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5. RECOMMENDATIONS
The
recommendations are presented here in two groups: first those
that involve national bodies, agencies, the educational system,
research laboratories and industry; second, those that depend
mainly on initiatives to be taken by the Academy. Some overlap
with the views presented in Section 4 is retained to make
the recommendations self-contained.
A.
General Recommendations
Functioning
of Colleges and Universities, and role of national laboratories
The
absolute minimum that students and society should demand from
universities and colleges is that they run as announced in
schedules, hold classes and examinations on time, and declare
results on time. This can only be achieved by sustained pressure
from students and the public, and removal of political influence
on university functioning. Maintaining strict schedules will
facilitate comprehensive and thorough coverage of material.
An
important aspect is continuous teacher training and upgradation
of knowledge through summer and refresher courses. Here the
experience of the chain of Academic Staff Colleges has not
been good. Attendance at these courses is used largely as
a prerequisite for promotion, and only 15% to 20% of those
who attend have serious interest in the subject. The selection
of the participants is also generally not in the hands of
the course organisers. Therefore, attendance at refresher
courses and training programmes for teachers must be separated
from promotions, and the organisers must be allowed to select
participants as -well as examine them at the end of each course.
Some
of the proposals described in Section 3 involve creation of
new institutions or centres. The Council strongly feels that
these should be within the overall university system, but
should be administratively independent and autonomous [12].
In
particular, we urge the adoption of a three-stream approach
to undergraduate education in science, in the spirit of the
framework proposed by the Working Group of the Planning Commission,
as described earlier in Sections 3 (a) and 4. In the first
two streams, leading to an improved B.Sc. degree and the B.Sc.
(Hons) and integrated M.Sc. degree programmes, the involvement
of at least a few university departments in undergraduate
teaching, in addition to their regular postgraduate teaching
and research work, is essential, and such universities should
offer all four of the basic subjects of Physics, Chemistry,
Mathematics and Biology at similar levels. The course options
for students in the third or Applied Science stream need to
be drastically redesigned, so that apart from a foundation
in basic science a wide variety of options of a more vocational
or practical nature are available; we are convinced that the
traditional undergraduate course does not really address the
needs of this group. Redesigning the undergraduate course
on such lines will be a complex task, which could be the subject
of future detailed discussions.
Along
with the recommendation for the introduction of strong Integrated
M.Sc. programmes in selected institutions, the Academy also
urges the introduction of Integrated Ph.D. programmes in the
four main science subjects. Such a scheme presently exists
in Chemical Sciences, Physical Sciences and Biological Sciences
at the Indian Institute of Science, Bangalore. Such programmes,
the input to which would be gifted and motivated B.Sc. graduates,
need to be very carefully structured and offered at a small
number of select institutions capable of sustaining them.
In
the Max Planck Institutes of Germany and CNRS in France, there
is a tradition of scientists in national laboratories being
given the opportunity to teach and interact with students
at adjoining universities. In the process, such scientists
are offered the academic title of Professor at the university.
Such a relationship between universities and national laboratories
makes eminent sense in our country today; already, as an example,
one may mention courses taught jointly by scientists of the
National Chemical Laboratory, Pune, and faculty of Poona University.
At a more individual level, one should encourage the notion
of adjunct faculty, which would enable outstanding scientists
outside the university system to participate in teaching in
universities. One step in this direction might be to create
a fund to support teaching and research ventures undertaken
jointly by faculty in universities and scientists in national
laboratories.
Role
of Government Agencies and Industry
Looking
at the present state of functioning of most of our universities,
it is necessary for the UGC and Parliament to step in and
make them more than mere examining bodies; instead they must
be enabled to become centres of learning and excellence. To
achieve this objective, funding provided to colleges and universities
must improve, and at least at a few places quality science
education centres must be started. One way to do so would
be to implement the recommendations made by the Planning Commission
Working Group, sketched in Section 3 (a). In addition, a system
of accreditation of university science departments should
be introduced; this should be carried out by a central and
autonomous body not susceptible to local political pressures.
