Diversity in Science Education: Its Role in the Development of Latin America in the 21st Century

Abstract

Over the next quarter-century, the world's population is expected to grow by an unprecedented 90 million people-the equivalent of Mexico's population in 1995 (IFPRI, 1996). The resulting strain on food supplies, agricultural production, services and the environment will pose enormous challenges to even the most resourceful leaders. However, a growing body of research shows that these challenges can be met provided that well-planned science education and research is in place. That being so, there still is wide variation in the levels of literacy between the different Latin American countries, indicating the differential effect that science education has on the region. This is probably due to the differential investment in science that countries have made over the years. For example, while Costa Rica, Uruguay, Argentina, and Chile are among the countries with the highest literacy rates in South America, there are other countries in the same continent with literacy rates at levels below 75 percent. 

Latin America, like the rest of the world, will not escape the challenges of the twenty-first century. These challenges include: an ever increasing concern for environmental conservation and the management of biodiversity; the globalization of the economy; and the increasing need to ensure food security to the growing population in general and particularly to the urban sector. This means that science education must focus on these challenges. In all these, science has had, and will continue to have, significant influence.