File No.

Government of India
Ministry of Human Resource Development
(Department of School Education and Literacy)

Shastri Bhawan, New Delhi

Date:28th May, 2015

ORDER

Subject: Guidelines on the Rashtriya Avishkar Abhiyan regarding.

In pursuance of the focus on connecting school based knowledge to life outside the school and
making learning of Science Mathematics a joyful and meaningful activity, tobring focus on
innovation and use of technology, the Ministry of Human Resource Development has set up the
Rashtriya Avishkar Abhiyan(RAA)- a convergent framework that aims at nurturing a spirit of
inquiry and creativity, love for Science and Mathematics and effective use of technology
amongst children and encourage those who show an inclination and talent for these subjects to
be encouraged and supported to heights of academic excellence and research.

Rashtriya Avishkar Abhiyan will target students in the age group of 6 - 18 years and inturn the
execution of RAA will span across MHRD’s schematic interventions of Sarva Shiksha Abhiyan,
Rashtriya Madhyamik Shiksha Abhiyan in the Department of School Education & Literacy and
programmes and schemes of Department of Higher Education to encourage Science,
Mathematics & Technology.

Background to RAA

Science, Technology and Innovation have emerged as the major drivers of national development
globally.India, with its near universalisation of access in school education and expanding Higher
Education and Scientific institutions both under the government and private sectors, wants to
give a direction to drive future innovations by encouraging children in exploration, discovery and
innovation to support aclimate of innovation by teachers and students at school level.
The Kothari Commission (1964) noted that the destiny of this country is shaped in the
classrooms and laboratories of schools, colleges and universities. India’s Curriculum Framework
recognisesconnecting knowledge to life outside the school and notes that learning takes place
both within school and outside school andseeks to design learning tasks beyond textbooks and
schools.

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The Yashpal Committee report (1993) Learning without Burden expressed concern over the
esotericisation of Science also on the tendency embedded in the syllabi and textbooks to
accelerate children's mathematical skills by teaching mechanical rules at the expense of
understanding.

Aim

While emphasising the primacy of the schools and classroom transactions, the RAA aims to
leverage the potential for science, mathematics and technology learning in non-classroom
settings. Beyond the four walls of a classroom, opportunities for science, mathematics and
technology learning abound.

Accordingly,the‘RashtriyaAvishkarAbhiyan (RAA)” is plannedto provide nourishing and

nurturingsupport to and a platform for schools in a dualtrack approachto make Science,
Mathematics and Technology exciting to children and encourage them to have an enduring
interest both inside classroom and outside classroom activities.

Objectives

• To enable children to become motivated and engaged in Science, Mathematics and

Technology (SMT) throughobservation, experimentation, inference drawing, model
building, rational reasoning, testability etc.

• To create curiosity, excitement and exploration among school children in Science,

Mathematics and Technology.

• To create a culture of thinking, inventing, tinkering and doing to promote enquiry

based learning in Schools.

• To achieve learning levels appropriate to the class of study in Science and

Mathematics.

• To encourage and nurture schools to be incubators of Innovation.

Target Age group, Classes and Schools

Target Age group Every child of 6-18 Years age

Target classes/ 1. Children from Classes I to XII
courses 2. Children of Open Schools 6-18years
3. Children of Special Schools (for disabled children)
4. Children studying in Special Training Centres (bridge programmes)
Target School / 1. State / UT Government and local body Schools
Institutions 2. KendriyaVidyalayas, NavodayaVidyalayas and other Central
Government Schools
3. Special Schools (for disabled children)
4. Open Schools systems of children of 6-18 years

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 5. Special Training Centres (bridge programmes)

Major interventions under RAA

(I) Systemic improvements in the School System

• Teacher Preparation for Science, Mathematics and Technology: Pre-Service and In-
Service
• Assessment design for Science and Mathematics for students
• Recruitment of Science and Mathematics Teachers.
• Strengthening School Science Laboratories and Mathematics Laboratories
• Provision of teaching-learning equipments and supplementary books/materials to enhance
Science and Mathematics transaction in classrooms.
• Use of Technology in Science and Mathematics teaching
• Development of resource materials
• Strengthening teacher support institutions and in the use of technology
• Effective classroom transaction : teaching – learning.

