Mozambique has been proposed as a host for one of the future Square Kilometre Array stations in Southern Africa. However, Mozambique does not possess a university astronomy department and only recently has there been interest in developing one. South Africa has been funding students at the MSc and PhD level, as well as researchers. Additionally, Mozambicans with Physics degrees have been funded at the MSc level. With the advent of the International Year of Astronomy, there has been a very strong drive, from these students, to establish a successful astronomy department in Mozambique. The launch of the commemorations during the 2008 World Space Week was very successful and Mozambique is to be used to motivate similar African countries who lack funds but are still trying to take part in the International Year of Astronomy. There hare been limited resources and funding, however there is a strong will to carry this momentum into 2009 and, with this, influence the Government to introduce Astronomy into its national curriculum and at University level. Mozambique's motto for the International Year of Astronomy is “Descobre o teu Universo”.

History and present state of astronomy in a small North-Eastern European country are considered. There is a rather big number (about 35) of professional astronomers in Estonia, including 21 IAU members. Through some outstanding persons, astronomy in Estonia has significant relations with the society. The same can be said about the culture. Well-developed astronomy has contributed into the cooperation of Estonia with the European Space Agency, and thus, has an indirect effect to the country's economy.

This paper examines the transnational migratory process and identity formation of a Japanese astronomer, Mutsumi Ishitkuta (born 1930). He moved to Peru in 1957 to build a solar observatory in the Andes Mountains, and settled there to develop a foundation for basic sciences in Peru. Through life story interviews, I explore the transnational migratory process of this scientist focusing on his profession in relationship to certain people, events, and situations that contributed to his identity formation. Tracing Ishitsuka's story may enable us to deepen our thoughts of scientists' identity and their role for the society.

This review deals with the importance of astronomy for international development a nd capacity building. I shall summarize the present global state of astronomical research and education and describe current global astronomy education and development programs being carried out by the IAU and others. A decadal strategic plan will be described that envisages a substantial increase in IAU education and development activities during the next decade.

Astronomy is perhaps the best example of fundamental research aiming to increase our knowledge well beyond our human neighborhood. But astronomy is also a Big Science, which is partly technology-driven. Progress in observational capabilities is due to progress in detectors, telescopes, satellites, etc. I use three examples –radio astronomy, adaptive optics and detectors– to describe the complex interactions between astronomy, technology development and industry. I conclude by a short description of the global economic impact of astronomy.

This R&D project implements a new way of perception of the three-dimensional surrounding space, based exclusively in sounds and thus especially useful for the blind. The innate capability of locating sounds, the externalization of sounds played with headphones and the machine capture of the 3D environment are the technological pillars used for this purpose. They are analysed and a summary of their main requirements are presented. A number of laboratory facilities and portable prototypes are described, together with their main characteristics.

This is about the relationship between technology and astronomy, and in particular about people in astronomy getting into the hi-tech world. These people might be graduate students looking for jobs, they might be fully fledged academics wanting to exploit their know-how. Whichever it is, it is essential to understand the differences between these two worlds and especially to understand that the hi-tech world only wants you for what you can bring to the table. So welcome to “the hi-tech party”.

Following the celebrated DVD, Gathering the Forgotten Voices, we have embarked on new interviews of the men and women whose hard work and ingenuity forged the technological breakthroughs that maintained CFHT's preeminence as a world-class observatory. While Gathering the Forgotten Voices emphasized the personal history of those involved with the first decade of deep-space observing, the new DVD explores the CFHT innovation in instrumentation from vision through design to construction. It will chronicle the breakthroughs of the observatory's staff so that that record may serve as a prototype for qualitative research at other technological centers.

In recent years there have been a number of efforts across Africa to develop the field of astronomy as well as to reap benefit from astronomy for African people. This presentation will discuss the case of the SALT (Southern African Large Telescope) Collateral Benefits Programme (SCBP) which was set up to ensure societal benefit from astronomy. With African society as the target, the SCBP has embarked on various projects from school level education to public understanding of science to socio-economic development, the latter mainly being felt in the rural communities surrounding the South African Astronomical Observatory (home to SALT). A development plan for “Astronomy in Africa” will also be discussed. This plan has been drawn up with input from all over Africa and themed “Astronomy for Education”. The Africa case stands as a good example for the IYA cornerstone project “Developing Astronomy Globally” which focuses on developing regions.

Astronomy was one of the sciences earmarked for major support by South Africa's first democratically elected government in 1994. This was a very remarkable decision for a country with serious challenges in poverty, health and unemployment, but shows something of the long term vision of the new government. In this paper I give one astronomer's perception of the reasons behind the decision and some of its consequences.

This paper will argue that astronomical models have long been applied to political theory, from the use of the Sun as a symbol of the emperor in Rome to the application of Copernican theory to the needs of absolute monarchy. We will begin with consideration of astral divination (the use of astronomy to ascertain divine intentions) in the ancient Near East. Particular attention will be paid to the use of Newton's discovery that the universe operates according to a single set of laws in order to support concepts of political quality and eighteenth century Natural Rights theory. We will conclude with consideration of arguments that the discovery of the expanding, multi-galaxy universe, stimulated political uncertainty in the 1930s, and that photographs of the Earth from Apollo spacecraft encouraged concepts of the ‘global village’.

