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Declaration of Leticia: a manifesto for
science with social impact in Latin
America and the Caribbean
Since 2015, the Sustainable Development Goals (SDGs) 2030 have served as common objectives so
we can achieve a better future in balance with the planet. However, the lack of conclusive
achievements to date has presented governments and the scientific community with an urgent
challenge. There is therefore a pressing need to design and manage innovative policies that facilitate
compliance of these goals through science and collaborative work.
As young Latin American scientists, we share similar difficulties in each of our countries; being the
i) gender gap in STEM areas, and ii) the lack of connection between scientists, the government and
society, two of the most transversal ones. Both significantly hinder progress in achieving sustainable
development goals in Latin America and the Caribbean (LAC). This manifesto is the result of the
Science Leadership Program for Latin America and the Caribbean of the Global Young Academy,
where 20 young scientists from LAC analyzed and concluded that we need to make female scientists
visible, create innovative policies that promote their inclusion in science, and generate or
consolidate collaborative networks that facilitate training for women in STEM. Also, it is necessary
to promote knowledge dialogues with communities and create spaces for scientists within the
Government. In addition, we need help developing science diplomacy activities with the aim of
articulating science, governments, and society.
In the next two sections, we intend to showcase relevant initiatives in ours and other contexts, and
propose strategies to enhance LAC's research systems as a result of the Science Leadership Program
for Latin America and the Caribbean; all summarized in the Declaration of Leticia, as proof of the
tenacity, leadership, and teamwork, characteristics of our region.
First cohort of the Latin American and Caribbean-Science Leadership Program (LAC- SLP) organized
by the Global Young Academy, sponsored by the InterAcademy Partnership. Science Leadership
Latin America and the Caribbean - Global Young Academy
(the French translation does not contain figures)
Policy brief I
Transforming the STEM future: Visibilizing the social
responsibility of young academics in Latin America and the
Caribbean
KEY POINTS
• Gender equality in STEM: gender equality in STEM is used to characterize the equality of
rights, responsibilities and opportunities of women, men, girls and boys in this field of
knowledge (UNESCO, 2019).
• Social Responsibility in STEM: innovative practices oriented to the training of women or
those who identify as women in STEM.
• Individual social responsibility: it refers to the integral development of people taking into
account their culturally chosen values. It corresponds to continuous personal improvement
in different dimensions: environmental, community, market and career. It is the impact of
the individual in and for society; that is, a personal development that influences social
development.
SUMMARY
Gender gaps persist in science, technology, engineering, and mathematics (STEM). Therefore, the
involvement of women in STEM is essential because it contributes to the fulfillment of the 2030
Agenda for Sustainable Development and Education. This is the reason why young academics (early
and mid-career researchers, inventors or undergraduate and graduate students, who are referents
in their region) of different areas are concerned about bridging STEM gaps and playing an active role
from their proposals of social responsibility for women; in other words, they focus on finding quality
educational and employment opportunities for them.
The social responsibility initiatives shown here are all innovative actions, projects, and strategies
aiming to reduce the gender gaps in STEM. In the case of Latin America and the Caribbean (LAC),
there is a clear need for a systemic approach to achieve structural changes in decreasing the women
gender gaps in STEM. These initiatives must involve different actors such as: Universities, business
sector, government, and society, the so-called quadruple helix.
This policy brief aims to visibilize the social responsibility of young academics as part of a healthy
scientific culture that bridges the gender gaps in STEM in the LAC regions. Herewith, we present four
innovative success cases promoted by young academics in the region. Finally, we recommend four
fundamental strategies to reduce the gaps in STEM: the implementation of a regional map of good
practices in social responsibility, the institutionalization of official spaces for socializing innovation
initiatives that benefit women in STEM areas, the promotion of transdisciplinary and inter-
institutional dialogues in the regions, and the legitimization of groups of young academics that lead
initiatives for reducing gender gaps.
INTRODUCTION
In recent decades, the participation of women in the fields of science and technology has increased
in Latin America and the Caribbean (Camacho et al., 2022). In some countries of the region, such as
Argentina, Brazil, Chile, Colombia, Costa Rica, Dominican Republic, El Salvador, Guatemala,
Honduras, Mexico, Panama, Uruguay, Venezuela and Ecuador, progress has been made through the
formulation of policies, programs and actions that articulate gender equity with scientific and
technological development. This led to a continuous increase of women in almost all scientific
disciplines, except in engineering (UNESCO, 2019). Futhermore, some countries, such as Chile and
Costa Rica, have formulated specific policies concerning gender equality in science, technology, and
innovation: 1) Institutional Policy for Gender Equity in Science and Technology (2017-2025) and 2)
National Policy for Equality between Men and Women in Training, Employment and Enjoyment of
the Products of Science, Technology, Telecommunications, and Innovation (2018-2027),
respectively (UN Women, 2020). Likewise, initiatives such as the strategy of gender equality for 2022
to 2025 of the United Nations Development Programme (UNDP) focused on supporting countries to
accelerate progress in gender equality and women´s empowerment (World Bank, 2022).
