Franklin W. Olin College of Engineering - heenamutha.com W. Olin College of Engineering . A light bulb goes on… Overview The role of science in rural India ïs development Science

Heena K. Mutha

USIEF-Fulbright Student Researcher

Agastya International Foundation & Bangalore University

Franklin W. Olin College of Engineering ‘2010

A light bulb goes on…

Overview The role of science in rural India’s development

Science education in India

Education in rural India

Agastya International Foundation

My work with AIF

Design activities

Leadership program development

Science for progress Countries that boast large investments in science and

technology tend to:

Have growing economies

Have liberal societies

Be more self-reliant (OECD)

At independence, Nehru laid the framework for investment in technical education:

IITs

12,000 colleges

200 universities

Science in Sustainable Development Technology from around the world is available for

India’s rise But, need to make technology adaptable

Capacity building is necessary to foster local innovations

Generating independent thinking and leadership is key to organic growth

Science as a process can foster this type of thinking 21st century survival skills: critical thinking,

collaboration, adaptability, communication, analysis, imagination, initiative (Harvard School of Education)

Science education in India

In 2004, there were roughly 12 million people holding graduate+ degrees in science.

Science Education in India Some argue that there is a STEM

crisis, others do not

A survey of students across all levels reveals: Grades 6-8 students: 22% want to

be scientists, 60% interested in studying science

Grades 11-12: Decline to 13-14%

NCAER survey reveals: Urban science, engr, med

Rural arts

Reasons for loss of interest Students say:

Class sizes are too big for me to understand

I’m not motivated enough

The subject is difficult

Teachers say:

They don’t have the training to teach science properly

Need better equipment

Education in rural India

Challenges Access to resources is still poor

Language is a huge barrier for science education

Hands on science education requires:

Planning

Creative teaching

A willingness to shift to student-centered teaching

Agastya International Foundation Mobile Labs

Science Centers in Rural India

Programs targeting:

Drop-out students

Communities

Teacher Training

Young Instructor Leaders

Science Fairs

Source: agastya.org

AIF- Young Instructors Nurturing curiosity and fostering creativity

Selection:

Outgoing and eager

Interest in taking risks

10-15 day-long sessions per year

Students-teaching-students

Take ideas back to school, home, communities

Source: agastya.org

A lesson on plastics

Water filtration

Bridges & Towers Design

Young Instructors- A Case StudyRoja-9th std., 3rd rank Subhu- 9th std., 4th rank

Parents: farmers, 3000/mo

Confident, plays sports, writes essays

Dream job: doctor in Tirupati

Parents wish: study medicine (sister studying Nursing)

Parents: farmers, 3-4000/mo

Shy, quieter

Dream Job: doctor

Parents wish: get married now…what’s the point in schooling

Re-designing rural leadership program Ingredients:

Parent and school support and involvement

Projects: community, research, entrepreneurship

Career planning

Trips: trekking, museums, theaters, parks, etc.

Opportunities to take responsibility

Meet new people, see new places

Conclusions Science education can be used as a tool to close the gap

between rural and urban India

Agastya International Foundation has done significant work in this area

Now, its time to implement high-impact programs for longer-term success

Acknowledgements Agastya International Foundation Mr. Ramji Raghavan

Mr. Ajith Basu

Mrs. Manjula Rao

Mr. Uday Kumar

Munaswamy

Madhuri

Shwetha

Dr. N. Nandini, Bangalore University

USIEF

ReferencesShukla,R. 2005. India Science Report: Science Education, Human Resources, and

Public Attitude towards Science and Technology. National Council of Applied Economic Research

Attracting Talented Students to Maths and Science. 2008. National Knowledge Commission

Annual Status of Education Report (Rural) 2010. 2011. Pratham Resource Centre.

Sustainable Development in India: Perspectives. 2002. Ministry of Environment and Forests.

Agastya International Foundation, www.agastya.org