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4. Restructure masters
and graduate degrees to promote career flexibility after graduation – To bring graduate degrees in science at par with other
professional streams, a four year Bachelor in Science (flexible and modular in
nature) is proposed. This degree course should be aptly branded and devised so
that it is significantly stronger than the regular three year programme. It
should enable students aspiring for a research career to directly enter a Ph.D.
programme. For others, it should provide them with measurable value additions like
interdisciplinary skills, niche skills required in industry, or rigorous
training in science education, science communication, etc. To ensure the
success and acceptability of such programmes, the course content must be
planned in consultation with diverse expert groups, and implemented at
institutions with a proven track record of success. Simultaneously, the existing
B.Sc. and M.Sc. courses should be reformed. The integrated five year M.Sc. programme
should have the provision to be integrated with the Ph.D. programme so that the
total effective time spent for a Ph.D. is reduced.
5. Reform the science
curriculum content in line with the changing world and increase research
component at all levels –
There
is an urgent need to reduce information load of curriculum at the higher
secondary level. Courses should be made engaging and the amount of hands-on
work at all levels should be increased. Books should be written by teachers who
teach the subject and not by curriculum committees. Pedagogy should be modified
to impart creativity and global vision training. Avenues for research should be
increased at all levels.
6. Radical changes are
required in the evaluation system to encourage scientific thinking and promote
better understanding of basic science concepts –
The system should move from examination based
evaluation to more open assessment mechanisms. Memory, comprehension and
creativity should be given equal importance in evaluations. Continuous
assessment at the school level will reduce dependence on year-end examinations.
To enable the modifications in the evaluation process, teachers need to be
trained in new methods of evaluation.
7. Promote access to
quality science educational material at all levels – There is a need to disseminate high quality science
educational material and self learning aids in local languages to assist
students from non-English medium education background. One important factor
which has to be kept in mind while translating into local languages is that the
technical/ scientific terms should be retained in English. This will make
it easier to migrate to English medium teaching in sciences at higher level for
the students. Special teaching aids need to be developed for tribal children and
children from rural backgrounds to attract them towards science. Tribal schools
should be equipped with teachers who are trained in pedagogical methods suited
to the special needs of tribal children.
8. Re-brand and promote
careers in basic sciences – Existing
careers in sciences, namely teaching and research, should be made more
attractive. There is a need to increase salaries in this field to reflect the
shortage of skilled manpower and to attract students towards a career in
science. Science colleges should collaborate with research institutes and
industry for campus placements. More modules/ courses could be designed which
prepare students for employment in industry. The four year bachelor’s course
offered by quality institutes should dispel the myth that science bachelors are
in any way less employable than graduates from other professional streams.
Research institutes should collaborate with professional streams to pursue and
create more opportunities. New institutes will create a demand for quality
science Ph.Ds and these career opportunities need to be publicized.
9. Launch a massive science outreach programme aimed
at students and their parents – A
science popularization programme should be launched to effectively cover
children across India.
This programme should bring all popular science activities under one umbrella
for rapid implementation and replication of successful initiatives. A large
chain of science talent cells should be created and each school should be
funded to open a science club. The effectiveness of mobile labs in reaching
the rural students and teachers is very high. Replication of the Agastya International
Foundation’s mobile lab programme, with possible public private partnership
mode for implementation, should be considered for various states. |