The
efforts of DBT in the life sciences and NBHM in mathematics
have been mentioned earlier. Other major agencies such as
DAE, DOE, ISRO and DST must be persuaded to support selected,
good M.Sc. programmes in physics, chemistry, biology and mathematics.
The intention must be to support education in the basic sciences,
not immediately linked to the needs of these agencies - such
seemingly altruistic support will surely help them in the
long run. The institutions to be chosen for such agency support
could be picked, on the basis of faculty and syllabi, by the
Academy or any other body of standing. The agencies should
provide scholarships, support setting up of laboratories,
donate equipment, and do all this without insisting on too
early specialisation.
Industry
too - the Confederation of Indian Industries (CII), the Federation
of, Indian
Chambers of Commerce and Industry (FICCI) and the Associated
Chambers of Commerce (ASSOCHAM) for example - should come
forward with scholarships for P.G. students and support to
laboratories. As is the practice in Germany, for instance,
the chemical and pharmaceutical industries should be persuaded
to give essential solvents and basic chemicals to U.G. and
P.G. institutions for their chemistry programmes. In the same
spirit, the Indian Chemical Manufacturers Association (ICMA)
could be induced to provide help in improving education in
chemical sciences. Groups of companies with common interests
could also be targetted. Other sources, for example international
bodies like UNESCO, could also be asked for similar support
in all areas of science.
Wide
publicity should be given to educational opportunities in
the sciences, as well as to career opportunities in industry
and elsewhere for science graduates. This could be done through
the proposed new science magazine recommended below (in B
(vi)).
B.
Academy Initiatives
Efforts
by the Academy through the Fellowship
(i)
Council proposes to commission a group of Fellows to prepare
two volumes on what students should know in each area of science
respectively at the B.Sc. and M.Sc. levels, and as preparation
for embarking on a Ph.D. programme. Such preparation should
be comparable to the level of attainment seen at the Ph.D.
qualifying examinations of good U.S. universities. The volumes
may be brought out through private publishers under Academy
auspices, and will reflect the suggestion made in Section
4 that for the first two years of B.Sc. all science students
should have a largely common curriculum. Some description
of course combination options and careers should be included.
(ii)
Council proposes to commission and support the writing of
brief expository monographs ("appreciation courses") on scientific
topics, in the style of the MIR publications of the former
U.S.S.R. Some could be written by Fellows, some by others
by invitation.
Council
also proposes to commission preparation of modem science texts
at U.G. and P.G. levels as well as more informal Lecture Notes
where necessary. In cases where classic texts are available
in inexpensive editions (many mathematics texts, the Feynman
Physics lectures, etc.), the writing of supplementary texts
leading up to the classics need to be supported. Reprinting
of other classics with permission, sometimes accompanied by
commentaries, will also be encouraged.
Other
types of monographs whose writing would be similarly encouraged
are "bridge courses", which would help non-experts get an
overview of a scientific topic, and also advanced books on
specific topics.
(iii)
Council plans to commission teams of Fellows to devise sets
of experiments (say about a hundred) in each of the basic
sciences, which bring out fundamental principles in an appealing
way, wherever possible using inexpensive and commonly available
materials.
(iv)
In cooperation with experienced teachers and expositors, and
working with existing centres such as the EMRCs at Pune and
Hyderabad, the Academy will offer assistance in production
of radio and TV programmes on science, and video tapes to
supplement class room instruction at school and college levels.
These could also be in regional languages, and explore "alternative"
methods of teaching. A library of 40-50 taped lectures, covering
substantial parts of the undergraduate curriculum, could also
be created.
(v)
The Academy will attempt to periodically assess the, state
of affairs in education in each major scientific field and
publish its findings, giving current trends, pointing out
lacunae, highlighting possible opportunities, and offering
suggestions about areas needing special effort.
(vi)
Council proposes to launch a journal of science specially
intended for science students and educated lay persons interested
in science. The editorial, intellectual and financial backing
of the Academy will be available to sustain such an effort.
The journal will contain expository articles, descriptions
of new teaching methods and innovative experiments, science
news, historical notes etc. Information on course openings
and facilities in various institutions might be included in
such a journal, as well as advertisements from prospective
employers of science graduates.
