Objectif Sciences International

Training for responsibility through Participatory Science: the educational approach of Objectif Sciences International

Thomas EGLI — 2026-07-06T09:14:01Z

A major educational question

As the 2026 high season for the scientific travel programs of the NGO Objectif Sciences International is in full swing, this is an opportunity to acknowledge the incredible work carried out every day by the teams in the field, the result of preparation renewed each year.

And thus to say THANK YOU to the entire team, everywhere in the world.

One of the major challenges of contemporary education lies in a simple but demanding question: how can we train people who are capable of taking action without trapping them in guilt, dependence, or heroic illusion?

On the one hand, ecological, social, health, climate, and democratic crises show that collective systems profoundly shape human situations. Individuals do not choose alone the conditions in which they grow up, learn, work, live, or imagine their future.

On the other hand, reducing every difficulty to an external system can also produce powerlessness. If everything is structure, if everything is collective, if everything is elsewhere, where does the ability to act begin? Where does personal responsibility begin? Where does concrete transformation begin?

Since 1992, the educational approach of Objectif Sciences International has been positioned precisely at this point: neither naive individualism nor abstract collectivism. It is based on a demanding articulation between the person, the group, the project, society, and the living world.

From this perspective, responsibility is not a moral weight placed on the shoulders of the child, young person, or adult. It is a skill that is built. It is the ability to position oneself within a system, to understand what exceeds us, to identify what we contribute to, to act where we have leverage, and to cooperate with others to transform what cannot be transformed alone.

The Educational Charter of Objectif Sciences International gives this approach a concrete framework: participatory research Participatory Research see : http://www.voyages-scientifiques.com , cooperation, quality, ecology, sustainable development, autonomy, empowerment, scientific rigor, non-violent education, respect for the living world, and training through practice.

Sommaire

An epistemology of responsibility

Responsibility can be understood in several ways.

It can be reduced to fault: “Who is responsible?” then means “Who should be punished?” This conception produces fear, withdrawal, or defensiveness.

It can be diluted into the collective: “It's not me, it's the system.” This conception may be fair when it analyzes real power relations, but it becomes insufficient if it prevents each person from recognizing their own share of action.

Finally, it can be understood as a capacity: the capacity to respond, the capacity to discern, the capacity to contribute, the capacity to transform.

It is this third path that best represents OSI's Educational Charter.

Responsibility is not separated from knowledge. To be responsible, one must learn to see. To act rightly, one must learn to understand. To transform, one must learn to distinguish what belongs to oneself, what belongs to the group, what belongs to the environment, what belongs to the system, and what requires broader cooperation.

It is an epistemological approach because it concerns the way we construct our relationship with reality.

A participant learns that their impression is not yet data. That their intuition can become a hypothesis. That their hypothesis must be tested. That the result may contradict them. That contradiction is not humiliation, but an opportunity to move forward. That knowledge is not an opinion stronger than others, but a process.

This inner discipline is the foundation of solid responsibility. It avoids the arrogance of the savior, who believes they know for others. It also avoids the passivity of the person who waits for the collective to decide in their place. It teaches one to say: here is what I observe, here is what I understand, here is what I do not yet know, here is what I can test, here is what I can do with others.

Participatory research Participatory Research see : http://www.voyages-scientifiques.com : learning to act in the real world

Objectif Sciences International has made a structuring choice: to conduct real scientific research projects, carried out by non-scientist participants, enabling research training through research, in the form of stays and trips (holidays, school trips, expeditions, family weekends, etc.).

This means that participants are not merely exposed to scientific content. They are connected to their lived experience, to a living process.

Depending on the stays, ages, levels, and programs, they may take part in naturalist observations, biodiversity monitoring, water sampling, robotics projects, research in paleontology, astronomy, geology, ecology, appropriate technologies, species monitoring, the marine environment, or other fields.

This participation changes everything.

The child or teenager is not simply “kept busy.” They contribute. They do not consume an activity. They take part in an investigation. They do not mechanically repeat a lesson. They discover that the world can be questioned methodically.

Participatory research Participatory Research see : http://www.voyages-scientifiques.com then becomes a school of responsibility, because it requires taking care of the quality of what one does.

Poorly collected data may lose its value. An undocumented observation may become unusable. A poorly followed protocol may prevent comparison. Poorly stored equipment may hinder the next group. A conclusion reached too quickly may mislead.

Scientific rigor thus becomes educational rigor.

It teaches that our actions have consequences. Not in a guilt-inducing logic, but in a logic of contribution. What I do matters. What I neglect also matters. My precision, my patience, my attention, my intellectual honesty, and my ability to acknowledge an error contribute to the quality of the shared project.

Train more in order to control less

One of the most powerful principles of OSI's Educational Charter is formulated as follows: train more in order to control less.

This principle reverses a very widespread logic.

In many educational settings, when fear increases, control increases. There is more supervision. Margins of freedom are reduced. Prohibitions multiply. Mistakes are prevented by preventing initiatives.

OSI proposes another logic: the more participants are trained, the more they can be involved in managing the stay, the project, the group, and the place. Autonomy is not given all at once. It is built, supported, secured, and made possible by a framework.

In the field, this translates into precise pedagogical choices: co-constructed rules of life, daily forums, progressive management of free time, participation in meal organization, room maintenance, cooperative evening activities, presentations by young people, and individual and collective self-assessment.

These gestures may seem ordinary. Yet they are decisive.

Making one's bed, putting away one's equipment, helping clear the table, preparing an outing, checking one's bag, respecting a natural site, listening to another participant, speaking in a forum, contributing to a presentation: these are all micro-experiences of responsibility.

Education for autonomy does not begin with grand speeches. It begins in the repetition of concrete gestures that build confidence in one's own ability to act.

Cooperation as educational infrastructure

Individual responsibility cannot be separated from cooperation.

A person can learn to act alone. But they cannot learn to transform the world sustainably without learning to cooperate.

OSI's Educational Charter places cooperation at the heart of its approach. It situates it within popular education, education for all, and the diversity of languages, cultures, origins, profiles, and abilities.

Cooperation is not merely a pleasant atmosphere. It is educational infrastructure.

It requires tools: forums, brainstorming, co-design of programs, conflict mediation, non-violent education, organization of roles, reviews, and evaluations. It requires a culture: tolerance, a sense of service, mutual aid, listening, complementarity of profiles, and constructive antagonisms. It also requires a purpose: enabling each person to become more capable.

This cooperation is particularly important in Participatory Science.

No field research depends solely on one individual. Observations must be distributed, perspectives crossed, documentation produced, comparisons made, rereading carried out, discussions held, hypotheses confronted, errors integrated, and results shared.

