APPENDIX `F' MEMORANDUM ON ITEM 8 : STRENGTHENING OF SCIENCE EDUCATION-STEPS OTHER THAN THOSE COVERED IN ITEM 6
The aim of science education at the secondary stage is two-fold : (a) to give the future citizen an understanding of the role of science in everyday life ; and (b) to lay the foundations of a sound training for the future scientist and technologist.
2. In a developing country like ours, the need for inculcating a scientific attitude in the average man and woman is obvious. The nation cannot succeed in combating disease, controlling the population explosion or increasing farm and industrial production, unless the general mass of people realize that it is open to them to gain a mastery over their environment through the application of science.
3. The output of science in the world today is increasing rapidly. To catch up with the advanced countries of the world, we must increase the output of scientists and technologists at all levels. This would be possible only if our secondary schools can provide efficient teaching in mathematics and in basic sciences, such as physics, chemistry and biology.
4. The Third Plan envisages the introduction of the teaching of general science in all schools and elective science in about 9,500 out of 21,000 secondary schools. A number of supporting measures were proposed, viz. increasing the supply of qualified and trained science teachers, reviewing school science syllabi, preparing teachers' hand- books, science textbooks and supplementary reading material, stan- dardizing the design of laboratory equipment and apparatus, esta- blishing science clubs, encouraging science talent and the setting up of a central organisation for the promotion of science education in schools.
5. In most States, science teachers are in short supply particularly in rural areas. The shortage is more acute in respect of post-graduate teachers required to teach in the higher secondary classes. Although the number of students taking science courses in the Universities is steadily increasing, the better type of science graduate is not attracted to the teaching profession unless the emoluments and service conditions in schools are made more attractive. The four Regional Colleges of Education set up under the auspices of the National Council of Educational Research & Training are now giving a four-year course in content and methodology to promising students after they qualify in the higher secondary examination. In the long run, this may turn out to be the best method of ensuring a steady supply of trained science teachers. As for M.Sc.s, the supply is unlikely to increase very appreciably in view of the limited facilities for postgraduate studies available in the universities and the demand in M.Sc.s from universities, research and industrial establishments. The State Governments have, therefore, been advised to start condensed courses for
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existing graduate teachers to equip them for taking higher secondary classes. Very recently, Government of India have sanctioned grants to States for meeting all expenditure on such courses.
6. It has been mentioned that scientific knowledge is increasing rapidly. It is, therefore of the utmost importance that teachers should be given opportunities of keeping themselves abreast with current advances in scientific research and new developments in science education. For this purpose, it is necessary to organise at regular intervals refresher courses for school science teachers. The State Governments have been offered financial assistance to organise such courses. Besides, the U.G.C. has undertaken programme of ar- ranging Summer Institutes for Science and Mathematics teachers with the assistance of American experts.
7. The National Council of Educational Research & Training is currently engaged in reviewing syllabi and preparing textbooks in general science for elementary classes. Also, panels of experts have been set up to write model textbooks in science subjects at the secon- dary level. In the U.S.A., joint teams of eminent teachers in univer- sities. and schools are engaged in the modernization of science and Mathematics curricula. The National Council of Educational Research & Training is engaged in similar work, and it is hoped that textbooks on these lines will be made available in the different regional langu- ages. It is also proposed to prepare suitable audio-visual aids for science teaching.
8. The Committee on Plan Projects of the Planning Commission has prepared lists of equipment for teaching science in higher secondary schools. Similar lists will be prepared for high schools as well. The Committee has also prepared standard designs for laboratory buildings and furniture. In cooperation with the Indian Standards Institute, standards for important items of science apparatus will be laid down. In the case of other items of apparatus, certain norms will be prescribed for the guidance of manufacturers. The question of setting up a central organisation to supply quality apparatus at rea- sonable cost is under consideration of a Panel set up by the Committee. It is also felt that there are several simple items of apparatus which could be fabricated in schools. Apart from reducing the total cost in equipping laboratories, manufacture of simple apparatus in the schools will have considerable educative value for the students. The training of future science teachers should also take care of this aspect.
9. A Department of Science Education has been set up in the National Council of Educational Research and Training. This De- partment is concerned with the different aspects of science education in secondary schools. The Science Club and Science Fair movement is provin to be very popular in schools. The Science Talent Search is also another important feature of the activities of the Department.