(II) Initiatives to encourage Science, Mathematics through alternative strategies

• School Mentoring for Science & Mathematics teaching by Higher Education Institutions.
• Teacher Circles on Science, Mathematics and Technology
• Science/Mathematics Clubs for Children
• Expand outreach ofprogrammes of Ministry of Science and Technology to promote
science learning.
• Participation of Students in Inter-school, State/National Maths and Science Competitions/
Olympiads etc.
• Organised visits to Science Museums and Science fairs and Mathematics Melas.
• Parents and community sensitisation.

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Specific initiatives planned under the Rashtriya Avishkar Abhiyan

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 Teachers School Science Facility Community
1. Capacity building-Pre- & In-Service
2. Filling up of Science & Maths 1. Science & Math Laboratories 1. Promotional communication strategy
Teacher Vacancies with kits
3. Teacher Circles: peer learning 2. Teaching-learning equipments, to sensitise society on Science
4. Mentoring by Higher Education Models, books
Institutions (HEI) 3. Provision and access of and Mathematics education
5. Opportunity for Demonstration, Technology
4. Mentoring by HEI/ Industry 2. Community-Scientist interactions
practice and reflection
6. Academic support- BRP & CRP
3. Engagement in Classroom teaching
7. Membership in State / National
Teachers Science & Mathematics 4. Invitation/ Participation in Science activities
Congress /Associations
of schools

Assessment- Redesign to promote problem solving and comprehension

Effective Classroom transaction Students

1. Science & Mathematics Clubs
1. Engagement with every child 2. Mentoring by HEI and Graduate Students at School
2. Hands on-Activity based learning (tod phod jod) 3. Visit to Science Museums / Innovation Hubs / Industry
3. Problem Solving 4. Activities/Contests on contemporary scientific events
4. Modelling 5. Internship at Mentoring Institutions (HEI)
5. Experimentation & Demonstration 6. National Children’s’ Science Congress
6. Self learning 7. Competitions and Olympiads
7. Peer to peer collaborative learning 8. DST INSPIRE
8. Online resources ( in local language) use 9. Incubation of Student innovations
9. Culture of Beyond Text books and inquiry based
learning

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Detailed guidelines for the interventions

1.1 Systematic Improvements in the School System

1.1.1 Teacher Preparation:

1.1.1.1 Pre-Service Teacher Education

Review of Teacher Education Programmes curriculum (viz., D.El.Ed., B.Ed. etc.) on

Science, Mathematics and Technology with emphasis on problem solving, critical
thinking, and reflective learning and on incorporating the use of technology in Science
and Mathematics teaching-learning,pedagogy and assessment systems.

1.1.1.2 Teacher In-Service Capacity building

(i) Enlist best and brightest teachers in Science and Mathematics in the State/ UT as Master
Teachers for developing training designs and training modules for Science and
Mathematics separately for primary and upper primary, secondary and senior secondary
levels. Teacher training modules to promote spirit of enquiry, discovery, project work
and investigation, validation and application of concepts in day to day life of a child.

(ii) Capacity building of Teacher Educators in SCERT, CTEs & IASEs, DIETS & Block and
Cluster Resource Centres on the design, modules and conduct of In-service teacher
training in Science and Mathematics.

1.1.1.3 Mentoring System

Teacher Mentoring by Science, Math Teacher based Higher Education Institutions/ R&D
Institutions/Private S&T Institutions. Basic guidelines for mentoring by Higher Education
Institutions & SC/Maths organizations to include:-

(i) Support – material (print, ICT-NROER, lab resources, space, maps), institutional (policy,
network, scheduling), and intellectual (subject experts, college teachers, researchers) are
provided with resource material viz. Posters, Audio-visual material, visually rich
handbooks, pamphlets, videos etc. to facilitate conceptual understanding of different
aspects.