Participants thus discover that the collective is not an abstraction. It is a reality made up of behaviors, decisions, words, silences, efforts, misunderstandings, adjustments, and contributions.

Transforming the collective therefore requires transforming the way each person takes part in it.

Quality: taking care of the project, the group, and oneself

In OSI's Educational Charter, quality is not limited to scientific quality. It concerns the entire experience.

Quality means the rigor of the scientific project. But it also means quality of life, health, food, sleep, free time, the relationship with the group, the capacity for discernment, respect for rhythms, training of supervisors, and annual evaluation of practices.

This point is essential because it links responsibility to care.

Being responsible does not only mean producing more. It does not mean exhausting oneself to prove one's worth. It does not mean sacrificing oneself for a project. It means learning to contribute sustainably.

Care for oneself, the group, and the project are connected.

A participant who is tired, poorly fed, isolated, or stressed does not learn in the same way. A group without clear rules does not cooperate sustainably. A project without methodological quality does not produce reliable knowledge. Ecology without daily attention becomes a disconnected discourse.

OSI therefore articulates responsibility with health, balance, quality of life, and progression. It is embodied responsibility, not abstract responsibility.

Ecology and sustainable development: moving beyond educational anthropocentrism

OSI's Educational Charter explicitly links science to ecology, sustainable development (or even sustainable evolution), peace education, and the rights of nature.

This perspective gives a particular depth to education for responsibility.

It is not simply a matter of learning to “protect nature,” as if humans were outside the living world. It is about learning to position oneself differently within the ecosystemic circle.

Humans are not the center of an anthropocentric system. They are stakeholders. Their actions, needs, tools, waste, consumption, knowledge, and ignorance have effects.

OSI stays make this tangible.

Respect for a bivouac site, attention paid to an animal, understanding of a habitat, the value given to each object, the fight against waste, the choice of food that is at once good, ecological, balanced, and suited to the activities: all of this forms a lived ecology.

Environmental education then becomes more than awareness-raising. It becomes a way of perceiving, inhabiting, and acting.

The notion of “Being Nature,” present in OSI's pedagogical projects, expresses this ambition: learning to make peace with nature, to recognize the intrinsic value of the non-human, and to integrate points of view other than the human point of view alone into scientific and technical issues.

Not creating saviors: training contributors

A major contemporary challenge is to avoid placing an impossible mission on the shoulders of young people: saving the world.

The intention may seem noble, but it can produce anxiety, guilt, moral fatigue, or a heroic posture. The young person feels either crushed by the scale of the crises or invested with a disproportionate mission.

OSI's approach makes it possible to formulate something else.

It is not about creating saviors. It is about training competent, lucid, and cooperative contributors.

A contributor does not need to solve everything alone. They need to understand where they stand, what they can learn, what they can do, with whom they can act, how they can progress, and how their contribution fits into a broader chain.

This posture is healthier, but it is also more robust.

It teaches that sustainable commitment does not come from the illusion of omnipotence, but from the ability to hold one's place in a shared undertaking.

Not creating dependencies: training for the ability to act

The other educational risk is symmetrical: creating people who expect everything from the framework, the adult, the institution, or the activity.

In this case, the participant remains a consumer. They wait for others to organize for them, decide for them, solve things for them, and provide meaning for them.

OSI's Educational Charter seeks, on the contrary, to gradually move participants from “receiving an activity” to “taking part in an action.”

This progression is visible in the formula: leaving behind “providing an activity” in order to move toward “letting do,” through “having them do” and “doing with.”

It is a pedagogy of transition.

At the beginning, the adult (and, for trips with adult participants, the supervisor) secures, explains, demonstrates, and supports. Then they do things with the participant. Then they have the participant do them. Then they let the participant do more as they become capable. This autonomy remains framed, but it becomes real.

The purpose is clear: to support people toward the capacity to become actors in their own lives.

Summer as a privileged moment of transformation

Summer scientific stays and trips offer a particularly favorable framework for this transformation.

Time is different there. Participants step out of their routines. They discover a place, a group, a rhythm, and a mission. They share meals, observations, efforts, evening activities, successes, and unexpected events. They experience a rare relational and experiential density.

This intensity enables learning that school, family, or weekly activities cannot always offer in the same way.

A child may discover that they are capable of speaking up. A teenager may discover that they enjoy the rigor of a protocol. Another may understand that they have a valuable role in a group. A female participant may feel legitimate in science. A young person may experience surpassing themselves. An adult may rediscover their capacity to learn, to marvel, and to contribute.

These transformations cannot be decreed. They emerge from well-designed situations.

This is the whole purpose of an educational charter: to ensure that the experience is not only enjoyable or spectacular, but truly formative.

An education to help reality progress

Objectif Sciences International upholds a demanding conception of science education.

It does not separate science from everyday life. It does not separate knowledge from responsibility. It does not separate autonomy from cooperation. It does not separate ecology from relational quality. It does not separate the individual project from the collective project.

Training for research through research means training people who are capable of questioning the world with rigor.

Training for cooperation through cooperation means training people who are capable of acting with others.

Training for responsibility through the concrete exercise of responsibilities means training people who are capable of recognizing their share without denying what exceeds them.

This is perhaps one of the most valuable contributions of OSI's scientific stays and trips: showing that holidays for children, teenagers, and adults, as well as school trips, can be spaces of wonder, adventure, and joy, while becoming a true school of autonomy, discernment, cooperation, and commitment.

A more sustainable world will be built neither with isolated saviors nor with dependent spectators.

It will be built with people capable of understanding, acting, cooperating, transforming themselves, and transforming with others the systems in which they participate.

This is the capacity that Objectif Sciences International's scientific stays cultivate, summer after summer, in the field.

Participatory Research for Impact

Thomas EGLI — 2026-06-11T12:43:27Z

Following the international webinar organized on May 27, 2026, this page presents a monograph (of the types of actors, countries concerned, practices, issues, and audiences) and several tools that had been presented there. This page is available to the community of practice.

Sommaire

Participatory Research for Impact is not another additional sector, but rather a choice in the objectives and organization of possible Participatory Research projects. It is therefore a way of organizing the production of knowledge, structuring action, and making projects more useful, more robust, and more sustainable, more specifically in service of the SDGs. It makes it possible to connect, in a single movement, research, education, territories, public policies, operators, local communities, and funders.

The purpose of the webinar was not only to present the +50 projects that had been submitted through the continuous call for proposals over the previous 3 months, but also to show that there is already, at the international level, a very concrete basis for bringing about a global coalition of participatory research projects capable of producing scientific results in service of local transformations and solid development trajectories.

The presentation was able to highlight that in a great many countries, project leaders, researchers, NGOs, educators, local authorities, citizens, and economic actors are already working on the same major questions. The challenge is no longer only to generate ideas, but to structure them, make them compatible, fundable, replicable, and give them continuity.