There are actions of different organizations that seek to identify the factors that contribute to the
participation, achievements and progression of girls and women in STEM areas, such as the
programs of UNESCO and L'Oréal For Women in Science, the project SAGA of UNESCO (STEM and
Gender Advancement), the TeachHER initiative, the project of BID Gender gaps in science,
technology, and innovation in LAC countries, among others. There are also women's academies and
networks organized by disciplinary areas and by countries (UN Women, 2020). Moreover, they focus
on identifying the values that motivate women's interest and commitment with STEM disciplines.
The questions that remain to be replied are: What are the specific strategies to increase the training
of women in STEM areas, based on the initiatives of young people in academia? How can we
replicate STEM actions in different countries of the region, adapting them to the local context? What
are these internal aspects that have made these programs successful and serve to guide the
academic sector?
Consequently, the objective of this policy brief is to make visible the social responsibility of young
people in academia as part of a healthy scientific culture that bridges the gender gaps in STEM in
the LAC regions. This document consists of the following parts: the introduction, where the topic is
contextualized; the definition of the problem, which addresses current needs and outlines the
advantages of reducing the women gender gaps in STEM fields; the success stories, which illustrate
the experiences of the programs developed in the LAC region, and finally some recommendations
are stated.
THE PROBLEM
The inclusion of women promotes scientific excellence and boosts the quality of research results in
STEM. Their contribution lies in favoring the inclusion and diversity of different perspectives that
add creativity, reduce biases and promote stronger knowledge and solutions (UN Women, 2020;
UNESCO, 2019). Thus, reducing the gender gap fosters female empowerment and economic
benefits. It is estimated that earnings would be between 5 and 6 billion USD, if the entrepreneurship
gap between men and women were reduced (World Bank, 2022).
In contrast, it has been reported that women have lower labor market insertion in STEM (IESALC,
2021). For example, some of the highest earning STEM occupations, such as computer science and
engineering, have the lowest percentages of women workers (UN Women, 2020). Women remain
at lower numbers in these areas of knowledge and the salary gap persists (IESALC, 2021). Giving
women equal opportunities to develop and thrive in STEM careers helps to reduce the gender salary
gap, improves women's economic security, and ensures a diverse and talented workforce (UN
Women, 2020). However, currently, there are actions initiated by young academics, who have taken
an active role in different scenarios, to involve women in order to narrow the gender gap. In
addition, these actions allow improving the conditions of their environment and their quality of life
(Laboratoria, n.d.). A healthy scientific culture is the well-being of those who integrate the academic
community in the development process of research and innovation. This implies equality, solidarity,
enjoyment, and personal satisfaction when exploring, presenting, or solving science-related
questions for the benefit of the community.
Gender inclusion is a concept that is gaining more strength in public policies (Chaves, et al., 2021).
In addition, this becomes transversal to promote social responsibility in innovative practices, such
as niches, projects, programs, startups, ventures, accelerators or collaborative networks focused on
education and with a quota of women participation. Thus, the promotion of entrepreneurship in
Latin America is increasingly gaining strength and is one of the pillars that propel the development
of nations (Cedeño and Dueñas, 2020).
There is a concern about closing the gender gap that still exists in the sciences, because women are
still a minority in STEM knowledge (Monroy Carreño, C. and Monroy Carreño, P., 2020). According
to figures of UNESCO for the year 2019, the global average rate of women researchers was 29 % and
the proportion of women participation per country in that field does not exceed 27 %. (UNESCO,
2019) Moreover, the proportion of doctorate women in the world does not exceed 30%; in other
words, this privilege is still reserved, to a greater extent, for men. Although there are some areas
where the insertion of women is greater, such as biology; the access and permanence of women in
engineering, mathematics and computer science is still low. In fact, only 35% of the total registered
in this field of knowledge are women (UNESCO, 2019). Numbers are even lower in LAC, thus there
is low labor demand for women in STEM areas, and low positioning in leadership and decision-
making roles (IESALC, 2021). On the other hand, according to the World Economic Forum, women
receive less research grants compared to the number of grants received by men and it is even more
difficult for them to obtain sources of funding or capital for startups in science and technology
(UNESCO, 2019).
Therefore, it is essential to promote good practices that connect the social responsibility of the
quadruple helix and that are inclusive for women. However, there are few examples of initiatives
that articulate these actors (UN Women, 2020).
