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Keynote Speaker

Professor Wu Yueliang , China
Chair of the Scientific Committee of the IAP SEP 2014 Biennial Conference Academician, Chinese Academy of Sciences (CAS) Vice-President, University of Chinese Academy of Sciences
Cultivate Innovative Talents Through Collaboration of Scientists and Educators
  • Abstract
    After 30 years of economic booming and social development, China has to change its development pattern to keep the momentum going. Cultivating innovative talents is the key engine for the change. Therefore,“Talent factor” will decide China’s development over next 30 years and longer. Transforming the nation’s science education and personnel training system will play a key role in the strategy for the development.

    A series of reforms in government policies and teachers’ practices have taken place in China’s science education so far. The reforms aims at cultivating innovative talents to take the challenges of scientific and technological innovation and industrial revolution in the world today.  The reforms in science education standards and assessment system plus wide-range participation of different sectors of the society represent the progress of the reform of China’s science education.  The participation of scientists contributes to this reform enormously, especially in principles and concepts of science education and its resources. In the fields of formal and non-formal education,many organizations and institutions have developed various pilot programmes and modules of science education and talents cultivation. The concept of inquiry based science education has been accepted and supported by policy makers, teachers,parents and especially welcomed by the students.

    Further strengthening of the cooperation and collaboration among universities, research institutions and educators is needed in exploring the future of China’s science education. This cooperation and collaboration will promote the upgrading of the quality and effects of the inquiry based science education and innovative talents cultivation. The coopeation and collaboration between scientists and educators are also needed in evidence-based research of science education cases, supports to science teachers of schools and applications of information technology in science education.
  • Biography
    Prof. Wu Yueliang is the vice-President of the University of Chinese Academy of Sciences (UCAS), and also a well-known theoretical physicist and the member of Chinese Academy of Sciences (CAS). 

     He graduated from Nanjing University in 1982 and received his Ph.D. at the Institute of Theoretical Physics (ITP), CAS in 1987. From 1987 to1993, he joined the Dortmund University and the Mainz University in Germany. From 1993 to1996, he worked at the Carnegie-Mellon University and the Ohio-State University in USA. Since1996, he has joined the ITP-CAS as the associate professor and professor. During 1998-2003, he was the director of the High Energy Physics Division at the ITP-CAS. From 2003 to 2012, he served as the deputy Director and Director of the Institute of Theoretical Physics, CAS. He served as the founding Director of State Key Laboratory of Theoretical Physics in 2011. He also serves as the Director of the Kavli Institute for Theoretical Physics China (KITPC) at the CAS since 2006.  He is the Chief Scientist of the national ‘973 Project’ on “Theoretical and Pre-experimental Studies of Dark Matter and Dark Energy”.

     His research area concerns elementary particle physics, quantum field theory, symmetry principle and cosmophysics. His research interests include: the charge conjugate and parity symmetry (CP) violation, gauge family symmetry and neutrino physics, new regularization and renormalization method in quantum field theories, dynamically generated spontaneous symmetry breaking of Quantum Chromodynamics (QCD) and quark confinement, chiral dynamical model and heavy quark effective field theory, left-right symmetric model and grand unification theory, the topological properties of non-abelian gauge theory, gravity-gauge duality, dark matter and dark energy models. He also initiated and organized a numerous of international and national conferences and workshops, some of them become the series conference. He has been invited to serve as the editorial board members of national and international journals.
    His research works got support from the National Science Fund of China for Outstanding Young Scientists. He was rewarded as the Distinguished Scholar conferred by the Ministry of Sciences and Technology, Ministry of Education, etc, of P.R. China. His work won the State Natural Science Award of China.
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Dato’ Ir. Dr. Lee Yee Cheong , Malaysia
Chair of IAP SEP Global Council Chairman, International Science Technology and Innovation Centre for South-South Cooperation (ISTIC)
InterAcademy Panel (IAP) Science Education Program (SEP), Where Do We Go From Here?
  • Abstract
    The author will first review the achievements and failings of IAP SEP and ISTIC in inquiry based science education (IBSE) and science communication and outreach to date. He will offer suggestions to IAP member academies that they must first lead in promotion of IBSE and in science outreach in their own countries. Then under the IAP/ISTIC umbrella, we must work together to engage UNESCO to make IBSE a priority program of UNESCO in the United Nations Post-2015 Development Agenda especially with respect to the Sustainable Development Goal (SDG) “Quality Education and Life Long Learning for All”. In the face of extremism and civil disobedience by educated youth all over the world, the author will offer suggestions that the long term solution is evidence based education the scientific way or teaching children and youth to “seek truth from facts” in order to be rational and caring human beings.
  • Biography

    Academician Dato’ Ir. (Dr.) Lee Yee Cheong, BE Hons (Adelaide), Hon. Doc Eng (UNITEN), DPMP, KMN, AO, 

    Dato’ Lee is the Malaysian Chairman, Governing Council, International Science Technology and Innovation Centre for South-South Cooperation under the auspices of UNESCO (ISTIC), Kuala Lumpur; Member of the National Science and Research Council, Malaysia; Pro-Chancellor, Infrastructure University Kuala Lumpur; Chairman Global Council InterAcademy Partnership (IAP) Science Education Program; former Chairman of Governing Board, the Institute of Energy Policy and Research (IEPRe),  University Tenaga Malaysia (UNITEN); Adjunct Professor of UNITEN; Advisor to MIGHT International; Member of Global Science Innovation Advisory Council (GSIAC); Vice Chairman, UN Sustainable Development Solution Network (SDSN) Malaysia; Patron of the International Young Professionals Foundation; Member of the International Advisory Board of “Engineers Without Borders” Canada; Director of Malaysia Australia Foundation and Honorary Fellow of the Institution of Engineering and Technology, UK, the Institution of Civil Engineers, UK, Engineers Australia and the Institution of Engineers, Mauritius.