Participatory Science Hackathon for the SDGs

In 2026, two major Participatory Science hackathons invite you to move from idea to real project: in August in Spain, around the total solar eclipse, then in November in the Indian Ocean, to design and structure projects useful to territories, science, and sustainable development. Two strong opportunities to join multidisciplinary teams, build skills, and leave with a project, a network, and a concrete framework for action.

Project Monograph


See the Monograph presentation

An already international dynamic

The projects mentioned in the context of this work already cover a very wide range of countries, regions, and contexts. Initiatives exist or are proposed in Africa, Europe, Latin America, North America, and in very diverse territories: rural areas, cities, coastlines, mountains, forests, Indigenous territories, border regions, vulnerable areas, or areas with limited infrastructure.

Among the countries and areas mentioned are notably:

Burkina Faso, Zambia, Mozambique;
Congo-Brazzaville, Democratic Republic of the Congo, Côte d'Ivoire;
Togo, Cameroon, Benin, Senegal;
Kenya, Ethiopia, Rwanda, Comoros;
Morocco, France, Spain;
Argentina, Colombia, Chile, Peru, Mexico;
United States / Texas;
Yasuní, Lithium Triangle, Uganda, Greenland, San Diego–Tijuana region, Colombian Amazon, subantarctic Patagonia, Sahel, East Africa, coasts, mountains, forests, and Indigenous territories.

This overview is already strategic information in itself. It shows that Participatory Research for Impact is not a juxtaposition of isolated micro-projects. It already outlines a living geography of needs, skills, initiatives, and therefore a credible basis for large-scale cooperation.

The main types of actors concerned

The strength of this approach comes from the fact that it does not rely on a single type of actor. It relies on structured partnerships, where each party contributes a specific function. This is precisely what was recalled during the webinar.

Among the main types of actors concerned, we find:

Research organizations

universities;
academic laboratories;
scientific institutes;
field stations;
technical and scientific centers.

They provide the formulation of questions, methodological soundness, bibliographies, validation of protocols, analysis, and promotion of results.

Educational organizations

primary schools, middle schools, high schools;
higher education institutions;
training structures;
non-formal education actors.

They provide access to audiences, educational continuity, connection with learning processes, capacity building, and dissemination of knowledge.

Science mediation actors

science education associations;
science culture centers;
museums, parks, reserves;
mediation networks.

They make projects accessible, desirable, understandable, and appropriable by varied audiences.

Territorial and public organizations

local authorities;
environmental agencies;
site management structures;
public operators;
technical services.

They provide local anchoring, links with public policies, access to field sites, institutional continuity, and concrete uses of results.

Field organizations

local, national, or international NGOs;
community organizations;
cooperatives;
naturalist associations;
Indigenous or local knowledge organizations.

They provide detailed knowledge of social and ecological realities, relationships with the audiences concerned, the capacity for local implementation, and territorial legitimacy.

Economic actors

responsible tourism operators;
consulting firms;
technical structures;
impact enterprises;
scientific or logistical service providers.

They provide means of execution, professionalization, dissemination, scaling up, and sometimes the solvency of the model.

Funders and supporters

foundations;
patrons;
international institutions;
public donors;
impact investors.

They make it possible to finance structuring, seed funding, continuity, and scaling.

Citizens, participants, and communities

As required by the definition of so-called Participatory Research, they are not simple “beneficiaries” but are called upon to be observers, co-investigators, data producers, local relays, testers, knowledge brokers, ambassadors, and co-designers.

This is one of the most important ideas of the webinar: Participatory Research is not done on people nor only for them. It is done with them, and always as much as possible by them.

The areas of life and issues covered

The projects presented show that Participatory Research can be mobilized in almost all major areas of life:

Health
Human, community, reproductive, maternal, and child health, access to healthcare, vulnerabilities, relationships between environment and health.

Biodiversity
Fauna, flora, pollinators, medicinal plants, forests, discreet species, coastal ecosystems, algae, species monitoring, and restoration.

Agriculture and food
Food security, subsistence crops, aflatoxins, animal nutrition, biotechnologies, agroecological adaptation.

Water, coastlines, and oceans
Water quality, rivers, lakes, coastal areas, marine and subantarctic environments, waste monitoring, uses, resilience of coastal territories.

Climate and resilience
Natural risks, floods, drought, adaptation, environmental management, transformation of uses, community resilience.

Education
STEAM pedagogies, mathematics, educational artificial intelligence, free culture, capacity building, teacher training, and youth involvement.

Peace, justice, citizenship
Social cohesion, access to rights, local governance, citizen participation, mediation and trust-building mechanisms.

Digital technology and AI
Data, mapping, drones, GIS, gamification, visualization, digital infrastructures, open applications.

Participatory Research is a cross-cutting method for producing useful knowledge, mobilizable whenever a territory or organization needs to understand better in order to act better.

The directly concerned audiences

The projects described do not target a single “audience.” They mobilize very different audiences, because the problems themselves are multidimensional.

For example, we find:

children, adolescents, students;
teachers, educators, school leadership teams;
families and educational communities;
rural women, women farmers, women entrepreneurs;
peasant, Indigenous, Mapuche, Amazonian communities;
residents of cities, peri-urban areas, and coastlines;
fishers, livestock farmers, farmers, cooperatives;
caregivers, midwives, healers, mediators;
vulnerable, displaced people, people in situations of conflict or precariousness;
researchers, laboratories, NGOs, justices of the peace, community radio stations, local media.

What this changes concretely is the very way projects are designed. A project is not solid because it is well written. It becomes solid when it is capable of identifying who is truly concerned, who can participate, who can use the results, who can fund, who can relay, who can learn, and who can decide.

Concrete practices of Participatory Research for Impact

The webinar showed that practice is not limited either to a citizen workshop, to data collection, or to awareness-raising. A practice that is always as rich as possible relies on a complete chain:

an explicit research question;
a bibliography or minimal state of the art;
clearly formulated hypotheses or issues;
identified partners;
an understandable and realistic protocol;
participants prepared for their role;
effective production of data, observations, measurements, samples, traces, maps, or structured narratives;
an analysis phase after the fieldwork;
scientific, public, or educational dissemination;
capitalization making it possible to improve the project in the next operation.

In other words, we are not talking only about “doing a scientific activity.” We are talking about truly contributing to a research project, even if the formats are educational, community-based, territorial, or citizen-based.

Follow-up to be given to the monograph presented during the webinar

The monograph presented aims to show, in a single document, the diversity of the proposed projects, the diversity of the countries represented, the diversity of the audiences involved, and the diversity of the issues addressed.