Other determining factors are the organizational culture and the leadership of young people for
implementing these innovative practices that involve women participation (Setini et al., 2020).
Nevertheless, Latin America and the Caribbean have several successful schemes that show how to
articulate the quadruple helix as an innovation model (CUEE, 2022; Espíndola et al., 2022; Katz and
Berry, 2021). However, little is known about these experiences in the region. Therefore, it is
interesting for the academic community to identify the profile of these good innovative practices
based on gender inclusion and on the social responsibility where they intervene.
SUCCESSFUL CASES
In this scenario, we present the following success stories about the social responsibility practiced by
young academics as key players:
Case 1. Laboratoria
Laboratoria is a non-profit organization, its success lies in the work realized for low-income Latin
American women. It provides them with the tools to get a job, by teaching them topics related to
digital products or web development, free of charge for 6 months. Once these women get a job,
with their salary, they pay -for one time- an amount already established in order to give continuity
to the intensive software development programs (Bootcamp) for other women to receive quality
education.
Its motto: "Together, we transform the technology market in Latin America". This initiative was led
by Mariana Costa, a Peruvian scientist and entrepreneur who faced an initial challenge: only 7% of
web developers are women in Peru. The impact of Laboratoria is of 3000 women that completed
the program and 87% of graduates who got jobs thanks to this Edtech initiative in the years 2020
and 2021 (Laboratoria, n.d.).
Case 2. Women Leaders in STEAM
Women Leaders in STEM is a mentoring program in the areas of science, technology, engineering
and mathematics for Latina women. The program was created by Rebeca Vargas in 2015 in Mexico
-based on her professional experience- to contribute to the empowerment of young women. It is
aimed at high school students in rural and urban areas throughout the country. This initiative
consists of four basic components for the achievement of its objectives.
The first component, are the women mentors whose function is to guide the students, to help them
strengthen their self-esteem and guide them to start a professional career that allows them to
achieve their goals. Women mentors are professionals, working in the public or private sector or in
institutions, with a minimum of three years of experience. Some have master or doctoral degrees
and dedicate two hours per month for volunteering in the programme. The second component is
motivational leadership courses, the third component are tasks and teamwork; and the fourth
component, visits to companies and universities (Mujeres Líderes en STEAM, 2023).
Regarding the impact of the program, in the first three cohorts (2016 to 2018), of all the women
who finished the program and took the college entrance exam, 98 % enrolled in STEM-related
careers. The program has had a low desertion rate of 4%. In addition, they have established
partnerships with different public and private institutions in the education sector and others, which
support young female students from public high schools to receive academic and vocational training
in STEM areas (López, 2018). Currently, there is an evident impact on thousands of women in LAC
countries, and more than 100 cohorts have been completed. Women Leaders in STEM has become
an active and successful network of women STEM professionals willing to support each other's
professional growth, contribute to the development of their communities and promote
international collaborations (Mujeres Líderes en STEAM, 2023).
Case 3. Digital Community Centers
The Community Digital Centers (CCD, Spanish acronym) in Guatemala, came as an initiative of the
Guatemalan scientist Susana Arrechea and other compatriots. Their purpose is to provide,
indigenous women and girls in remote communities, access to electricity and internet, and training
in digital and leadership skills, and finance education with cultural relevance. These centers started
to operate in 2021, through New Sun Road (an organization that provides electricity and internet).
Digital literacy programs are implemented for women and girls, most of them Mayan, in the local
languages Q'eqchi' and Chuj. The most important aspect of this proposal is that the CCD are based
on business models co-assembled with women leaders of the communities.
This initiative seeks to be sustainable, by training women in administrative and financial skills. In the
first 18 months, they received support from New Sun Road to cover the costs and maintenance of
equipment and materials. However, it is expected that in that period of time, they will reach their
break- even point and become self-sustainable with their services, executing their savings plans and
proper administration, as well as reinvesting their income. To date, 1360 women and girls have been
trained in digital literacy. Twenty CCDs have been established and are operating in two
Departments: Alta Verapaz and Huehuetenango. In 17 months of operation, 14486 services have
been provided, with a total income of USD 13500. Also, 300 women were part of the committee of
women leaders.
Case 4. She is Foundation
The She Is Foundation was founded in 2016, it is a non-profit entity, whose mission is empowering
girls and women in vulnerable conditions in Colombia and Latin America through entrepreneurship
and STEM education, providing them the necessary tools to be agents of change in their
communities. It was created by Nadia Sanchez, Colombian, administrator, business agent and
professor at the Universidad Javeriana de Colombia.
