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Science and Technology Literacy (Sci-Tech Literacy) for all Indians: Join the ‘Ideas Challenge’

February 03
15:05 2021

[Note to teachers and guardians: Please encourage students to participate in the “Ideas Challenge.” Students can register at the link below and submit their entries and solutions. Read more about it in the article below.]

Click here to Register

Click here to submit your solutions

By Satya Charan Chatterjee (Email: satyacchatterjee@gmail.com)

Today, political leaders in every poor or middle-income country use the promise of development to win elections. The big question is: What does development mean to the people who listen to the politician’s speeches? What do we the people understand when leaders use the word ‘development’?  Does development mean more money or does it mean something more than money or independent of money? Is development mere economic growth of our country or is there something beyond economics that development provides to the people of a country?

The Human Development Index (HDI) was created to emphasize that people and their capabilities are the ultimate criteria for assessing the development of a country, not economic growth alone. HDI is a simplified, summary measure of average achievement in key dimensions of human development: (i) a health; (ii)standard of living; and (iii) knowledgeable or educated.

The health dimension is assessed by life expectancy at birth, although, as our experience shows today, a long life does not always mean a healthy life. The standard of living dimension is measured by gross national income per capita, which is the country’s total national income divided by the population. This income per capita is an average; and as know the average could be the result of the multi-billion incomes of a few thousand super-rich people who pull the average number upwards while millions of people are poor farm laborers who earn less than Rs.150/- two dollars or per day. The HDI does not show the gaps or inequalities between the rich and the poor in a country. The knowledge or education dimension is measured by mean of years of schooling for those adults aged 25 years or older and expected years of schooling for children of school entering age. However, as we know from our personal experience, attending school does not always equate with being knowledgeable. This article focuses on the knowledge or “education” dimension, and on a specific aspect which I have termed as “science and technology or Sci-Tech literacy. I restrict myself to the Indian context.

To the best of my knowledge and experience as a 92-year old, who was born in Bengal, now living in Bombay (Mumbai) and having traveled to many parts of the country, education of the child is valued by every Indian family, irrespective of income, region, language, or community. For most poor and middle-class Indian parents, including mine when I was a toddler in the late 1930 and children born in 2020, education is considered the ladder for upward economic and social mobility. The government also sees education of youth as one of the pillars of progress and economic growth. The government is on a mission to make every Indian literate and ensure that all children go to school.

Yes, everyone, irrespective of age, gender, class, caste, color, should know the basics of reading, writing and arithmetic. However, there is one kind of literacy that we have not paid attention to. And while we must know how to read and write language or do math, today, we must also know the basics of science and technology. We need ‘Science and Technology (Sci-Tech) Literacy for all Indians.’

Science and technology are an integral part of daily living today. However, despite full schooling, many do not seem to know the practical and daily aspects of science and technology. The Covid-19 pandemic clearly demonstrated that most people were unaware of viruses; how infections spread and germs are transmitted. Even after a year of living with Covid-19, most people are unaware of how vaccines work. Another example, most babies today learn to use the mobile phone with all its video features even before they learn to walk. Due to the Covid-19 pandemic, most children are attending classes through mobiles and laptops. But, how many children, or even their parents, can tell you about how the mobile phone works; what is wi-fi; or know the effects and consequences of using of wi-fi technology or of radio-waves? In just a few years time, our college graduates will be competing for jobs with robots and machines using artificial intelligence (AI); yet, how many of us can describe what is AI?

We live in a rapidly changing world where new knowledge in science and innovations in technology are impacting the world every day, be it genetic engineering, artificial intelligence, digital systems, e-commerce, data analytics, advanced surveillance. Then there are the effects of past technologies – plastic in the ocean, air pollution, climate change, pesticides in the food. Each of these changes affect us profoundly. We have all read or heard about these things, but very few of us know exactly what they are, how they occur, how they impact our lives, and what we can do to mitigate the harmful effects.

‘Science and technology’ are critical for progress and development, but the products of science and technology are also impacting the overall health, environment, ecology, natural resources, quality of food and produce, and quality of life. So, a basic ‘Sci-tech literacy’ will enable people to use science and technology to their advantage while also trying to minimize its negative impacts. A basic knowledge of science and technology will help build the right etiquettes and civic sense about using technology. Let us say, it will help develop “science-sense” or “tech-i-quette” among people.

What we need is “Science and Technology Literacy for All Indians” – irrespective of school attendance and age.

Does school enrolment mean student will automatically have science and tech literacy?

India has succeeded to a large extent in ensuring children go to school. With more than two in five Indians (40% of the population) aged less than 18 years, nearly half of whom are girls, India has the largest number of school-going children. However, while enrolment drives have brought students to schools, it has been difficult to retain them after primary education.

Reports state that of an initial enrolment of 100 students, on an average, only 70 finish school in India. While the number of students in the elementary education level is high (94), many drop out during the secondary level (with about 75 left).[ii] By the time the students enrolled in class 1 reach class 6, a small group drops out, with another group dropping out between class 6 and 8. After class 8, the dropout rate rises sharply, particularly among girls.