It makes it possible:

to make visible what already exists;
to show that common logics run through very different projects;
to identify possible convergences;
to identify blind spots, overlaps, and structuring needs;
to reveal a potential coalition already in formation.

In its strategic function, it makes it possible to move from an impression of dispersion to an overall vision. It helps identify the topics, territories, actors, skills, audiences, opportunities, tools, and nodes to be addressed.

In an impact logic here as well, the monograph is therefore not only a synthesis document but also a tool for orientation, dialogue, and credibility for partners, institutions, and funders.

The tools presented during the webinar

Several tools were presented. They form a coherent set, ranging from the call for projects to operational management and scientific monitoring.

The continuous call for proposals

This tool makes it possible to bring projects to the surface over time, without depending on a single deadline. It is particularly suited to international and multi-actor dynamics, because it makes it possible:

to welcome the diversity of initiatives;
to progressively map needs, skills, and territories;
to identify possible synergies;
to structure entry into a coalition or program.

In practice, this tool is useful for any organization that wants to open a framework for welcoming and selecting projects without blocking innovation within an overly rigid calendar.

Submit a project: Participatory Research Project Creation – Permanent Call for Proposals

(See the Participatory Science Hackathon for the SDGs: https://www.training-for-development.com/-Participatory-Science-Step-1- )

The partnership framework for operations


See presentation of the Frame of partnership roadmaps

This tool recalls that any serious participatory science operation is based on a clear composition of functions. It is used to identify:

which partners are necessary;
what each one contributes;
what is missing;
how to avoid an operation relying on a single structure or on implicit expectations.

It is a particularly useful tool in the development phase, but also in the contracting or role-clarification phase.

The NGO Objectif Sciences International makes this tool available to any organization deploying one or more Participatory Research operations. For any interest in collaboration, contact us at info-un osi-ngo.org .

(See the Participatory Science Hackathon for the SDGs: https://www.training-for-development.com/-Participatory-Science-Step-1- )

The operation plan


See the presentation of the Operation plan tool

The operation plan was presented as a central tool. It is used to transform a field intention into a secure and manageable operation. It brings together in a single document:

the objectives;
the participants;
the responsibilities;
the planning;
the itineraries;
the resources;
the communications;
the safety and emergency elements.

Concretely, it is the tool that prevents operations from relying on oral memory, scattered messages, or implicit decisions. It makes it possible to know who does what, where, when, with what means, and according to what criteria.

(See the Participatory Science Hackathon for the SDGs: https://www.training-for-development.com/-Participatory-Science-Step-1- )

The research monitoring tool


See the presentation on the Real research monitoring tool

This tool makes it possible to verify whether a program is truly conducting participatory research, or only an interesting, educational, or useful activity.

It helps ask the right questions:

is the research question clear?
is there a bibliography?
have the scientific partners been identified?
are data actually being produced?
are analyses planned?
will the results be shared?
do the participants understand what they are helping to produce?
does the operation create value useful to the territory?

It is a quality-securing tool. Its main value is that it transforms a qualitative judgment into an improvement roadmap.

(See the Participatory Science Hackathon for the SDGs: https://www.training-for-development.com/-Participatory-Science-Step-1- )

Impact-oriented Participatory Research tools

The document on Impact-oriented Participatory Research tools showed that there are several complementary building blocks to move:

from an intention to a structure;
from an idea to a project;
from a project to a fundable mechanism;
from a local dynamic to a replicable model.

These tools notably make it possible to:

clarify the problem;
identify the value created;
connect concerned audiences, partners, funders, and operators;
make projects more readable for scientific, institutional, and philanthropic partners;
avoid projects that are attractive on paper but weak in the field;
give teams a common language.

What these tools change in practice

Taken separately, each of these tools is useful. Taken together, they profoundly change the way projects are developed and managed.

They make it possible:

to distinguish what belongs to intention from what belongs to real research;
to better distribute responsibilities;
to make missing resources visible;
to anticipate blockages;
to secure operations;
to communicate better with partners;
to better convince funders;
to capitalize on lessons learned instead of starting from scratch each time.

Above all, they make it possible to professionalize without rigidifying, and to structure without stifling.

Why Participatory Research is a lever for impact

Participatory Research for Impact is valuable not only because it “gets people involved.” It is valuable because it makes it possible to achieve several objectives at the same time:

produce useful data and knowledge;
train the people concerned;
strengthen local capacities;
legitimize decisions;
create new forms of cooperation;
make projects more fundable;
improve the dissemination of results;
anchor transformations in territories.

In other words, it reduces the separation between research, action, pedagogy, and governance.

What to remember in order to move into action

For project leaders, organizations, institutions, researchers, and territories, several practical lessons clearly emerge.

First, do not remain alone. The quality of a project depends strongly on the quality of its partnerships.

Second, do not confuse facilitation, awareness-raising, and research. The three can coexist, but they do not obey the same requirements.

Third, document from the outset. A research question, partners, a protocol, an operation plan, a monitoring tool: all of this must exist early, even at a simple level.

Fourth, think from the beginning about what comes after the fieldwork: analysis, promotion, dissemination, improvement, uses of the results.

Fifth, accept the diversity of audiences and formats, but without losing scientific, educational, and institutional coherence.

Conclusion

Participatory Research for Impact opens up a particularly strong perspective for the years to come. It makes it possible to bring together worlds that still cross paths too rarely: citizens, researchers, educators, territories, funders, operators, institutions.

The webinar showed that the materials are already there: countries, projects, audiences, partners, powerful questions, structuring tools, methods, field examples.

The issue is therefore no longer only to have good ideas. The issue is to give these ideas a form that lasts over time, produces results, learns from its own operations, and can be understood equally well by citizens, scientists, local authorities, donors, and partners.

This is precisely where Impact-oriented Participatory Research gains its full strength: when it becomes at once a way of researching, a way of learning, a way of acting, and a way of sustainably transforming the links between science and society.

Publication: Participatory Science for Ecological Transition

Thomas EGLI — 2026-05-16T15:11:09Z

A new article has just been published on the Training for Development website: Participatory Science for Ecological Transition.

It presents, in a comprehensive and educational way, how participatory science can become a concrete lever for supporting, generating, and accelerating ecological transitions. The article shows that citizen participation is not limited to awareness-raising or the collection of observations: it can enable participants to become data creators, co-producers of knowledge, actors in decisions, and initiators of local actions.

Drawing on concrete examples, educational situations, field projects, and collective exercises, the article explains how to move from simple ecological awareness to approaches capable of acting on the root causes of problems: biodiversity, water, climate, chemical pollution, heat islands, soils, oceans, and public policies.

It also proposes an operational method for designing participatory science projects with impact, by articulating scientific rigor, pedagogy, real participation, safety, accessibility, territorial grounding, and ecological transformation.