(ii) Block/Cluster level Meetings with Teacher SMT Circle members and for Peer learning.
Peer discussion to include teaching processes, children learning behaviour, their interests,
and their resources and ways in which these can be brought into the classroom for
improved learning outcomes.

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 (iii)Demonstration, practice and reflection opportunity for Teacher to observe, learn and
space for making and doing and get opportunity for classroom and beyond classroom
practice under guidance in pedagogy & methodology sensitive to the diversity of learners
and learning situations.

(iv) Academic support: Access to Resource Persons (BRP/CRP) for guidance and feedback
and innovation.

1.1.1.4 National Teachers Science Congress (NTSC): encourage and support teachers to
communicate and share innovative concepts/methodologies in the fora. Mentoring
Institutions to help identify and nurture Science &Maths teachers towards this goal.

1.1.1.5Teacher’sas Change Agents: Orientation of School Head Masters and Teachers to nurture
student Science and Mathematics clubs/ circles as motivators (not as Educators) to create
excitement and stimulation for SM&T among students/children.

1.1.2 Assessment Design for Science and Mathematics for students

1.1.2.1 Development of appropriate methods for Continuous and Comprehensive Assessment
learning of Science & Mathematics by teachers, where in students are assessed not for
rote learning of Science and Mathematics concepts but by testing their comprehension
through applications and projects, problem solving and creative use of concepts etc.
1.1.2.2 Workshops & seminars to be held with school boards to rectify assessment systems.
Mentoring Institutions Science/ Maths organizations, Department of
Science&Technology and National Council of Science Museums (NCSM) to play a lead
role in this task.

1.1.3 Recruitment of Science and Mathematics Teachers

1.1.3.1 States and UTs must have earmarked teacher posts for Science and Mathematics from
classes VI to XII and recruitments be done with teachers with Science and Mathematics
background as per NCTE guidelines Regular monitoring of States/UTs for fillingup of
vacancies.
1.1.3.2 States Governments& Universities to keep register of Science& Maths graduates and
organize regularcounseling services to attract such graduates to Teacher Professional
Degrees/Diplomas such as D.Ed.&B.Ed. etc.

1.1.4 Strengthening School Science and Mathematics Laboratories

School Science Laboratories will be strengthened based on set standards. The students
will be given opportunity to explore andvisualize science and mathematics ideas,
concepts through activities and enhance their understanding of the subjects through
critical thinking and problem solving skills. All the elementary and secondary Schools

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 will be provided Science and Mathematics Kits to augment materials for use in
mathematics to understand concepts as well as to build upon understanding for
applications and problem solving. Funds under centrally sponsored schemes can be
accessed for the purpose. Mentoring Institutions can help & guide schools/States Govt. to
build appropriates& modern school laboratories.
1.1.5 Provision of Teaching-learning equipment and materials
Good scaffolding and other conceptual, physical demonstrations, mathematical and
statisticalvisualization and digital models which fosters active engagement of children in
the classrooms be encouraged. All schools be provided with a variety of science and
mathematics models and science magazine for example (National Institute of Science
Communication and Information Resources) for active engagement of children.In
addition, School libraries be enriched with books for teachers and students to
sustaininterest in Science, Mathematics and Technology.
1.1.6 Use of Technology in Science and Mathematics teaching
The Higher Secondary, Secondary and Upper Primary Schools will
incrementallysupported with ICT infrastructure to support Science and Mathematics
teaching/learning in order to transformthe scope of classrooms to e-classrooms,rich in
audio-video, demonstrations and access to internet.
1.1.7 Development of Resource Materials
MHRD will constitute an Institutional consortium under the joint leadership of NCERT,
DST and National Council of Science Museums (NCSM)to undertake the following
activities viz.,
(i) NCERT in collaboration with DST VigyanPrasar, National Children Science Congress
and National Science Teachers Congress will systematise availabilityof academic
resources on Science & Mathematics in the country.
(ii) The online resources available at NCERT NROER (National Repository of Open
Educational Resources) will be further improved with the collaboration of Children’s
Science Centre, Pune, UNESCO, HomiBhabha Centre for Science Education and other
organizations working for promoting science math teacher education in the country.
(iii)NCERT, National Book Trust, VigyanPrasar, Bal Bhawans, National Computer
Saksharta Mission, SahityaAkademi, National Council for Science & Technology
Communication and other institutions be encouraged to make available their publications
in e-format in the public domain.
(iv) NCSTC, NCERT and National Book Trust to translate popular science books available in
public domain in different scheduled regional languages.
(v) Individual authors be invited to contribute e-Books.
1.1.8 Strengthening teacher support institutions through use of technology