Interaction
with student and teacher communities
(i)
Subject to the availability of resources, Council will establish
a programme wherein Fellows would be invited to identify one
or two college students each year (within some overall limit)
for placement in a (summer) programme organized or assisted
by the Academy. Such students would be supported to spend
some time - say two months or so - working and studying under
a Fellow's guidance. Such short term research experience will
help the student to use his or her spare time productively,
and it is hoped that many bright youngsters may thereby be
motivated into pursuing careers in scientific research.
A
similar programme at the college and school teacher levels
is also being considered, with Academy support for summer
training programmes for them. This will not be on the rigid
lines of similar current programmes. The participants would
be selected by the Academy on the strength of their motivation,
rather than on seniority or as an aid to their promotion.
(ii)
Similar to the series of Discussion Meetings supported by
the Academy, Council proposes a series of Academy seminars
for chosen college teachers and promising students, which
may be organized by groups of Fellows in each subject area.
Students could speak to audiences of other students, teachers
and Fellows on topics chosen with guidance. This would promote
popularisation of science as well as contacts between Fellows,
students and teachers. (iii) An Extension Lecture Programme,
similar to the UGC supported programme at IISC for example,
will be set up under Academy auspices. Fellows in each region
would give lectures on a list of topics made available to
nearby schools and colleges.
(iv)
Council proposes to invite a few college and university teachers
to its annual and mid-year meetings as guest participants.
This will increase personal contacts between Fellows and good
teachers, and be a form of recognition for the latter.
The
above initiatives demand linkages with reputed publishers
and additional financial resources, which will be sought by
the Academy from Government and private sources.
Link
with teaching departments and institutions
Council
recommends to University science departments and national
laboratories that they produce brochures containing helpful
information about their activities for the guidance of students.
This is common practice in developed countries, but in contrast
such information is rather difficult to obtain for a student
interested in working in Indian institutions. The Academy
could evolve a suitable format for such brochures, and assist
when necessary in disseminating the information available
in them.
Contacts
with national bodies, agencies, etc.
(i)
Council proposes to set up a Committee to carefully examine
the goals of equity and excellence from new perspectives,
and to arrive at ways of restructuring the overall educational
system so that these goals are no longer seen as mutually
exclusive. The views of the Academy will be widely publicised,
in the expectation that this debate takes a new and fruitful
turn, showing us a way out of the corner into which the country
has pushed itself by so far relying solely on political and
judicial approaches.
(ii)
The Academy expresses strong support for the Integrated M.Sc.
programmes along the lines described in Section 4. The Academy
is willing to offer its assistance in the selection of institutions
to establish such programmes and in the preparation of appropriate
syllabi, including experiments.
The
Academy also recommends the setting up of Integrated Ph.D.
programmes at a few select institutions, which would take
students with a good undergraduate degree and give them the
necessary training (including course work) to bring them to
the threshold of research. Suitable guidance could then be
offered to enable them to work towards a Ph.D. A Master's
degree could also be awarded at a suitable intermediate stage.
It
is also recommended that the usual Ph.D. programmes, which
take students after a Master's degree, should include some
pre-Ph.D. courses to bring students up to the same level as
in the Integrated Ph.D programme. In some of the advanced
courses offered in the integrated programmes or as part of
the requirements for the Ph'D. programmes, students from different
institutions may be pooled together, especially when the numbers
involved at each institution are small. While the above recommendations
relate to research level training in science, the Academy
strongly endorses the pattern of U.G. science education as
outlined in Section 4a.
(iii)
The Academy also endorses the need to introduce special M.Sc.
courses in different branches of - science, in the spirit
of the, DBT programme. It is recommended that the science
departments and agencies of, the Central Government, provide,
scholarships to such students and support the setting up of
laboratories and other facilities for such courses.
(iv)
The views of the Academy on the structure and content of science
education at the U. G. and P. G. levels, as suggested in Section
4, and on the support needed by universities and colleges
as well as on the way they should function, will be made widely
known to the general public, the student and teacher communities,
other academic societies, and Government bodies such as the
Planning Commission, the Department of Education, and the
UGC.
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