“Participatory science is not only a way to make people like science or raise ecological awareness. It can become a method for transforming territories.”

A reference article for all those who wish to understand how to connect science, citizenship, learning through action, and ecological transition :
www.training-for-development.com/Participatory-Science-for-Ecological-Transition?lang=en

Pré-Camps Général des groupes OSI France, Suisse et Explorations, mai 2026

Anne-Lise CABANAT, Emmanuel GENITONI, Laetitia GENITONI — 2026-05-13T12:09:13Z

Ces 5 jours de Pré-camps ont pour objectif de rencontrer nos acolytes pour les semaines d'actions à venir, de préparer les activités scientifiques de nos séjours en équipe et d'avoir beaucoup de fun !!

Retrouvez l' album photo du Pré-Camp ici, on compte sur vous pour VOTER les meilleurs images qui serviront à nos supports de communication

Mercredi 13 Mai

Les participants sont arrivés au compte goutte au centre de Musiflore, se sont installés et ont découvert les lieux pour ceux dont c'était leur première fois.
Lien vers le lieu où nous sommes

Nous avons mangés un buffet froid, puis nous avons fait des jeux pour apprendre à se connaitre et nous avons fini la journée par un rappel des règles de vie.

Retrouvez ici les divers ateliers qui sont au programme du week-end !
https://www.osi-ngo.org/IMG/jpg/whatsapp_image_2026-05-14_at_13.18_48.jpg?8510/f71ee7ce06649f0616dc17d99b8752eca6f13e84

Jeudi 14 mai

En cette belle matinée, le groupe du précamps s'est réunit autour du premier petit déjeuner la tête pleine d'attentes.
Les hostilités commencèrent avec un forum tonitruant orchestré par l'incroyable équipe d'OSI !!!
La quête de l'ours fût ~~fructueuse~~ Ayant pourtant bravé murs, arbre, lac et caverne, le groupe s'est carapaté face à l'imposante créature " title=":->" class="no_image_filtrer format_png" src="https://osi-ngo.org/plugins/auto/couteau_suisse/v1.12.5/img/smileys/diable.png" width="19" height="19"/>
Après cette petite mise en jambe, nous avons attaqué l'atelier de communication.
A l'aide de kappla, mikado, légo, cailloux et beaucoup d'imaginations, les constructions ont été réalisé avec notre copain brio.

Un bon repas vint récompenser le groupe de ses efforts de communication

salade

lasagne végé

fromage & glaces

En début d'après-midi nous avons commenté des scènes illustrant des problèmes de réglementation en séjours ACM, pour apprendre sur le sujet de façon ludique.

Nous sommes ensuite partis en conception scientifique par programme.

Vendredi aprem :
Arnaud et Tristan à la rédaction
Nous avons fait 2 ateliers :

le premier des scenettes et partages d'anecdotes autour de situations problématiques rencontrées par le passé dans des séjours OSI.
le second était la préparation de notre programme scientifique. Nous avons pu nous exercer au pilotage de drone en extérieur, sous le regard attentif du chien du voisin !

L'appétit venant, nous avons préparé une affiche de notre projet, pour la présentation de ce soir.

Après le repas, chacun est parti vaquer à ses occupations. Plusieurs ateliers du midi ont été proposés à la volée mais j'ai préféré, comme beaucoup, me balader en nature et profiter du soleil qui pointait le bout de son nez après les épisodes orageux de la veille. L'ambiance forestière du site était revigorante ! (Photo des orchidées à l'appui)
Ensuite, un atelier sur les postures des éducateurs s'est déroulé dans l'amphi, à base de scénettes (toutes vécues dans la réalité!!). On a pu tous débriefer à chaque fois pour faire émerger les idées. L'atelier scientifique s'est enchaîné.

Samedi :
Après un forum enrichissant, le groupe s'est scindé en équipes pédagogiques : Expéditions, Provence et Chandolin (Suisse). Ce temps a été réservé a la prévision des temps informels, après la conception en équipe les jours précédents.

Après un protocole oiseau en petite équipe Biodiversita avant même un petit café, tout le monde s'est retrouvé pour le forum dans la prairie de Musiflore.
Au menu, un petit éveil corporel puis la découverte d'un outil pour faire émerger émotions et besoins associés.

À midi pile, nous nous sommes réunis pour faire la photo de groupe !
Nos t-shirts ont été distribués
Ensuite nous avons fait l'atelier du midi qui consistait à observer le Soleil au télescope en toute sécurité, ou avec des lunettes spéciales éclipse.

Impact Participatory Research

Thomas EGLI — 2026-04-30T14:37:15Z

INTERACTIVE WEBINAR

Developing Participatory Research with Impact:
Tools and a practical roadmap: create jobs and sustain your projects over time.

Sommaire

International webinar organized in French - Spanish - English.

Wednesday, May 27, 2026
FREE
(see below for times according to your city)

Following the Ongoing Call for Proposals “Creation of a Participatory Research Project”, this international webinar offers a very concrete presentation–debate to help all stakeholders design, structure, and accelerate Participatory Research with Impact.
Drawing on the monograph of the projects and a practical roadmap, the session will highlight the levers for strengthening results, funding implementation, developing audiences, and creating sustainable jobs. Interactive and multilingual (French, Spanish, English), the webinar will allow everyone to ask their questions and leave with solutions that can be activated immediately.

Receive the link to the webinar

Co-organized by:

Geneva Forum × Objectif Sciences International × Terra Scientifica × Step & Go

Presentation–debate:

Methods and tools,
Intended for all stakeholders who want to start, structure, or accelerate a participatory research approach,
Building results (jobs, audiences, operations, research progress...)
By securing the continuity of projects over time.

The concrete and useful format of the session will enable all stakeholders present to get to know one another across the planet and introduce themselves to each other:

Agenda:

Opening and welcome
Monograph of the projects represented and mutual presentations (bringing together all projects resulting from the Ongoing Call for Proposals “Creation of a Participatory Research Project”.
Major strengths, structuring challenges, and possible acceleration levers depending on the projects
- methods,
- implementation formats,
- funding pathways,
- partnerships,
- dissemination,
- scaling up

The goal is for each participant to be able to position themselves, compare themselves, and leave with solutions that can be concretely activated immediately within the context of their situation and projects.

This is a rare and valuable opportunity: not only will many solutions be proposed, but the session will be highly interactive, with the possibility to ask all your questions and obtain directly actionable answers and guidance. Exchanges will be open to contributions in the language of your choice.