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 The State SCERT/SIE, IASE, CTE, DIETs and Block and Cluster Resource Centres be
strengthened with specific emphasis on Science and Mathematics by constituting a
Resource Group at each level and build their capacity by networking them with Higher
Education Institutions, Teacher Circles and Science Congress etc. The teacher educators
and academic support institutions (SCERT, DIETs, BRC and CRCs) also be empowered
in using ICT in science and mathematicsteaching-learning and activities.
1.1.9 Effective Classroom transaction: teaching –learning.

Endeavour is for an enabling Class room transaction with following features viz.

Sustained & Active Problem Solving

Hands on-Activity
engagement with
based learning
every child

Experimentation &
Modeling Self- Learning
Demonstration

Peer-to-Peer Culture of Beyond Text

Collaborative Online resources books and inquiry based
Learning learning

• Sustained & Active engagement with every child.

o Teaching –learning preferably be in the mother tongue of children /child’s home

language/language of school instruction related to daily life experience and
socio-cultural context, especially in case of primary classes.

o Encouraging children to share their experiences, news and observations in nature

in the class and use their talk as a resource in building classroom discussion
richer.

o Allow children to invent their own ways of using existing vocabulary to convey
science and mathematical ideas.

o Encourage children to express their scientific and mathematical findings.

o Opportunity to respond, discuss and share STM readings and books.

o Encouraging children to participate in classroom activities through asking

questions and framing of problems.

o An environment that tolerates learning from failures and therefore motivates

children (and teachers) to be creative, and think out-of-the-box.

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 o Encouragement for perseverance, by providing positive reinforcement for
persevering on tasks; and by not rewarding only the fastest correct answer.

• Hands on-Activity based learning (tod phod jod)

• Problem Solving
• Modeling
• Experimentation & Demonstration
• Self learning
• Peer to peer collaborative learning
• Online resources ( in local language) use
• Culture of Beyond Text books and inquiry based learning.

1.2 Initiatives to encourage Science, Mathematics through alternative strategies

1.2.1 School Mentoring:

1.2.1.1 Higher Education Institutions (HEI)will be encouraged and networked to mentor

neighbourhood Higher Secondary, Secondary and Upper Primary schools over aperiod of
5 years.They will be called Mentoring Institutions.
HomiBhabha Centre for Science Education (HBCSE), Indian Institutes of Technology
(IITs), Indian Institute of Science Education and Research (IISERs), National Institutes
of Technology (NITs), National Council of Science Museums (NCSM)and other
institutions would provide the leadership and engage withmentoring of schools.
1.2.1.2 The Department of Science and Technology and National Council of Science Museums
(NCSM)through its various agencies would also play a major role in mentoring and
encouraging activities in schools for the promotion of Science.
The students of Indian Institutes of Technology /NIT and other premier Institutions may
be encouraged to mentor KVS & NVS school students to take up local problem solving
projects.
For the purpose the State/UT Govt.will map schools and Higher Education Institutions
and then network each other considering neighbourhood,mutual convenience and subject
interests etc.
1.2.1.3 The role of these Mentoring Institutions would be to:
1. To improve student engagements through Science and Mathematics activities in schools.
2. To create a culture of“making and doing” by students and teachers.