In 7 years, 16000 beneficiaries of the programs and projects in Colombia have been trained. The
foundation signed an alliance with the NASA Space Center, in order to impact the lives of girls in
Peru, Colombia, Costa Rica and Ecuador; that breaks the paradigms of poverty. The main goal is to
empower, motivate and inspire them to become icons and role models for millions of girls. This
program has a virtual mode; academic modules will be developed, through an e-learning platform,
focused on STEM skills reaching 100 girls between 9 and 15 years old from the 32 Departments of
Colombia (She is Foundation, 2022).
Figure 1. Recommendations for transforming the STEM future in Latin American and Caribbean
Determinants of Success
Some key elements of the successful cases in the region were the following:
• Have a direct impact on reducing the gender gap for women, seeking equality and labor
insertion.
• The innovative strategies underpin their value proposition in the training of women in STEM
areas.
• The initiatives seek to address a need in the Latin American region.
• They are articulated with the civil society (donations or volunteers), the institutions and
companies that support and take action in social responsibility initiatives.
• The spirit of motivation generates social responsibility in other young people, based on the
solutions to the needs of their community.
Figure 2. Successful cases of social responsibility of young academics from four Latin American
countries which describe their impact, the coverage and their founders.
RECOMMENDATIONS
Strategy 1. Implementation of a regional map of good practices in social responsibility related to
reducing gender gaps in STEM. For developing this strategy is required:
• Generation of a virtual platform for the dissemination of good innovative practices (Gaete
et al., 2019). Identification of young academics who have an impact through their social
responsibility as main actors in their initiatives. We propose to do this through the calls for
participation in the UNESCO Portal. This is beneficial because young people take action with
their initiatives in reducing gaps in STEM.
• Creation of innovative state policies in terms of the tripartite: initiatives of young academics,
gender inclusion, and STEM. This is evidenced by specific actions of knowledge exchange
among stakeholders, and effective, sustainable actions, reproducible through indicators
(Labor Organización Internacional del Trabajo, 2022).
Strategy 2. Institutionalization of official spaces to socialize innovation initiatives for the benefit
of women in STEM areas. For developing this strategy is required:
• Political will at multiple levels (universities, companies, governments, and society) to
promote coordinated work for training, funding and scholarships management, that enable
women to access and continuation in education, as well as support and follow-up for their
positioning in the labor market (CUEE, 2022).
• The generation of new spaces for the exchange of significant experiences of social
innovation or entrepreneurship in terms of gender, with training paths in STEM, through
entrepreneurship camps-BootCamps (Laboratoria, n.d.) or the inclusion in networks and
mentoring programs as an educational strategy (Comunidad Mujer, 2002).
• The formation and consolidation of collaborative networks, in-person and virtual spaces, in
Latin America and the Caribbean for the visibility, recognition, and grants management for
the training of women in STEM areas (IANAS, 2021; Red Colombiana de Mujeres Científicas,
2019). The benefits are the diffusion, visibility and recognition of their contributions related
to the promotion of gender equity, the advancement of innovation and the empowerment
of women.
Strategy 3. Promotion transdisciplinary and interinstitutional dialogues in the region. For
developing this strategy is required:
• The participation in awareness-raising events for the academic-scientific community, such
as programs or workshops about the articulation of different knowledge types in the
development of innovation proposals for the benefit of women. This is reflected; for
example, in cooperation events of inter- institutional organizations (Sebastián, 2019). For
our case, UNESCO.
• The implementation of good practices such as the success cases mentioned before, through
1) evaluation with indicators 2) identification on the regional map 3) replication in other
countries and/or regions.
• The former requires an analytical framework of inter- institutional dialogue processes
(Herrera-Kit et al., 2021; Natera and Dutrénit, 2017). The promotion of community spaces
allows the participation of women, whether or not involved in science, for them to express
their opinions on the subject. All this contributes to generating integral solutions and
advancing towards more just, inclusive, and equitable societies for women.
Strategy 4. Strengthening networks of young academics, who lead initiatives to reduce gender
gaps. For developing this strategy is required:
• A revision of assessment metrics in national research systems about the impact of the
participation of young professionals in mentoring, leadership, and outreach activities.
• Development of calls for proposals aimed for young academics, that articulate the reduction
of the gender gap with a focus on STEM areas.
• Creation of badges for young academics, which can be recognized in the science platform
portal of their countries or similar systems. The benefit of developing this strategy is the
empowerment and active participation in the reduction of gender gaps, as well as the
recognition and transparency of their efforts and contributions.
CONCLUSION
In conclusion, in order to promote a healthy scientific culture with social responsibility, it is
necessary to visibilize and promote the efforts made by some young researchers, who have
managed to solve a specific need in the region of Latin America and the Caribbean, for example, in
reducing gender gaps in STEM areas. To magnify these efforts, it is necessary to develop a regional
map of good practices, socialize innovation initiatives, promote transdisciplinary and inter-
institutional dialogues, and strengthen youth initiatives in academia as an impactful strategy to
reduce the STEM gender gap, the development of a more just and egalitarian society, and the
recognition of the contributions in favor of women.