Languages: Français • Español • English (interactive webinar provided in all 3 languages)
Date: Wednesday, May 27, 2026
Duration: 3 hours

Geneva–Paris time: from 4:00 p.m. to 7:00 p.m.
New York time: from 10:00 a.m. to 1:00 p.m. (EDT).
Santiago, Chile time: from 10:00 a.m. to 1:00 p.m. (CLT).
Nairobi time: from 5:00 p.m. to 8:00 p.m. (EAT).
Cairo time: from 5:00 p.m. to 8:00 p.m. (EEST).
Bangkok time: from 9:00 p.m. to 12:00 a.m. (the next day) (ICT).
Tokyo time: from 11:00 p.m. to 2:00 a.m. (the next day) (JST).
Tahiti time: from 4:00 a.m. to 7:00 a.m. (TAHT).

Register: if you want to benefit from concrete solutions, it is essential to attend.

To go further

This webinar is preparing, in particular, two structuring events.

The Step One Participatory Science Hackathon, which will take place in August 2026 in Spain on the occasion of the total solar eclipse: https://www.training-for-development.com/In-August-Participatory-Science-Hackathon-ECLIPSE-Science-Climate-and-Humanity?lang=en
The Annual International Conference on Citizen Science and Fab Labs for Peace and Development, which will take place in December 2026 at the UN as part of the Geneva Forum: https://geneva-forum.com/Citizen-and-Participatory-Science.html (2026 dates: Wednesday, December 9, as part of the Geneva Forum 2026 from December 7 to 11, 2026)

Filling out a logical framework in 45 minutes: the free manual offered with the Geneva Forum

Thomas EGLI — 2026-04-11T09:54:55Z

Has a contact person, a donor, a funder, or a partner asked you to fill out your project's logical framework? Objectif Sciences International gives you free access, in partnership with the Geneva Forum, to a simple and powerful manual to help you define your project and complete this document in just 45 minutes.

It often happens that a project leader, an association, an NGO, a mission-driven organization, or even an institutional actor is asked to fill out a logical framework.

For many, this document seems long, technical, abstract, or reserved for specialists. Yet, when used properly, it can instead become a very useful tool for clarifying a project, making it understandable, managing it better, and communicating better with partners, funders, or support providers.

That is precisely why Objectif Sciences International is sharing with its more than 3,000 user accounts a free resource offered in partnership with the Geneva Forum.

This resource gives you access to a self-training manual and a simple method for filling out a logical framework in just 45 minutes.

The goal is not to trap you in yet another administrative exercise.

The goal is to help you:

better understand the logic of your project;
distinguish its Why, its What / Who, and its How;
turn an idea that is still vague into a clearer project;
produce a document that can be used with a contact person, a support provider, a donor, or a funder;
move more easily toward a stronger project outline.

This method was designed to be useful at different levels:

individual project;
association project;
NGO action;
impact-driven economic activity;
collective program;
public scheme;
large-scale project.

In other words, whenever a contact person asks you for a logical framework, you can rely on this method to save time, better structure your thinking, and make your project easier to understand.

The manual offered by the Geneva Forum was designed to focus on the essentials, with a simple, quick, and practical progression.

In 45 minutes, it helps you:

define your project;
identify its objectives;
clarify the expected results;
specify the activities and resources;
build a first coherent working basis.

If you are concerned by this request, you can access this resource for free here:

Access the free manual for filling out a logical framework in 45 minutes

Whether you are launching an initiative, structuring an existing action, responding to a donor's request, or preparing for an exchange with a partner, this resource can save you valuable time.

If you are asked for a logical framework, do not stay stuck. Rely on a simple, free, and proven method, and move more quickly toward a better-defined project.

Devenez mentore des Swiss TecLadies 2026-27 !

Isabelle MILHOMME — 2026-03-08T10:13:31Z

La SATW est partenaire d'OSI pour l'organisation d'un séjour de vacances scientifiques Vacances Scientifiques La vulgarisation scientifiqueest au cœur de notre projet. En effet, c'est un moyen ludique et citoyen de compléter des travaux scientifiques.

Lors des différentes missions, nous regroupons les données que nous avons récoltées et les partageons avec le monde de la recherche. Cela permet à tous ceux qui sont intéressés par la recherche scientifique, sans pour autant avoir une implication directe dans la recherche, de s'informer des dernières avancées
Ainsi, les jeunes, les étudiants et les amateurs peuvent enrichir la science par la pratique.
Mais ils peuvent également s'approprier des textes scientifiques grâces aux partages d'articles sur des plateformes citoyennes, notamment les réseaux sociaux.
Votre action contribue donc à l'avancée de la science !

L'exercice de vulgarisation scientifique prend différentes formes. Il peut s'agir de l'observation de différentes espèces animales : oiseaux, insectes, reptiles et mammifères, afin de les répertorier. Cela peut également s'appliquer à la biodiversité marine. La vulgarisation peut également être appliquée à la géologie grâce au développement des technologies satellites qui se sont démocratisées grâce à l'essor du drone (géo-référencement), et même dans le domaine de l'astronomie par la cartographie du ciel (détection d'exoplanètes et d'objets géocroiseurs). Mais la liste ne s'arrête pas là : grâce à des sondes et des vidéoprojecteurs vous pourrez percer le secret de la fabrique de cristaux et donc de l'assemblage de la matière, vous pourrez dater pierres et ruines archéologiques, et apprendre les propriétés des matériaux ancestraux, tout comme dater et reconnaître les fossiles de dinosaures qui jonchent le sol et même réaliser des moulages.
Les possibilités sont nombreuses et ne demandent qu'à être saisies.

L'expérimentation des nouvelles technologies de collecte scientifique fait partie intégrante de nos séjours. L'utilisation de la photographie numérique, des Spectrophotomètres, ainsi que de microscopes et de drones font partie du matériel que nous mettons à disposition dans nos colonies de vacances.
Les séjours que nous proposons sont aussi variés que les outils scientifiques à notre portée : observation de l'éclipse totale aux Etats-Unis en 2017, suivi des cétacés à Tahiti, ou encore découverte de la somptueuse panthère des neiges au Kirghizstan sont au programme.

Pour plus de renseignements sur les séjours que nous proposons, rendez-vous sur notre page web : http://www.vacances-scientifiques.com/-Liste-des-Sejours-.html. dédiées aux jeunes femmes.
Les éducatrices scientifiques avec OSI sont invitées à répondre à l'appel à candidature du programme de mentorat Swiss TecLadies !

Swiss TecLadies est une initiative nationale de l'Académie suisse des sciences techniques (SATW) qui encourage les jeunes femmes âgées de 14 à 19 ans à explorer les sciences et les technologies grâce à des ateliers pratiques, des visites d'entreprises et un accompagnement personnalisé par des mentores expérimentées.
Le programme se déroule dans toute la Suisse, de septembre 2026 à avril 2027.

Les candidatures sont ouvertes jusqu'au 31 mars 2026 via le formulaire en ligne.

