Restructuring science studies
AMUTHA KANNAN
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Expert panel advocates flexible and multi-choice higher education system in sciences
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— Photo: Nagara Gopal
Sad state: Majority of colleges have poor laboratories, says position paper prepared by experts.
A major hurdle faced by the youth today is the state of higher education. This frustrates them not only because it fails to prepare them to be competitively employable, but also fails to excite their minds. Against the background of this paradoxical situation, it is encouraging that the government and other agencies are sensitive to the gravity of the situation. More liberal funding is on the anvil for revamping the higher education system by strengthening the existing cen
tres of learning in addition to establishing new institutions.
The Indian National Science Academy (INSA), New Delhi; the Indian Academy of Sciences (IASc), Bangalore; and the National Academy of Sciences (NASI), Allahabad, have jointly prepared a position paper on “Restructuring Post-school Science Teaching Programmes.”
The Science Education Panel of the three academies got together and formed a six-member committee that worked on the paper for close to one-and-a-half years. The paper, printed in a book form and with a foreword by the directors of the academies — M. Vijayan, D. Balasubramanian and A. Misra — has been forwarded to the authorities concerned and stakeholders for perusal. N. Mukunda, Editor of Publications and Chairman, Science Education Panel, IASc, Bangalore, who is one of the committee members involved in drafting the paper, says: “The three academies felt a need for restructuring the science programmes in universities and colleges. The committee members worked on it and handed over the draft to the directors of the academies.”
It includes the drawbacks and limitations in the system, gives various alternatives as proposals that can be introduced in the colleges, and also suggests ways to implement them without too much disturbance to the present system. The focus is on flexible and multi-choice higher education in sciences.
Drawbacks
According to the paper, the major drawbacks identified in the current post-school science education are: compartmentalised teaching/learning, sequential admissions to B.Sc., M.Sc., and Ph.D. programmes, repetition of topics at the UG and PG levels, poor laboratory facilities, little exposure to research methodologies, and limited options for movement between science and technology streams.
It is suggested that a new four-year B.S. programme should be introduced at select institutions to begin with. Subsequently, the B.S. qualified candidates can directly join a dual degree M.Sc., Ph.D. programme. If they wish to discontinue in between, they can do so with an M.Sc. degree. Here again, those with the B.S. degree can shift from the basic science to technology and vice versa for further education, leading to an M.Tech./M.Sc., and/or Ph.D. This is expected to give Plus-Two students more options for higher studies in science and technology.
The paper has also recommended continuation of the existing 3+2 pattern of B.Sc. and M.Sc., subject to restructuring, to provide integrated learning. Certain suggestions for restructuring include planning “deficiency courses” for those who have not studied mathematics or biology in Plus-Two.
The course content should be geared to develop concepts rather than merely provide information for memorising. Interdisciplinary courses should not be at the cost of ignoring classical concepts. All courses must include 30 per cent to 40 per cent credits in the laboratory and field work. Students should learn languages and be encouraged to hone their communication skills.
It has also made certain suggestions to popularise science. It wants the next Five Year Plan to include upgrading of universities and colleges and calls for new initiatives in science and technology, at least 200 UG colleges in science, technology and social sciences be provided additional assistance to develop into colleges of excellence, give high priority to e-learning materials, etc.
To give an impetus to students in school and college towards science, national merit scholarships for B.Sc., M.Sc. students, and research fellowships for Ph.D. scholars should be enhanced. School students should be given stipend to spend time in laboratories and institutions.
Other recommendations
The paper has suggested that teachers and researchers be given more incentives to make it attractive to take up the teaching profession.
It has recommended that vice-chancellors be appointed for a five-year term to initiate and pursue positive changes. All universities should be upgraded to Central Universities to ensure uniformity and quality.
Close monitoring of universities in terms of affirmative action and fulfilling of social obligations should be done regularly. Professor Mukunda says that after the approval of the directors, the paper has been circulated to all vice-chancellors, directors of science institutions, heads of the government departments of science, the Planning Commission and the Prime Minister’s Office.
A meeting of all stakeholders is likely to be held at INSA, New Delhi, on January 12, 2009, to discuss the modalities of the paper’s implementation.
The directors of the academies hope “the combined efforts will result in significant improvements in the science education scene, offering challenges to talented students and making it possible for them to truly excel in their chosen careers.”
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