A Central Science Workshop is being established by the Depart- ment. This Workshop is being equipped with machinery and tools received from Unesco under the Technical Assistance Programme and the main function of, this Workshop will be to design prototypes of simple and cheap school science equipment for use in Indian schools. The Workshop will also organise training programmes for teachers to provide them with certain basic mechanical skills needed for improvi- sation of equipment and simple repairs.
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The Department of Science Education is also responsible for orga- nising a programme of research in Science Education.
10. Mention has been made of the assistance to State Governments in the last two years of the present Plan for providing laboratory equipment and training programmes for science teachers. It is hoped that this assistance will strengthen science teaching in schools established up to the end of the Second Plan. In the Fourth Plan, high priority will be given to science education at the secondary stage. The programme relating to expansion of facilities for teaching elective science, teaching-training including in-service training preparation of textbooks and reading materials, standardization of laboratory and appratus designs will be intensified in the Fourth Plan. To help in the implementation of this programme, it is proposed to set up an institute of Science Education in every State. These Institutes will work in close liaison with the Department of Science Education in the National Council of Educational Research & Training. It is also proposed to appoint Science Supervisors at the District level, who would be responsible for raising the quality of science education in their areas.
11. It may not be out of place to make a brief reference to the recent report of the Unesco Mission to advise on the modernization of science and mathematics teaching in Indian schools. The Mission has suggested that general science and mathematics should be taught to all pupils up to class XI and that the syllabi in elective science subjects should be brought up-to-date. For example, it has been sug- gested that the physics course should include study of elementary knowledge of nuclear and atomic physics and the physics of solids and radio electronics. The Mission has suggested a radical review of teaching mathematics at all levels so that teaching in physics and allied subjects could be supported by mathematical methods. Stress has also been laid on the teaching of Biology in schools. These findings of eminent Russian and American experts will be useful in the future planning of science education, A summary of the recommendations of the Mission may be seen in Annexure X.
12. This paper contains ideas which will form the basis of the programme of science education in the Fourth Plan. The members of the Board may like to offer their comments and suggestions.
ANNEXURE X
The Main Recommendations of Unesco Planning Mission's Report The Mission in its report has broadly defined the objectives and tasks of Science and Mathematics education in Schools and the main recommendations are :-
1. A programme of Science Education for all the students from class I to X and specialised programme for those offering the Science stream up to class XI.
2. Deepening of the existing syllabi and incorporating modern developments in respective sciences. Detailed draft syllabi have been suggested for all subjects in three stages I-V, VI-VIII and IX to XI.
3. General Science teaching up to class V and then separate dis- ciplines of Biology, Physics and Chemistry from class VI onwards.
4. The guiding principle of Science education be a judicious combination of theory and practical work, both demonstration and individual experimentation.
5. Polytechnical world outlook should be developed through Science education by including suitable topics in Science subjects.
6. Development of method guides for the use of teachers.
7. Preparation of textbooks on certain suggested principles and translation of some Russian textbooks.
8. Setting up of number of University special mathematics board- ing schools and boarding schools of Science for talented pupils.
9. Combined study room both for practical and lecture work for each Science subject.
10. Preparation of compulsory norms and lists of teaching equip- ment.
11. A programme of work for the Central Science Workshop to produce prototypes of Science equipment for schools.
12. Establishment of a museum of teaching equipment.
13. An emphasis on Science content in a teacher training school syllabus so that a graduate from there should have general education equal to the higher secondary school level in Science and pedagogical qualification.
14. The present one-year teacher training colleges programme may continue for another decade with suggested changes in its curriculum and improvement of staff. There should be a unified programme in all the training colleges.
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15. Two schemes of training for M.Ed. course.
16. A revised programme for the Regional Colleges by rearranging the syllabus and time schedule.
17. The programme of the Regional Colleges can become the major means of training Science mathematics teachers and hence their number should be increased. It is desirable that the total enrolment in such college be kept at 1,000 to make it an economic proposition and to provide specialists in all the major subjects.
18. A project of training teachers through correspondence Educa- tion and In service training Centres through Universities and Regional Colleges to meet the large demand of a qualified Science Teachers in future years.
19. Increase in the number of Extension Services Centres.
20. A plan for Research in Science Education through Department of Science Education, National Council of Educational Research and Training as the main coordinating agency.
21. To increase by 1966 two-fold the enrolment of pupils in Science stream of higher secondary schools as compared to the 1963 enrolment.
22. A sequence and time of implementation of the recommenda- tions.
23. A phased programme of deputing Experts from U.S.S.R. to work with Indian workers and training of Indian workers in U.S.S.R.