Plus d'information sur le site internet de Swiss TecLadies.

https://www.tecladies.ch/fr/mentorat/a-propos-du-mentorat.

Training-Hackathon Participatory Science this March 6-7-8, 2026 – 20 years of OSI St1 Hackathons

Thomas EGLI — 2026-02-27T18:12:41Z

Let's invent together the scientific journeys of tomorrow!

In March 2026, the Participatory Science Hackathon for Scientific Travel celebrates its 20^th anniversary.

Since February 2005, the Training-Hackathons led by the network Objectif Sciences International have enabled hundreds of participants – students, researchers, educators, entrepreneurs, engineers, NGO members – to design concrete projects combining science, world exploration, and societal impact.

All members of the Objectif Sciences International network who wish to take part in this anniversary edition are welcome.

Registration is open here:
https://www.training-for-development.com/March-in-Paris-Hackathon-Participatory-Science-for-Scientific-Travel?lang=en

Sommaire

— -

In March in Paris – from March 6 to 8, 2026

A 3-day immersive Hackathon (with accommodation), special Animation & Teaching.

— -

Why participate?

During 3 days or one intense and inspiring week:

Imagine an innovative solution
Build your project from A to Z
Respond to challenges launched by major stakeholders
Benefit from expert mentoring
Present your project during a final pitch

This Hackathon is hands-on training:
you develop your skills while truly bringing your ideas to life.

— -

Participatory Science & Scientific Travel

The objective: to design scientific travel experiences that:

combine exploration, data collection, and knowledge production,
contribute to planetary resilience,
promote smarter, more sustainable and environmentally respectful tourism,
make research accessible to as many people as possible.

Astronomy, geology, biodiversity, climatology, anthropology, environmental law, ecological engineering, technological innovation, sustainable economics, education…

All disciplines can contribute.

— -

For whom?

This Hackathon is open to:

Students and young professionals
Researchers and teachers
Engineers and innovators
NGO members
Public decision-makers
Entrepreneurs
Field practitioners
Residents of the City of Paris and beyond

Whether you are an active member of the OSI network or wish to become more involved, your contribution is welcome.

Number of participants: 20 to 40 people

— -

Dates & Locations

Animation + Teaching Session
From Thursday evening, March 5, 2026 to Sunday, March 8, 2026 – 5:00 PM
With accommodation at Gîte La Donaclaudre (Seine-et-Marne)

— -

What you will gain

Project design and scaling
Interdisciplinary teamwork
Complex problem-solving
Strategic networking
Creativity & innovation
Communication & pitching
Knowledge in participatory research Participatory Research see : http://www.voyages-scientifiques.com
Official certificate of participation

— -

After the Hackathon

You will be able to:

Deploy your project within the framework of Objectif Sciences International activities
Develop your own activity
Contribute to impact-driven projects at national and international levels
Propose your projects to UNESCO member countries within the framework of climate, ecological, and social objectives

— -

Registration

Members and friends of the Objectif Sciences International network are invited to register now:

https://www.training-for-development.com/March-in-Paris-Hackathon-Participatory-Science-for-Scientific-Travel?lang=en

Provide your email address to receive detailed information (fees, conditions, registration form).

— -

20 years of innovation, cooperation, and Participatory Science

March 2026 will be a special edition.

Join us in Paris to write the next decade of Scientific Travel.

OSI Madagascar

Chloé LAROSE — 2026-02-24T20:18:28Z

Sommaire

Équipe et Contacts

Création du Groupe local OSI Madagascar : LGC (Local Groups Creation) (OSI NGO)

Coordination : Équipe du Siège International chargée de l'accompagnement de la création des Groupes Locaux de l'ONG

M. Thomas EGLI et Mme Chloé LAROSE : local-groups osi-ngo.org

Équipe de lancement du Groupe Local

Si vous désirez intégrer l'équipe qui s'implique actuellement dans la création du Groupe Local OSI-Madagascar, merci de :

Créer votre compte utilisateur sur ce site internet

Remplir ce formulaire de proposition de votre profil à l'ONG

Poster un message pour vous présenter, sur ce forum de travail

LE GROUPE LOCAL OSI-MADAGASCAR

L'équipe du Groupe Local OSI-MADAGASCAR

Point focal :

M. Jacquot MAMINJARA
Contact : local-group-madagascar osi-ngo.org

Partenaires

Si vous désirez que votre organisme scientifique, éducatif, financier ou économique devienne partenaire officiel de ce Groupe Local, merci de :

Créer votre compte utilisateur sur ce site internet
Remplir ce formulaire de proposition de votre profil à l'ONG
Poster un message pour vous présenter et faire votre proposition, sur ce forum de travail

Enjeux pour ce Groupe Local

Disciplines scientifiques envisageable sur ce Groupe Local
Enjeux socio-économiques à résoudre
Thèmes d'activités envisageable sur ce Groupe Local
Compétences disponibles dans ce Pays
Enjeux de retours de compétences au pays (Fuite des Cerveaux)
Quelles disciplines scientifiques ont les étudiants du pays qui sont partis à l'étranger ?
Lieux de pleine nature encore préservée
Centres d'hébergement disponibles

Voir les sujets de discussion correspondants

Postes d'Educateur-trice Scientifiques à pourvoir

Pour rejoindre les encadrants du Grouple Local, consultez cette page sur les emplois en animation scientifique

Actions de Recherche Participatives

Programmes de Recherche et d'Education aux Sciences

Pour proposer un nouveau Programme de Recherche : voir ici

Programmes de Pédagogie et Logistique du Développement Durable

Gestion des Centres de Séjours Scientifiques

Mandat à pourvoir : voir ici

Programmes de Développement Participatif

Programme de Levées de Fonds :

Mandat à pourvoir : voir ici

Programme de Promotion et d'Inscriptions des volontaires :

Mandat à pourvoir : voir ici

OSI Madagascar - Exchanges for Creation and Development

*LocalGroup Creation — 2026-02-24T20:05:33Z

Ce groupe est pour celles et ceux qui participent à la mise en œuvre de solutions, et qui, dans leur projet pour une évolution durable, désirent implanter une activité de l'ONG Objectif Sciences International sur leur région.

Sommaire

Si vous désirez intégrer l'équipe qui s'implique actuellement dans la création du Groupe Local, merci de :

Créer votre compte utilisateur sur ce site internet,
Remplir ce formulaire de proposition de votre profil à l'ONG,
Poster un message pour vous présenter, sur le forum de travail de cette page.

Etapes de Création du Groupe Local dans votre Pays

La Procédure Simplifiée et Accélérée de Création de votre Groupe Local OSI dans votre Pays est décrite de manière complète sur cette page.