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About the authors
Evelyn Rondon-Jara, Universidad Privada del Norte, Lima, Peru; Tecnologico de Monterrey, Mexico;
+51986659385; evelyn.rondon@upn.edu.pe; https://orcid.org/0000-0001-8181-4951
María Isabel Arroyo Arroyo, Universidad de Antioquia seccional Bajo Cauca, Caucasia, Colombia;
+573015593507; maria.arroyo@udea.edu.co; https://orcid.org/0000-0003-4724-4320
Xavier Chiriboga Morales, Ecologist of Noxious Insects and One Health Consultant, Universidad de
las Fuerzas Armadas-ESPE, Sangolquí, Ecuador; xavagrobiotica@hotmail.com;
https://orcid.org/0000-0001-7959-7214
María Eunice Enríquez Cottón, Universidad de San Carlos de Guatemala, Ciudad de Guatemala,
Guatemala; euniceenriquez@profesor.usac.edu.gt; https://orcid.org/0000-0002-1603-0744
Margarita Bernales Silva, Pontificia Universidad Católica de Chile, Santiago de Chile, Chile;
mmbernal@uc.cl; https://orcid.org/0000-0002-4993-8927; +569 56291539
Jennifer Marcela López-Ríos, Universidad de Antioquia, Medellín, Colombia;
jennifer.lopez@udea.edu.co; https://orcid.org/0000-0003-3629-9377
Paz Guarderas Albuja, Universidad Politécnica Salesiana, Quito, Ecuador; mguarderas@ups.edu.ec;
https://orcid.org/0000-0002-2217-7179
Policy brief II
Advancing sustainable development in Latin America and
the Caribbean through science-society-government
cooperation
KEY POINTS
Promotion of knowledge dialogues (intercultural dialogues)
• Effective communication and dissemination of science, through capacity-building programs
and assertive science communication techniques, explaining its purpose, findings and
impact.
• Dialogue with communities, through the creation of spaces for exchange between
researchers and the community, to draw on their experience, understand their needs and
create relevant solutions to local problems.
• Education with an interdisciplinary approach, giving visibility to the impact and scope of
interdisciplinary projects, along with the advocacy of this approach by national
governments and international funding organizations.
Presence of scientists in the Government
• Internships for scientists in public institutions so that communication barriers can be
identified and critical points of public management be understood. This would allow that
scientific knowledge reaches public policy and decision-makers in a clear and relevant
manner.
• Public management training opportunities for researchers so they can access relevant
positions in ministries and/or science and technology councils of their country.
• Creation and/or strengthening of civil organizations that bring together researchers in order
to facilitate dialogue between actors from both public and private sectors, as well as the
participation of the scientific community in government decision-making.
Building and promotion of scientific diaspora networks in favor of scientific diplomacy
• Promotion of collaborative work between local researchers and the scientific diaspora
fostered by Latin American governments through the creation of public policies of science
diplomacy. This would support the building, activity, and sustainability of said networks of
researchers.
• Creation of mentoring programs led by researchers from the diaspora to the scientific
community of their country of origin.
SUMMARY
The lack of communication between science, government and society has created difficulties in
achieving development goals in Latin America and the Caribbean. This policy brief stems, therefore,
from our personal and collective cause, as young Latin American scientists, to address this barrier
and maximize the appropriation of knowledge for the continuation of our species and the care of
our planet. This vision includes strategies that seek to: (i) design scientific studies based on the
dialogue with our local communities and their realities, recognizing their intrinsic characteristics,
strengths and needs, (ii) promote the participation of scientists in the public arena as a means to
inform the design of evidence-based public policies, (iii) foster collaborations between the Latin
American scientific diaspora and the local scientific community through the building of well-
established networks and the promotion of science diplomacy strategies. In this work, we propose
the aforementioned approaches and present policy briefcases of proven success as evidence that
large-scale implementation of science integration strategies will accelerate sustainable
development in Latin America and the Caribbean.
Figure 1. Graphic representation of key points proposed to promote science-society-government
cooperation for the advancement of sustainable development in Latin America. (Own elaboration)
THE PROBLEM
The disconnection among Latin American scientists impairs them to be relevant actors in the
development of a knowledge society that prioritizes the needs of people and influences the creation
of public policies (López-Verges, et al., 2021). The social context of our region is intersected by
complex inequality, which halts its ability to reach development goals such as: social transformation
and peace, environmental justice, food security, human development, closing of economic, gender,
age, ethnic, rural and academic gaps, etc. Science must contribute to decision-making processes
looking for solutions to the problems of Latin American countries from a territorial approach and,
to this extent, the research agenda must be nourished and informed by the needs of society,
including historically excluded communities from the production and benefits of scientific work.
