Since the emancipation of sciences from the supremacy of philosophy, a multitude of sciences and a diversity of specialties come into play and can be covered more efficiently within a single learning process [1]. As Descartes envisioned, both literary and scientific knowledge are important not only for honors and wealth but also for fostering open-mindedness and discernment[2]. School life expectancy, an indicator often correlated with various family-related factors, is sometimes also a proxy of openness to the world and to the world and ever-expanding knowledge. Science plays a role in the education of individuals and groups, both within the structured frameworks of formal education and in various non-formal learning. This contribution primarily involves exposure to scientific theories, knowledge of scientific methods, and practical work[3]. In terms of education, the teaching of science contributes to the development of reasoning, critical thinking, and also fosters open-mindedness. From a vocational training perspective, science is a powerful means of empowerment for action.

 

The development of human resources and human capital on a national scale, within organizations and companies, and even at the international level, requires the consideration of multiple factors that involve science and various forms of education. Questions related to human capital development, employability, and the level or frequency of youth delinquency in urban and rural areas are closely connected to education, especially when it is conducted in the learners' native language [4]. Furthermore, through its extension into research, education becomes a powerful means of innovation and growth that can explain the development gap among nations[5].

From Pluts' perspective, the promotion of endogenous education combined with community dissemination of research results and their application should be encouraged to enhance the development potential of communities and ensure the social accountability of science and researchers. 

 

[1] Ogawa M. (1995). Science education in a multiscience perspective. Science Education 79(5):583 – 593. DOI:10.1002/sce.3730790507

[2] Descartes R. (1637). Discours de la méthode. Édition électronique (ePub) v.: 1,0 : Les Échos du Maquis, 2011. 

[3] Hodson D. (1985). Philosophy of science, science and science education. Studies in Science Education 12, 25-57.

[4] World Bank. (2005). Education Sector Strategy. Achieving Education for All, Broadening our Perspective, Maximizing our Effectiveness. Washington, DC: World Bank.

[5] Hay J. (2008). Prices regulation and innovation in pharmaceuticals and biotechnology. In Irina Farquhar, Kent H. Summers & Alan Sorkin (Edts), The value of innovation: impact on health, life quality, safety and regulatory research.  Research in human capital and development 16. Emerald JAI.