Les premières étapes permettant la création d'un GROUPE LOCAL DE OSI dans votre région, sont :

1) Réunion d'un minimum de 15 acteurs et actrices, sur ce présent groupe
=> Pour ce faire, merci de poster un message sur le forum de cette page pour vous présenter, tout simplement

2) Un minimum de 3 personnes du futur Groupe Local, s'inscrivent et suivent à Paris la Formation Pédagogie de Projet Appliquée à la Recherche Participative dédiée à la réussite de l'Education et à la Résolution des Objectifs du Développement Durable (voir ce lien) (Vous pouvez suivre chacun une session différente, donc inscrivez vous individuellement sans attendre sur une autre personne obligatoirement)

3) L'organisation, dans le pays du Groupe Local, d'une session de la Formation de Niveau 1 de OSI “Pédagogie de Projet Appliquée à la Recherche Participative dédiée à la réussite de l'Education et à la Résolution des Objectifs du Développement Durable” pour tous les membres du futur Groupe Local (avec un minimum de 60 personnes réunies à l'occasion de cette formation).
=> Merci de mener vos échanges de discussion avec OSI sur cette page pour l'organisation de cette Formation sur votre région (voir fil de discussion à ce sujet)

4) Un minimum de 3 personnes du futur Groupe Local, s'inscrivent et suivent à l'ONU à Genève la Formation Initiale aux Métiers de Responsables de Programme (voir ce lien) (Vous pouvez suivre chacun une session différente, donc inscrivez vous individuellement sans attendre sur une autre personne obligatoirement)
=> Ce séminaire de travail vous permet d'établir avec les acteurs de la région de votre Groupe Local toutes les étapes de la Feuille de Route conduisant le Groupe Local vers l'implantation définitive et durable de OSI sur la région, avec le démarrage de ses activités économique (création d'emplois, projets de recherche participative pour résoudre les enjeux locaux, éducation aux sciences pour les publics ciblés tels que enfants, adultes, groupes scolaires...)

Une démarche est actuellement en cours, dans votre Pays, menées par des professionnels tels que vous, pour la création du Groupe Local de l'ONG Objectif Sciences International.

Emplois et Missions

Selon si vous cherchez un emploi ou si vous êtes prestataire, les emplois et missions proposées par ce Groupe Local de l'ONG Objectif Sciences International sont :

Education aux Sciences
Intervention dans les Ecoles
Encadrement et animation de Séjours Scientifiques et Nature
Encadrement de formation techniques
Direction de Programmes de Recherche et d'Education aux Sciences de l'ONG OSI
Direction de Programmes de Développement Participatif de l'ONG OSI au Sénégal (Représentant Commercial ou Leveur de Fonds)
Direction de Programmes de Pédagogie et Logistique du Développement Durable de l'ONG OSI

Echéances

La démarche qui a été initiée sur votre pays conduit à la création d'activité dans votre Pays, pour le public de votre pays. Cette création d'activité inclut la création d'emplois.

Celles et ceux qui désirent être impliqués dans cette démarche de création d'emploi dans votre pays doivent pouvoir suivre la Formation “St1 - Pédagogie de Projet Appliquée à la Recherche Participative dédiée à la réussite de l'Education et à la Résolution des Objectifs du Développement Durable”.

Les échéances à jour pour les prochaines étapes auxquelles vous devez participer, ou faire participer vos partenaires, employés ou étudiants, sont postées sur le fil de discussion “Prochaines échéances” sur le forum de cette page.

Liste de l'Offre OSI

La présence d'une équipe locale de l'ONG OSI dans un pays, c'est :

Une équipe de professionnels, formés en continus, autonomes, qui font de OSI ce qu'ils proposent pour OSI, dans leur pays
La création d'emploi, et de revenus, pour vous, et pour l'économie locale (de 5 à 50 emplois créés selon les pays)
Une offre de Séjours de Recherche Scientifique Participative pour les habitants de votre pays
Une offre de Formations techniques dans tous les domaines scientifique, technique, et environnementaux
Une offre de Formation pédagogiques de haut niveau, pour les membres de l'équipe OSI de votre pays, et pour votre public (écoles, universités...)
Une offre d'Interventions pédagogiques dans les établissements scolaires et universitaires de votre pays
Un ensemble de résolutions de problèmes de développement durable dans votre pays, grâce aux actions et programmes que vous mettez en place au sein du Groupe OSI de votre pays
Un programme de Colloques annuels, dans votre pays, sur les thèmes de vos activités
Vous avez accès tous les ans à la Convention annuelle internationale d'OSI qui se tient au sein de l'ONU, au Palais des Nations, à Genève.

Mentors et Formateurs

Vous êtes déjà enseignants, en poste de chercheurs, chef d'entreprise.

Pour vous, rejoindre le Groupe OSI dans votre pays, c'est nous aider à créer plus vite, et plus fort encore, les emplois sur votre pays.

Rejoignez nous en suivant, vous aussi, la formation “St1 - Pédagogie de Projet Appliquée à la Recherche Participative dédiée à la réussite de l'Education et à la Résolution des Objectifs du Développement Durable” afin que vous puissiez vous aussi être intégrés au sein du Groupe OSI de votre pays, dont VOUS aurez votre part décisionnelle sur les directions à prendre dans votre pays pour cette section locale de l'ONG OSI.

Mode opératoire

Pour pouvoir :

soutenir les création d'emploi en tant que Mentor,
ou
bénéficier d'un emploi pour vous-mêmes,

il vous faut :

vous inscrire à la formation “St1 - Pédagogie des Sciences par le Projet appliquée à la Recherche Participative pour le Développement Durable” qui a lieu dans votre pays en consultant cette page : http://www.educateur-scientifique.com/Formation-de-Niveau-1-en-Pedagogie.html à Paris ou dans votre Pays (voir détail sur le programme de la Formation ainsi que les messages postés sur le forum de travail de cette présente page)

Si vous désirez allez plus loin, et prendre une part de responsabilité dans la création du Groupe Local OSI dans votre pays, vous pouvez également :

consulter la page décrivant la procédure simplifiée de création du Groupe Local
Poster un premier message pour vous présenter, puis échanger sur les questions en cours de débats, sur le Groupe de Discussion de cette page, pour suivre toutes les avancées du projet, être au courant de ce qui se passe

Contacts

Les Responsables de la Création du Groupe OSI dans votre pays prendront contact avec vous aussi tôt que vous aurez posté un message de présentation sur le forum de cette page.

Par ailleurs, vous pouvez également vous mettre en relation avec toutes les autres personnes impliquées dans la création du Groupe OSI dans votre pays en les contactant directement depuis ce même groupe de discussion.

Vous pourrez ainsi obtenir de nombreuses informations en posant toutes les questions que vous désirez.