Hence, there is a pressing need to foster convergence and openings in the Latin American sciences
that strengthen their integration and cooperation with society and government to accelerate the
sustainable socioeconomic development of our countries.
THE ESTRATEGIES:
1. Knowledge dialogues
• Dialogue with communities strategy:
Science, from a social justice perspective, must link the geographical, social and historical
complexities and realities of the local communities with its object of study. This holistic approach
could only be achieved by the participation of actors with diverse knowledge (Barragán & Amador,
2014). Said participation allows us to identify not only social problems, but also to foster a new
connection between science and society through the acknowledgment of community assets
(Montes, et al., 2015). Thus, knowledge dialogues become a nodal point for listening and
acknowledging both scientists and communities (Castaño Pineda, et al., 2023), whilst establishing
transformational research based on experiences resulting from the connection with the local
communities, their territory, as well as with their own idiosyncrasy and beliefs. An example of this
is the study by Orozco et al., 2020, which explored the popular knowledge that families in rural areas
of Colombia had regarding health. The research found that although these families used certain
elements of Western medicine, they mostly used natural methods described in the study; especially,
the management of local plants. This type of research can contribute to the design of the training
curriculum of health professionals, and public health regulations. (Orozco et al., 2020).
• Interdisciplinary science strategy:
Establishing knowledge dialogues through interdisciplinary science implies the collaboration and
integration of knowledge from various disciplines (Arboleda-Alzate & Becerra Hernández, 2023).
This is necessary in order to address complex problems from different perspectives. To achieve this,
researchers must assume an epistemological opening, which requires critical alternative approaches
(Calderón & Betancurth, 2015). The ideal strategy includes identifying a common theme, building
an interdisciplinary team of experts, defining clear objectives, fostering an atmosphere of respect
and openness, facilitating communication and collaboration, integrating knowledge, promoting
interdisciplinary education, evaluating and adjusting the process, and sharing the results in scientific
publications. Despite the inherent challenges, effective communication and mutual understanding
will result in innovative and significant results. In line with this, an analysis by Sun Y et al., 2021 of
almost 45,000 funded projects in the United Kingdom, found that studies carried out by
interdisciplinary researchers achieved better long-term financial results than non-interdisciplinary
projects (Sun Y et al., 2021). It is not surprising, therefore, that countries such as the United States
or the United Kingdom have implemented national programs that promote the funding of
interdisciplinary projects through their science agencies such as the National Science Foundation
and the UK Research Institute, respectively.
2. Science-Government interface
• Internship in the public sector strategy:
In countries like Spain or the UK, scientists are appointed for government advisory councils that
provide regulatory and technical advice in its exercise of decision-making (Freire, et al. 2023). Their
advice is deemed necessary in highly complex situations, which requires the assessment of multiple
sources of information (Jarvis, 1998). A recent example is the Spanish initiative “Ciencia en el
Parlamento” ("Science in Parliament"), winner of the first “Science for Politics” Euroscience prize.
This initiative has several programs, including the “Science Meets Regions Comunitat Valenciana
2023” pairing program, which brings together scientists and politicians from Valencia in order to
give a joint response to local challenges with new evidence-based policies.
To ensure a successful collaborative work, scientists must learn to function in the political sphere by
communicating their knowledge in an accurate yet accessible manner. This could thus prevent the
given information from being misinterpreted or misused (Sugiono, 2021). On the other hand,
politicians get often frustrated by the high amount and debatable relevance of the information
received. A two-way learning could be achieved through internships for scientists in government
institutions, allowing them to identify communication barriers, understand the critical steps in
project formulation, and help scientific knowledge to reach decision-makers in a clear and concise
manner. Certainly, the internships sponsored by the Inter-American Institute for Global Change
Research (IAI) respond to this need under the Science, Technology, Policy (STeP) Fellowship
Program. Thanks to the agreement that exists between the IAI and the member countries, the
program places selected scientists (fellows) in government institutions of their home country. There,
they receive training, mentoring, and hands-on experience working at the science-policy interface.
• Scientists in Government strategy:
Government institutions should be composed of professionals who can carry out policies with both
technical and public service knowledge. Scientists with previous training and/or hands-on
experience in public management could be thus considered for full-time government positions. A
good example of this occurred during the COVID-19 pandemic in the United States, where the
presence of specialist scientists, such as Dr. Anthony Fauci, director of the National Institute of
Allergy and Infectious Diseases (NIAID/NIH), was key for decision-makers not only of that country
but also for other countries that took his advice as a reference. Likewise, an analysis of public policies
from 114 countries between March and May 2020 revealed that their design and formulation
required continuous access to scientific data (Yin, et al., 2021). Although the policies analyzed
correspond to a pandemic context, this finding highlights the need to have representatives of the
scientific community in the Government. Furthermore, in countries with a good alignment between
politics and science, such as Germany and South Korea, the population showed more trust in their
government and thus achieved better management of the pandemic (Bangerter, et al., 2021).
