About C4S

In the twenty-first century, having a scientific understanding of the world, and post-industrial knowledge and competences, have become necessary tools for future employability opportunities and for making informed decisions that might have an impact on a global, local and individual level. Scientific and technological understanding, knowledge, competences and critical thinking have also become an important means to develop personal careers and to build fairer and better-informed societies.

This is especially important when faced with the fourth industrial revolution and in the context of a globalised digital world with an overabundance of information and fake news. The C4S point of departure is that the current context stresses the point in which providing equal opportunities and fostering quality formal and non-formal education, regardless of social, cultural, religious, sexual or geographical backgrounds, has become essential.

Nevertheless, existing social realities in the European context such as social segregation, poverty, racism, sexist practices, visible or invisible barriers for disabled citizens or other forms of discrimination, restrict the access in equal terms to scientific careers. Additionally, this context creates subtle barriers to children from a diversity of backgrounds when engaging in science education activities.

Children, as citizens, need to be well informed and be able to fully participate in current and future social and political issues, because asymmetries still exist in the ability of individuals to interact with and access science, creating inequalities in scientific and innovation outcomes and an ever more pressing need to promote responsible research and innovation (SwafS WP 2018-2020).To do so, especially if they are members of vulnerable groups, it is essential that, as present and future citizens, they have full-fledged access in equal terms to science education.

The C4S project objectives are based upon three main pillars or goals:

Work with vulnerable communities

by fostering science education in children and youths aged from 0-16 years old, and their families, through formal and non-formal pedagogical institutions.

Raise awareness at an institutional level

(policy-makers, museum representatives, schools, associations, etc.), of some value-laden practices in science education activities and provide tools to redress such practices.

Promote engagement in inclusive science education

through the creation of working groups with scientists or science-related members of those vulnerable communities co-participating in different programmes to foster inclusive science education.