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 3. To encourage collaborative engagement of teachers and students with planned and
coordinated sustenance in the form of material access (resources, documentation and e-
materials), institutional support (work load, scheduling, flexibility etc.) and intellectual
support (content experts, mentoring, etc.).
4. To ensure technology enabled scientific talks at schools.
1.2.2 Promotion of Science & Mathematics Teacher Circles
1.2.2.1 Teachers of Science and Mathematics inSchools to be grouped by Mentoring Institutions
in teacher circles at decentralised levels on a voluntary basis. The Mentor Institutions
would endeavour to develop teacher capacities for teaching Science and Mathematics
in new and empowering ways so as to render the experience of Science & Maths teaching
in an engaging manner for children.
1.2.2.2 Mentoring Institutions would try to engage teachers as a community, with the depths and
intricacies of specific subject details (Science and Mathematics) to propagate a culture of
doing and creating knowledge through problem-solving, 12 programme and
demonstration.
1.2.2.3 The Monitoring Institutions would try and propagate a culture of “beyond text books” to
bring live Science, Mathematics and Technology issues in to the classroom.

1.2.2.4 The MIs would help to provide a platform (at decentralised levels) for teachers to share
experiences with each other, make & present presentations of them professional
experiences – innovations, successes and failures in teaching-learning of Mathematics
and Science – with their peers. The MIs would provide expert mentoring and build
partnerships in these meetings.
The MIs would help form & sustain Teacher Circles that can be

I. Subject oriented Circles

II. Project-based clubs/Circles
III. Problem-solving circles
IV. Guided exploration circles
V. Research mathematicians/Scientists
VI. Topic-centred clubs
VII. Applied math /technology clubs

1.2.2.5 Teacher Circles/ Clubs in Science and Mathematics would encourage local school-based
programs, development of low cost Science and Mathematics kits for schools to use,
local campaigns on natural events/phenomenon in Science, residential summer programs
for teachers forup-gradation in Science and Mathematics teaching,methods, organise

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 local Math/Science contests for students and teachers or both,teaching
Workshops/Seminars/Demonstrationson fun with mathematics/science lessons,
organisation of local Science Exhibitions/Book fairs/Math Melas, publish media articles
on Science & Mathematics, activities on Contemporary scientific events to create
awareness etc.

1.2.2.6 Provision of Good books for teachers in different languages and e-format.

1.2.2.7 Subscription/ Membership to local, regional, State and National Teacher Science &
Mathematics Associations/ Circles/ National Teachers Science Congress (NTSC)

1.2.2.8 Participation in National Teachers Science Congress and activities of nearby Research
/R&D Institutions/Mentoring Institutions.

1.2.3 Science, Mathematics and Technology Clubs for Children

1.2.3.1 MHRD in partnership with Vigyan Prasar (DST) and National Council of Science
Museums (NCSM)will assist schools in a nationwide effort to institutionalise science
clubs for students in schools for Science and Mathematics. Mentoring Institutions will
play a lead role in formation of these clubs. Science based reputed voluntary agencies
could also be involved at local level to provide necessary support to building activities of
Science Clubs and popularise them in schools amongst children and local communities.

1.2.3.2 The objectives of the Science & Mathematics clubs would be to:
a. Stimulate a spirit of curiosity, enquiry, innovation and creativity amongst
students/children through activities which would supplement conventional(in class)
education and make science and mathematics an enjoyable and interesting pursuit.
b. Motivate children and youth to take up scientific activities and contribute towards the
cherished goals of achieving a scientific society.
c. To transform teachers as a facilitator and change agent (from that of educator)
d. To encourage and empower students to participate in the National Children's Science
Congress.
1.2.3.3 Informal out-of-school engagement with Science and Maths Teachers would typically be
learner-motivated, guided by learner interests, be voluntary, contextually relevant,
collaborative, nonlinear, and as often open-ended. The activities to be undertaken under
the RAA, thus would have to be:

• Designed to be interactive, support and encourage learners to extend their learning over
time
• Provide multiple ways for learners to engage with concepts, practices, and phenomena