Beyond extreme situations, such as humanitarian crises, natural disasters, etc., our society would
consistently benefit from more effective and sustainable development policies, with accurate
sources of information from experts in different areas.
• Scientists organized as societies before the Government:
Most scientific organizations aim to promote the professional development of their members,
increase public engagement through effective science communication, among others. Often, these
organizations are well regarded by the Government. This allows them to help solve shared local
problems (Escobar, 2010) such as the defense of democracy, the demand for informed solutions to
existence threats such as the climate crisis, or the call for structural changes in the science system
itself (Hendricks, et al., 2021). We can cultivate the already established relationship between
scientists organizations and decision-makers at local, regional, and national levels, to show the
importance of our voice and technical knowledge in the creation and execution of public policies.
The government must see science as a fundamental tool for shaping the country. At the same time,
it is our duty as scientists to deal with problems that we are able to help with. A recent example in
our region is the Gremio Doctoral Colombiano (Colombian Doctoral Guild), who managed to help
persuade Colombian congressmen to desist from presenting an animal protection bill, which -due
to its ambiguity- could seriously hinder research in their country. The presence of the scientific
community before the Government, through organized groups, is therefore key for the
development of the society to which they belong.
3.Scientific Diaspora
• Collaborative Research strategy:
The scientific diaspora has the capacity to generate and sustain international collaborations with
the scientific community and research centers in their country of origin. A good example is the
RAÍCES Program in Argentina, which encompasses the different types of researchers networks
formed in 20 countries (until July 2023). This program maps Argentinian researchers and organizes
inter-network meetings to identify opportunities for collaboration on cross-cutting issues. These
collaborations keep alive the diaspora's commitment to their native country, without necessarily
having to move back (brain linkage) (Shin & Moon, 2018). Likewise, the diaspora can work with the
Government authorities of the country of origin to promote scientific cooperation tailored to the
local reality, and collaborate in the creation/improvement of public policies for science and other
issues of national interest, including science diplomacy. The latter is defined as that set of actions
that are aimed at addressing: i) national needs, ii) cross-border interests, and iii) global challenges
(Turekian, et al., 2018). A relevant example is FECYT, the Spanish science and technology agency,
which has been working on the implementation and strong promotion of science diplomacy hand
in hand with its diaspora in key countries (Moreno, et al., 2017). In Latin America, diaspora
organizations already interact with Government actors, and are active agents of science diplomacy
without, unfortunately, responding to any strategy of the country of origin (Echeverría-King, et al.,
2022). This emphasizes the need to establish policies and programs to link the scientific diaspora
with the interests of the countries. This could promote the development of resources and conditions
for the return of the diaspora to their home country (brain circulation) (OECD, 2007).
• Mentoring with scientific diaspora:
Government and non-state actors must seek the organization and communication with the scientific
diaspora through, for example, mentoring systems (Tejada, 2007). Diaspora groups can broaden
dialogues and contribute to equity in scientific collaborations between the Global North and South
by giving voice and value to Latin American contexts, research questions, and professional
development conditions and environments, as they have privileged information about their country
of origin; generally from the Global South. This facilitates the support that scientists from a country
with equipped laboratories and resources abroad can offer to students and scientists from their
home country. Mentoring strategies to benefit Latin American students or professionals can include
conceptual orientation of their research, guidance for applying to training or university programs,
providing information of different funding sources for scholarships, job opportunities, building of
networks, or even supporting the overcoming of language barriers, etc. (Carneiro, et al., 2020). A
clear example is Neurodiáspora Colombia, an initiative of the Colombian College of Neurosciences
(COLNE), which brings together scientists from the diaspora who act as facilitators for the formation
of research networks, and as mentors. Through a virtual platform, Colombian students who have an
interest in areas linked to neurosciences can apply and become mentees. Another good example is
REPU (Research Experience for Peruvian Undergraduates), a community of Peruvian professionals
abroad committed to strengthening STEM capabilities in Peru, particularly the training of young
undergraduates. REPU volunteers help organize research internships in the best centers and
universities in the world, as well as mentoring, and other activities that promote the professional
development of young Peruvians selected for the program.
