sessions (introduction, summing

up) and four thematic sessions.• Each of the thematic sessions was be focusing

on governance dimensions identified within STIG as key to the development of effective collaborative frameworks

• There were two prepared introductory presentations in each thematic session, one by a STIG expert and one by an invited stakeholder.

16 Norwegian Ministry of Education and Research

Introductory Session

• Norwegian Vice Minister of Education and Research, Kyrre Lekve

• Yuko Harayama, Deputy Director, Directorate for Science, Technology and Industry, OECD

• Keynote speech by Dr Prodipto Ghosh, Distinguished Fellow, TERI, former Secretary, Ministry of Environment and Forests, Government of India: Collaborative R&D for Global Problems

• Chair: Per M. Koch of the Norwegian Ministry of Education and Research

17 Norwegian Ministry of Education and Research

Sessions 1 and 2

• 1: Agenda- and priority-setting – Chair: Klaus Matthes, Science and technology policy adviser to

the German OECD delegation– Presentation by Wolfgang Polt,  Joanneum Research, Austria,

STIG expert– Presentation by Regina von Görtz, German Research Institute

for Public Administration Speyer Agenda Setting and Priority Setting in Science and Science Policy

 

• 2: Funding and spending– Chair: Thomas auf der Heyde, Department of Science and

Technology, South Africa (slide presenting the technology cycle)

– Presentation by Magnus Guldbrandsen, University of Oslo, STIG expert

– Presentation by Flora Painter, Inter-American Development Bank Effective International Cooperation  to Address Global Challenges

18 Norwegian Ministry of Education and Research

Sessions 3 and 4• 3: Capacity building, technology transfer

and access arrangements – Chair: Pierre Fabre, CIRAD, France – Presentation by Erika Kraemer-Mbula, Tshwane

University of Technology, South Africa, STIG expert– Presentation by David O’Brien,  International

Development Research Centre Globally Dispersed STI Capacity: Is it an issue for addressing global challenges?”

– Prepared comment  by Bente Lilja Bye 

• 4: Delivering benefits – putting STI into practice– Chair: Egil Kallerud, NIFU, Norway– Presentation by Andreas Stamm,  German

Development Institute, STIG expert – Presentation by Keith Smith, Imperial College, UK  

Delivering benefits – putting STI into practice

19 Norwegian Ministry of Education and Research

Governance Dimension 5

• Intellectual Property Rights– Mechanisms for knowledge and benefit

sharing, impediments to knowledge and benefit sharing, open access arrangements.

• Separate workshop cancelled due to lack of resources.

• IPR is now covered through a separate paper written by the secretariat.

20 Norwegian Ministry of Education and Research

Additional workshops and meetings

• Steering Group Meeting in Korea 2010• German workshop on global challenges 2011• South African expert workshop 2011• Norwegian workshop on global challenges,

energy, water and food 2011

21 Norwegian Ministry of Education and Research

The Case Studies – Lessons Learned

(examples of topics of discussion)

22 Norwegian Ministry of Education and Research

Case Studies

1. CGIAR: Consultative Group on International Agricultural Research

2. Gates: The Bill and Melinda Gates Foundation3. GEO: Group on Earth Observations4. IAI: Inter-American Institute for Global

Change Research 5. IAEA: The International Atomic Energy

Agency6. IEA: The International Energy Agency

– Implementing Agreements7. JPI: EU Joint Programming Initiatives

– Agriculture, Food Security and Climate Change (FAACCE)

+ 2 mini case studies

23 Norwegian Ministry of Education and Research

Diversity and flexibility

• Respect the diversity• There is no universal solution to

effective governance approaches for international co-operation in STI.

• The changing nature of global challenges requires nimble governance approaches that allow for shifts to address arising needs.

24 Norwegian Ministry of Education and Research

Broad based approach

• Go beyond “technology fix” paradigm.

• Understand the socio-cultural context.

• Technologies and solutions are more likely to be adapted if the political, economical and cultural conditions are addressed.

• Exploit the economies of scale (specialization and complementarities) and scope (savings, cross-fertilization)

25 Norwegian Ministry of Education and Research

Capacity Building

• This is also about building the competences and networks needed for future endeavors.

• Capacity building, especially in developing countries, has to be included.

• Some duplication is needed to develop alternative approaches.

• Link up with other initiatives to share knowledge and resources.

• Foster south-south co-operation, an important element of capacity building.

• Do not treat capacity building as a niche element of governance relating only to developing countries.

26 Norwegian Ministry of Education and Research

Agenda and Priority Setting

• A strong mandate helps support the success of international collaboration.

• Including a broad range of stakeholders and participants in agenda and priority setting is important.

• A combination of bottom up and top-down approaches to governance helps to ensure an intelligent agenda and priority setting process that reaps the benefit of both approaches.

• Agendas are often too broadly defined in order to cover the interests of all, which makes it hard to prioritize.

27 Norwegian Ministry of Education and Research

The silo problem

• Effectiveness and can be enhanced if the respective programs are aligned with national research priorities.

• But not all global challenges are found in national priorities: “National agencies tend to be organized around policy domains while global challenges are cross-cutting problems. Importance of institutional coordination within countries as well as between analogous institutions in other countries of the LAC region [Latin America and the Caribbean].”

Flora Montealegre Painter, Inter-American Development Bank,

Oslo Workshop

28 Norwegian Ministry of Education and Research

Funding and Spending• We need to dampen the maximization of

national benefits, while at the same time communicate the positive local effects of such collaboration.

• An imbalance between low core funding and short-term volatile project funding makes long term planning difficult.

• Need for a true common pot.• Goal alignment, expert review, monitoring

and evaluations are needed to ensure legitimate and efficient selection and to avoid problems of moral hazard.

29 Norwegian Ministry of Education and Research

Bridging Research into Practice

• This is just as much about building learning arenas as about a linear delivery of inventions.

• The innovation cycle has to be significantly shortened.

• Policies must address severe problems related to market failures – including the absence of markets. Market creation measures can be crucial:– feed-in tariffs for renewable energies– mandatory regulations for specific market

segments– voluntary standards and product labels– targeted public procurement.

• Establish communication to and with – the broader public– industry– policy makers

30 Norwegian Ministry of Education and Research

Intellectual Property

• The participation of private actors will depend on the capability to develop IPR frameworks which balance incentives for private involvement with public needs.

• The role of IPRs differs depending on the industry, technology and products.

• Need approaches that are adapted to the specific needs of the research project, and to different phases.

• Still, some IP collaboration schemes, such as patent pools, may work in all global challenge areas.

31 Norwegian Ministry of Education and Research

Need for visibility and mobilizationof public support

• The final session of the Oslo Workshop concluded that there is a need to make need for such STI collaboration visible on the international arena.

• A need to develop an understanding of urgency.• A need to mobilize public support, involving both

citizens, policy makers, researchers and innovators.• Active use of international arenas beyond the OECD,

like the UN and the G8• Active use of social media.

32 Norwegian Ministry of Education and Research

Per M. KochNorwegian Ministry of Education and Research pmk@kd.dep.no

Thanks to: The STIG Steering Group and BureauYuko Harayama, Iain Gillespie, Ester Basri, and Jana Maria Mehrtens, OECDAndreas Stamm, The German Development Institute (DIE) and the STIG Expert Group