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 within a particular setting
• Promote and support participants to interpret their learning experiences in the light of
relevant prior knowledge, experiences and interests
• Developed through partnerships with appropriate expert(s)/ agencies and wherever
possible be rooted in scientific problems and ideas that are relevant for the local
community.
• All educational tools and materials should be developed through iterative processes
involving learners, educators, designers, and experts in SMT through appropriate field
trials.
1.2.4 Expand outreach of programmes of Ministry of Science and Technology and
National Council of Science Museums (NCSM)for school children, to cover
schoolsacrossthe country and for wider participation of children. The schemes of MHRD,
SSA and RMSA would enhance the outreach of DST and NCSM programmes to all
Govt. Upper Primary Schools and all Govt. & aided Secondary schools as per approved
norms.
1.2.4.1 DST’s Scheme for Early Attraction of Talents for Science (INSPIRE) involving
identification of students of classes 6-10 of age group 10-15 years, for INSPIRE awards
to seed and experience the joy of innovation with Rs.5000/ per child (one time grant)
would be popularized across schools to enable greater participation from all schools.
1.2.4.2 INSPIRE Internship School camp for the top 1% students in Class X examination of all
School boards would also be popularized and all secondary schools encouraged to
participate & compete.
1.2.4.3 NCSM Innovation hubs will be actively involved in student engagement and long term
handholding.
1.2.5 Participation of Students in Inter-school, State/ National Science and Mathematics
competitions/ Olympiads etc.
1.2.5.1 Under schemes of the MHRD, schools, students would be encouraged to participate in
programmes and events that promote Mathematics and Science awards and incentives for
children. The effort would be to take these programmes/events to decentralised levels to
ensure greater wider participation and involvement of teachersandchildren as well as
ensure greater & wider participation of children in competitions and awards.
1.2.5.2 MHRD, NCSM, Nehru Yuvak Kendras & DST will work together to encourage
following greater participation of children in the events:
a) Events
I. National Children Science Congress
II. Teachers Science Congress
III. Competitions for Science & Innovation at State/district level

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 IV. Maths and Science Olympiads
V. IRIS Intel Programme
VI. ISRO Science Competitions

b) Citizen Science Programme

1.2.5.3 MHRD, NCSM, DST (VP) &Nehru Yuvak Kendras would also collectively work for the
following:

1. Formation of Science Clubs in all Schools in phases, in partnership with VigyanPrasar.

2. Subscription/ Membership in Science Clubs/ Circles
3. Encouraging students to write Science communication articles in local media based on
self- observation, experience and analysis.
1.2.6 Organised visits to Science Museums, Innovation hubs and Science fairs and
Mathematics Melas

• Guided student visits to local vocations/ activities involving traditional and modern
science and technology viz., Cycle / Car / Road Transport/Rail/Ship yard workshop,
Diary, agriculture, field irrigation system, Bakery, community radio/ TV station, zoo,
power stations, telephone exchanges etc; and Science Museums/ Parks/ R&D centres/
Institutions of /Higher Education/ Industry etc.
• Planned visits to Science Museums and Innovation hubs under mentorship of Higher
Education Institutions/ UG or PG Students of Engineering or Science / Mathematics
students.

• Visits to Science fairs and Mathematics Melas organised locally

1.2.7 Sensitisation of Parents and Community: Government will contribute to nurture SMT
talent among children through right attitudes through following activities viz.,

• Promotional communication strategy to sensitise parents and society on Science and

Mathematics education in an increasingly knowledge based society through mass media.

• Community-Scientist interactions at six monthly intervals using TV, Radio and other
technologies.

• Engagement of parents in Classroom teaching at school level.

• Invitation of parents and community leaders in Science and Mathematics events/

activities of schools

• Parent-Science&Math teacher meetings

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 • Engage Civil Society / NGOs working on Science and Mathematics (selected based on
set norms by State/ National level Mentoring Institution) in popularising science and
mathematics.

Role of State Governments/UTs

• The State and UT Education Departments under the leadership of State/UT State Project
Directors of SSA and RMSA Implementation Societies would be nodal offices for
implementation of RAA in the States.