The Ministry of Statistics and Programme Implementation, Government of India, has released a publication, “Children in India 2018 – A Statistical Appraisal”, to provide suitable statistics for informed decision making. The publication presents and analyses statistics pertaining to the condition of children on broad indicators such as child survival, child development, and child protection. [iii] According to this report, school enrolment data from 2015-16 reveals that while the Gross Enrolment Ratio (GER) at primary school level is very high at 99%; however, at upper primary it drops to 92.8%, at secondary school level it drops to 80% and at higher secondary it is 56%.

There are various reasons cited for the high drop-out, especially among girls, ranging from economic status of households, safety of girls in public places, parental attitudes and fear, and social norms of early marriage of girls.

The Economic Survey 2019-2020 has also pointed to high drop-out rates at various levels of schooling and lack of affordability in higher education as areas of concern. Accordingly, the government has initiated the process of formulating a new Education Policy with a focus on quality education, innovation and research. The Economic Survey is a crucial document scripted by the Chief Economic Advisor and approved by the union finance minister. The Survey provides a bird’s eye view on the performance of various sectors in the financial year and indicates possible policy changes in the year ahead.[iv]

Thus, while the government has to work on policies and programs that increase school retention and continuation of students, especially girls who are half the population; there is another policy issue for education departments to consider seriously. Given the data that majority of enrolled students continue only till Class 8, it is important for the state education departments and school boards to ensure that basic science and technology literacy topics are included in the curriculum between Class 1 and Class 8.

Let us assume for a second that we are unable to retain a particular student in school after Class 8, is it possible for that student to know enough about science and technology even if he or she drops out? Those who drop out of school at 8th standard will also, sometime in their lives, use a mobile phone, drive a car or scooter, carry or dispose plastic, cook with gas, switch on an electrical appliance, raise a child, drink water, pollute the air, and possibly live through another pandemic. He or she has to know somethings about science and technology.

Thus, for those enrolled in school there is an opportunity to teach them the basics of science and technology between Class 1 and Class 8. For those like me who are out of school or have completed their schooling many years ago, this information could reach through television, radio or mobiles.

Imagine a tailor from Tamil Nadu, a kindergarten teacher from Kashmir, a housewife from Howrah, a garment manufacturer from Gujarat, a B-Tech from Bengaluru, and a milkman from Madhya Pradesh. What is that basic minimum, fundamental set of topics related to science and technology that all of these people need to know in order to lead good quality lives today?

This ‘science and technology literacy’ course syllabus or topics list should help everyone navigate today’s world whether that is the poorest person on the planet or the richest billionaire. Science and Technology Literacy will enable every person lead a scientifically-informed and an environmentally-friendly and good quality of life.

A person who balances technology, environment, personal and physical needs will be able to obtain a higher quality of life for herself and also help others do the same. Basic scientific literacy will not only help people lead better lives, it will also help them create sustainable livelihoods, ensure that they are successful and competitive in the global arena. Can we achieve this in India?

Science and technology literacy for all Indians, irrespective of school attendance or dropping-out or no-schooling – that is the bold challenge. This article announces an “Ideas Challenge” for all students: Can you design a science and technology (sci-tech) literacy syllabus with fundamental information areas or topics that every Indian, from the poorest farmer to the richest stockbroker, should know about science and technology?

This is the Sci-Tech Literacy Ideas Challenge.

If you are a student, then this challenge is for you. Can you help design a Science and Technology Literacy (Sci-Tech Literacy) course that can help all Indians attain basic minimum proficiency in science-related knowledge?

Go the web-link provided in this article and register today. Participate and win prizes and also contribute to healthy change in India.

The best ideas will win prizes, get certificates, and

Students could win the SATYA Award (Science and Technology – Youth Advancement Award), attractive cash prizes, participation certificates, and see their ideas published on this website. The meritorious entries will also be put together in a document that will serve as an advocacy brief to be sent to the Education Departments at national and state government levels.

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[i] http://hdr.undp.org/en/content/human-development-index-hdi

[ii] What is the dropout rate among schoolchildren in India? https://www.thehindu.com/education/percentage-of-school-dropouts/article25909306.ece

[iii] The Ministry of Statistics and Programme Implementation, Government of India, has come out with a publication, “Children in India 2018 – A Statistical Appraisal”, to provide suitable statistics for informed decision-making. The publication presents and analyses statistics pertaining to the condition of children on broad indicators such as child survival, child development, and child protection covering demographic particulars such as status of child nutrition, health and education, children at work, and in situations of crime. The statistics released are based on administrative sources, surveys, and Census conducted by the Central and the State governments. https://www.thehinducentre.com/resources/article23967075.ece and https://www.thehinducentre.com/resources/article23966426.ece/binary/Children_in_India_2018_A_Statistical_Appraisal

[iv] https://www.indiatvnews.com/business/news-economic-survey-2020-points-out-high-drop-out-rates-in-schools-584649

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