Astronomy has been at the forefront among scientific disciplines for the sharing of data, and the advent of the World Wide Web has produced a revolution in the way astronomers do science. The recent development of the concept of Virtual Observatory builds on these foundations. This is one of the truly global endeavours of astronomy, aiming at providing astronomers with seamless access to data and tools, including theoretical data. Astronomy on-line resources provide a rare example of a world-wide, discipline-wide knowledge infrastructure, based on internationally agreed interoperability standards.

We discuss the creation of the World's largest homogeneous telescope network. We summarize both the scientific and education programmes, and outline why this organization provides unique opportunities for anyone interested in astronomy, whether they are professionals or amateurs, experienced or novice.

Peru and France are to conclude an agreement to provide Peru with an astronomical observatory equipped with a 60-cm diameter telescope. The principal aims of this project are to establish and develop research and teaching in astronomy. Since 2004, a team of researchers from Paris Observatory has been working with the University of Cusco (UNSAAC) on the educational, technical and financial aspects of implementing this venture. During an international astronomy conference in Cusco in July 2009, the foundation stone of the future Peruvian Observatory was laid at the top of Pachatusan Mountain. UNSAAC, represented by its Rector, together with the town of Oropesa and the Cusco regional authority, undertook to make the sum of 300,000€ available to the project. An agreement between Paris Observatory and UNSAAC now enables Peruvian students to study astronomy through online teaching.

This IAU–UNESCO Symposium 260 ‘The role of Astronomy in Society and Culture’ celebrates the 400th anniversary of the beginning of modern astronomy marked by when Galileo turned a telescope to the sky making so many astounding discoveries that changed our perceived position in the solar system. This talk celebrates that cosmology has entered this era in an even deeper and profound discoveries that have changed our perception of the universe and our place in it. As such cosmology is a great interest and educational tool for capturing the attention of the young and broadening their perspective. The first portion of the talk outlines and reveals some of these observations and the second with examples and vision of how this can provide an encompassing storyline for STEM learning. This proceedings also emphasizes the key role that partnerships including the private sector are valuable, critical, and rewarding part of the effort.

Inquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

This text outlines the main features of two educational programmes of the International Astronomical Union (IAU): the International Schools for Young Astronomers (ISYA) and the Teaching for Astronomy Development programme (TAD), developed since 1967.

The main goal of the International Schools for Young Astronomers (ISYA) is to support astronomy (education and research) in developing countries in organizing a 3-week School for students with typically M.Sc. degrees.

The context in which the ISYA were developed changed drastically during the last decade. From a time when access to large telescopes was difficult and mainly organized on a nation-basis, nowadays the archives of astronomical data have accumulated at the same time that many major telescope become accessible, and they are accessible from everywhere, the concept of virtual observatory reinforcing this access.

A second programme of the IAU, Teaching for Astronomy Development (TAD), partially based on a School, but also of shorter duration (typically one week) has a complementary objective. It is dedicated to assist countries that have little or no astronomical activity, but that wish to enhance their astronomy education. The fast development of the TAD programme over the past years is emphasized.

Universe Awareness (UNAWE) has over three years of experience enthusing young children with the scale and beauty of the Universe. UNAWE is an outreach programme with a strong social vision aiming at broadening children's minds, awakening their curiosity in science and stimulating global citizenship. UNAWE uses the inspirational aspects of astronomy to instil a culture of peace and tolerance. We present the main principles of the programme, describe how it functions as a community-driven organisation and share some of the UNAWE experience. We describe projects and opportunities for IYA2009 and the future of the global programme.

The International Year of Astronomy offers us a unique chance to carry out outreach projects in great scale and, to think about new ways to improve our efforts. In this paper I present a few considerations on my activity as a popularisation person. I address its importance and I will emphasize on radio, television and public lectures. I also stress certain ingredients I believe popularisation must include; it must be interesting, diverse, simple, pertinent, and be peer reviewed.

Common wisdom says that cosmologists are smart: they have developed a theory that can explain the “origin of the universe”. Every time an astro-related, heavily funded “big-science” project comes to the media, naturally the question arises: will science –through this or that experiment– explain the origin of the cosmos? Can this be done with the LHC, for example? Will this dream machine create other universes? Of course, the very words we employ in cosmology reinforce this misconception: so Big Bang must be associated with an “explosion”, even if a “peculiar” one, as it took place nowhere (there was presumably no space before the beginning) and happened virtually in no time (supposedly, space-time was created on this peculiar –singular– event). Right, the issue sounds confusing. Let us imagine what kids may get out of all this.

We have recently presented a series of brief astronomy and cosmology books aimed at helping both kids and their teachers in these and other arcane subjects, all introduced with carefully chosen words and images that young children can understand. In particular, Volume Four deals with the Big Bang and emphasizes the notion of “evolution” as opposed to the –wrong– notion of “origin” behind the scientific model. We then explain some of the pillars of Big Bang cosmology: the expansion of space that drags away distant galaxies, as seen in the redshift of their emitted light; the build-up of light elements in a cooling bath of radiation, as explained by primordial nucleosynthesis; and the existence and main features of the ubiquitous cosmic microwave background radiation, where theory and observations agree to a highly satisfactory degree.

Of course, one cannot attempt to answer the “origins” question when it is well known that all theories so far break down close to this origin (if there was actually an origin). It is through observations, analyses, lively discussions and recognition of the basic limitations of current theories and ideas, that we are led to try and reconstruct the past and predict the future evolution of our universe. Just that. Sound science turns out to be much more attractive when we tell the truth of what we really know.