• State preparedness: The State/UT Governments would be required to:

a. To constitute a State Steering Committee with relevant participation to guide the RAA to
maximise its outreach and impact.
b. To identifyone/group of Nodal Institution (s) for each of the components of RAA.
c. To map and identify Higher Education Mentoring Institutions and Schools for
networking and tagging.
d. Orientation of State Nodal Institutions, Mentoring Institutions, participating Schools and
other stakeholders.
e. To roll out all initiatives of RAA and monitor progress.
f. To coordinate the components and institutes involved.
g. To publicise the achievements of the programme.

Management Structure

National Steering Committee (NSC)

At the National level, a Steering Committee co-chaired by Secretary, Department of School
Education & Literacy and Secretary, Department of Higher Education will be setup to work
towards the rolling out of the RAA and to monitor, co-ordinate and converge with all stake
holders for Abhiyan activities. The composition of the National Steering Committee would be as
follows:
Sr.No. Member Position
1 Secretary (SE&L) & Secretary (HE) Co-Chairs
2 Additional Secretary (SE) & Additional Secretary (TE) Vice-Chairpersons
3 Joint Secretary (SE-I), MHRD Member Convener
4 Joint Secretary, DST Members
5 Joint Secretary, DHE, MHRD (dealing with Technical Institutions)

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 6 Joint Secretary (SE.II) MHRD
7 Joint Secretary, DHE, MHRD (dealing with Central University &
UGC)
8 Director (NCERT)
9 Vice-Chancellor (NUEPA)
10 Chairperson, UGC
11 Chairman, AICTE
12 Director General, National Council of Science Museums (NCSM)
13 Director, Nehru Yuva Kendra Sangathan
14 Commissioner(KVS), Commissioner(NVS), Chairperson (CBSE)
15 2 State Education Secretaries by rotation
16 1 Representative of Homi Babha Science Education Centre
17 1 Representative of Vigyan Parishad, 1 Representative of NCSTC
18 2 Representatives of Science & Maths popularization organizations
19 2 Representatives of Industry Associations.
20 2 Educationists with innovative experience in Science & Maths
21 2 Popular Science Communicators

Functions of the NSC

1. To roll out Rashtriya Avishkar Abhiyan through convergence and synergy with other GOI
organisations & science popularization programmes.
2. To institutionalise key initiatives of the Abhiyan– School Mentoring by Higher Education
Institutions, Promoting teacher circles, promoting Student Science Clubs, Resource Material
Development, Advocacy and Monitoring, to achieve the objectives of the Rashtriya Avishkar
Abhiyan
3. To monitor the Abhiyan activities state wise once in 6 months and extend required support
and take follow up action
4. Coordinate, converge & harmonizing funds under GOI programmes, industry associations
and civil society contributions for enhanced outreach of RAA.

The logistical work of the NSC at the Ministry Level will be supported and funded under the
SSA – TSG.

State Level Steering Committee (SLSC)

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At the State/UT level, SLSC will be chaired by Education Secretary. This committee will
monitor and steer the work and activities under RAA. The composition of SLSC will be as
follows:

Sr.No. Members Position

1 State/UT Education Secretary Chairperson
2 Director, SCERT/ SISE Vice-Chairperson
3 Representatives of Secondary/Higher/ Technical Education Depts.
4 Directors, Elementary Education/ Secondary Education
5 Director, Higher Education
6 Directors, NCSM Innovation hubs
7 Lead Mentoring Institutions of the State
8 2 NGOs active in promotion of SC & Maths Members
9 2 Representatives of Industry Associations.
10 Educationist/ Popular Science Communicator
11 SPD (RMSA)
12 SPD (SSA) Member Secretary.

Functions of SLSC

1. To roll out Rashtriya Avishkar Abhiyan (RAA) through convergence and synergy in the
State/UT by mobilising adequate funding.
2. To institutionalise the various initiatives of Abhiyan– viz. School Mentoring, Attracting
talent, promoting teacher circles, promoting Student Science Clubs, Resource Material
Development, Advocacy and Monitoring to achieve the objectives of the Rashtriya Avishkar
Abhiyan
3. To monitor the Abhiyan activities once in 3 months and extend required support and take
follow up action.
4. Encourage participation of all Govt. & aided schools in RAA and expand coverage of
schools systematically with emphasis on equity and inclusion of children of all social,
religious, linguistic and economic groups and especially girls with affirmative action.
Awards and certification to provide encouragement and improve the self-esteem of motivated
teachers.
5. Help and encourage organizations for organizing district and state level competitions,
Science and Maths Olympiads etc. Recognition and awards to students, teachers & schools.