CONCLUSION
As early and mid-career scientists in Latin America, we want to lead initiatives able to stem a science-
society-government cooperation. This, in turn, could promote the establishment of public policies
and programs that reinforce their interaction. There is a critical need to recognize the importance
of transcending the boundaries of the traditional work of each sector if we aim to advance human
flourishing and the sustainable development of our region. Based on the cases of proven success
mentioned throughout this policy brief, we consider the three main strategies proposed herein will
prove useful in this endeavor.
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Further reading:
Learn about Interdisciplinary Research: https://new.nsf.gov/funding/learn/research-types/learn-
about-interdisciplinary-research
Get support for your project: https://www.ukri.org/apply-for-funding/how-to-apply/preparing-to-
make-a-funding-application/if-your-research-spans-different-disciplines/
Science in Parliament: https://cienciaenelparlamento.org/
12 scientists and 14 politicians: the faces of the "Science Meets Regions Comunitat Valenciana 2023"
matching program: https://cienciaenelparlamento.org/12-cientificos-y-14-politicos-las-caras-del-
programa-de-emparejamiento-science-meets-regions-comunitat-valenciana-2023/
Science, Technology, and Policy (STeP) Fellowship Program: https://www.iai.int/en/step
Colombian Doctoral Guild: https://gremiodoctoralcolombiano.wordpress.com/
Public statement regarding bill 004 of 2023c:
https://twitter.com/JuanKarloslos/status/1692179530814005333?t=TXmPtaeZm3-
vylb8tYQnjg&s=08
Networks of Argentine researchers, scientists, and technologists abroad:
https://www.argentina.gob.ar/ciencia/raices/redes-exterior
Neurodiaspora: https://neurodiaspora.colne.org.co/
REPU Program: https://www.repuprogram.org/
About the authors:
Melina Flórez-Cuadros, Gremio Doctoral Colombiano, OWSD Colombian chapter, Global Young
Academy member 2024-2029; melinaflorezcuadros@gmail.com; https://orcid.org/0000-0003-
2248-4256
María Antonieta Daza Millone, Instituto de Investigaciones Fisicoquímicas Teóricas y Aplicadas
(INIFTA), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)- Universidad Nacional
de La Plata (UNLP), La Plata, Argentina; dazamillone@inifta.unlp.edu.ar; https://orcid.org/0000-
0002-4227-5868
Lina Vanessa Becerra-Hernández, Centro de Estudios Cerebrales, Universidad del Valle, Cali,
Colombia; Grupo de Investigación en Ciencias Básicas y Clínicas de la Salud, Pontificia Universidad
Javeriana Cali, Colombia; linahernandez@javerianacali.edu.co; https://orcid.org/0000-0002-4468-
6716
John Arboleda Alzate, Laboratorio de Hábitos y Ciencias del Comportamiento, COMFAMA, Medellín,
Colombia; johnarboleda@comfama.com.co; https://orcid.org/0000-0002-8240-6228
Laísa María Freire dos Santos, Departamento de Ecología, Instituto de Biología, Universidade Federal
do Rio de Janeiro, Brasil; laisa@ufrj.br; orcid.org/0000-0002-4573-0969
Diana Paola Betancurth Loaiza, Grupo de Investigación Promoción de la Salud y Prevención de la
Enfermedad, Grupo de Investigación Cuidado de la Salud y la Vida Humana, Departamento de Salud
Pública, Universidad de Caldas, Manizales, Colombia; diana.betancurth@ucaldas.edu.co;
https://orcid.org/0000-0001-7620-2336
Federico Vargas Lehner, Facultad de Ciencias Agrarias, Universidad Nacional de Asunción, San
Lorenzo, Paraguay; federico.vargas@agr.una.py; https://orcid.org/0000-0002-8735-4586
Solange R. Paredes-Moscosso, Centro de Investigación de Genética y Biología Molecular, Facultad
de Medicina Humana, Universidad de San Martín de Porres, Lima, Perú; Universidad Peruana de
Ciencias Aplicadas, Lima, Perú; sparedesm@usmp.pe; https://orcid.org/0000-0001-8461-2546
Acknowledgements
We are deeply grateful to the promoters of this initiative, the First Science Leadership Program for
Latin America and the Caribbean of the Global Young Academy: Paulina Carmona-Mora, Luciana
Balboa, Sandra López, Nadia de León and Alma Hernández. Special thanks to Sandra for the French
translation of the document. We also thank the facilitators of the methodology: César Guerrero and
Leonardo Muñoz. Finally, we thank the funders of this program Inter Academy Partnership through
their competitive grant, the institutional support of UNESCO with the Montevideo Regional Office,
and the partners Universidad Nacional de Colombia (UNAL), Academia Joven de Argentina (AJA),
Organization for Women in Science in the Developing World (OWSD) Colombia Chapter, Ciencia en
Panamá (CEP), and Asociación Mexicana para el Avance de la Ciencia (AMEXAC).