    He was President and now Distinguished Honorary Fellow of the Institution of Engineers Malaysia; Member of the Board of Engineers Malaysia and the Board of Architects Malaysia; Chairman and now Honorary President of Commonwealth Engineers Council (CEC); the first Asian President of the World Federation of Engineering Organisations (WFEO) 2003-2005; He represented WFEO as Co-chair of the “International Science and Technology Community” Major Group of UN Commission on Sustainable Development 2000-2006 and attended UN World Summit on Sustainable Development Jo’burg 2002 and World Summit on Information Societies Tunis 2005. He was Co-chair of Task Force “Science, Technology and Innovation” of the United Nations Millennium Project 2002-2005;  Member of the Board of Trustees of Engineers Against Poverty, U.K; Member of the International Commission for Education for Sustainable Development Practice, Earth Institute, Columbia University 2006-2008;  Member of International Advisory Board of Grand Challenges Canada and Member of the National Economic and Social Council Kenya.

    He served with the National Electricity Board, 1961-1979. He then founded and was CEO of Tenaga Ewbank Preece and later KTA Tenaga 1980-2002. He became a Partner of Ewbank Preece Consulting Group, UK; He was a Board Director of UMW Holdings Berhad 2000-2008; a Commissioner of the Energy Commission of Malaysia 2005-2009; and a Council Member of Badan Warisan Malaysia (Heritage Organisation Malaysia), 2005-2009.

    He is founding Secretary General and Senior Fellow of the Academy of Sciences Malaysia;  the founder President of the ASEAN Academy of Engineering and Technology; Foreign Fellow of the Australian Academy of Technological Sciences and Engineering; and a Corresponding Member of the Pan-American Academy of Engineering. He served as a founding Board member of the InterAcademy Council (IAC) of the world’s scientific academies 2001-2004. He served as Special Advisor to IAC Co-Chair on Sustainable Energy 2008-2009 and Advisor to the Minister of Science, Technology and Innovation Malaysia 2006-2007.

    He was Co-author of the UN Millennium Project Science Technology and Innovation Task Force Study Report “Innovation: Applying Knowledge in Development”, 2005. He published his autobiography “Think Malaysia, Act Global” September 2010. He was awarded the Jiang YoungSil Grand International Science and Culture Prize, Korea; the Malaysian State Awards of DPMP and KMN for services to engineering and the Honorary Officer in the Order of Australia (AO)  for his efforts in strengthening people-to-people relations between Malaysia and Australia.

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Dr. Shirley Malcom , USA
Director of Human Resources/Educations Programs American Association for Advancement of Science ( AAAS)
Learning beyond School
  • Abstract
    Researchers and educators agree that “active engagement” is an effective strategy to support learning. In the study of science at every level of schooling we see the value of active learning and advocate hands-on, inquiry based learning for school age children.  But what about learning beyond school?
    Most of the time for learning is available outside of the formal setting of school. Researchers at the LIFE Center (a Science of Learning Center funded by the US National Science Foundation) have estimated that school age children in the US spend only about 19% of their time for learning in formal settings. Very young children spend virtually all their time in informal settings.  We accept for example, the effectiveness of the learning of a language that occurs in informal space, largely in the social setting of the family; this is also true for learning science.  From a very young age children explore their environments and in the process “discover” many of the basic ideas of science. For example, principles related to the movement of objects (physics) are often encountered in play. Children have early opportunities to begin to characterize what is alive and what is not (biology). They develop hypotheses about how the world works, whether these are later determined to be correct or not.  
    Schooling provides the opportunity to elaborate fundamental concepts through active learning, helping children make sense of these and other experiences beyond school. The greatest gains occur when learning science in formal and informal settings connect to support understanding.  This can provide the basis for lifetime literacy in science.
  • Biography
    Shirley Malcom is head of Education and Human Resources Programs at AAAS.  She works to improve the quality and increase access to education and careers in STEM fields as well as to enhance public science literacy.  Dr. Malcom is a trustee of Caltech, a regent of Morgan State University, and a member of the SUNY Research Council.  She is a former member of the National science Board, the policymaking body of the National Science Foundation, and served on President Clinton’s Committee of Advisors on Science and Technology.  Malcom, a native of Birmingham, Alabama, received her PhD in ecology from the Pennsylvania State University, masters in zoology from UCLA and bachelor’s with distinction in zoology from the University of Washington.  She holds 16 honorary degrees.
    Malcom serves on the boards of the Heinz Endowments, Public Agenda, the National Math-Science Initiative and Digital Promise.  Internationally, she is a leader in efforts to improve access of girls and women to education and careers in science and engineering and to increase of S&T to empower women and address problems they face in their daily lives.  She serves as co-chair of the Gender Advisory Board of the UN Commission on S&T for Development and as co-chair of Gender InSITE, a global campaign to deploy S&T to empower women through science and help improve the lives and status of girls and women.  In 2003, Dr. Malcom received the Public Welfare Medal of the National Academy of Sciences, the highest award given by the Academy.
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