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 Funding

Listed activities/components of Rashtriya Avishkar Abhiyan would be funded under Sarva

Shiksha Abhiyan (SSA) and Rashtriya Madhyamik ShikshaAbhiyan (RMSA) and in cases of
collaborative initiatives with Ministry of Science and Technology and Department of Higher
Education institutions in coordination with their schemes and norms.

Milestones for RAA initiatives:

The milestones for 03 major initiatives under RAA, namely School Mentoring, Teacher Circles
on Science/Maths and Science/Mathematics clubs are spanned out for five years from year 2015-
16 to 2019-20 as follows:

Participation in
Formation
Participation Maths &
Coverage of Category of of SC/Maths
Mentoring in Children’s Science
Year schools to be covered by clubs (in all
Institutions Science Olympiads at
Mentoring Institutions schools
Congress District/State/N
taken up)
ational level
1 2 3 4 5 6
I 2015-16 Pilot Year: 100 Govt. IITs, NITs, - - -
schools Central
Institutions,
IISERs
II 2016-17 10% of all KV and JNV All Higher 50% of 50% of schools Children from
Schools. Educational schools selected in 25% of schools
Institutions selected in column 2 selected in
5% Govt. primary/upper (Central/ State column 2 column 2
primary and secondary/sr. Universities /
secondary Colleges under
UGC /AICTE
III 2017-18 25% of all Govt. schools Do ” ” ”
including secondary/sr.
secondary schools,
elementary/primary schools
IV 2018-19 50% of secondary/sr. Do ” ” ”
secondary schools,
elementary/primary schools
V 2019-20 100% secondary & sr. Higher ” ” ”
secondary schools, 75% Secondary
elementary/primary schools Schools for
Primary Schools

This issues with the approval of the Hon’ble HRM.

(Anamika Singh)

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 Deputy Secretary to Govt. of India

Department of School Education & Literacy

Ministry of Human Resource Development

Tel: 011-23388098

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 Annexure-I

National level Nodal Institutions

(Consent and approval to be obtained)

1. National Council of Education Research and Training, MHRD (GOI)

2. Homi Bhabha Centre for Science Education,Mumbai, Dept. of Atomic Energy (GOI)
3. National Council of Science Museums (Ministry of Culture)
4. Vigyan Prasar, Dept. of Science & Technology (GOI)
5. National Institute of Science Education and Research, Bhubaneswar under Dept. of Atomic
Energy (GOI)
6. Inter-University Centre for Astronomy & Astrophysics, Children’s Science Centre, Pune
University, Pune.And other Inter-University centres.
7. Indian Institutes of Technology (MHRD)
8. Institute of Mathematical Sciences, Chennai
9. Vikram Sarabhai Community Science Centre, Ahmadabad
10. Indian Institutes of Science Education & Research (IISER)-Bhopal, Kolkata, Mohali, Pune
and Thiruvananthapuram,
11. Kerala Shastra Sahitya Parishad and similar organisations.
12. Centre for Science Education, NEHU, Shillong.
13. NE Space Application Centre, Shillong
14. National Council for Science & Technology Communication
15. Association of Mathematics Teachers of India and similar professional organisations.

Role:To provide leadership at National level to plan, implement and monitor one or more of 16
components of RAA.

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 Annexure-II

1. Children Science Congress

The method of science is as important as is the science itself. National Council for
Science & Technology Communication (NCSTC) popularizes methods of science through
National Children Science Congress (NCSC), wherein a focal theme is selected and school
children up to 18 years of age, are encouraged to select a sub topic of the focal theme relevant to
their environment, propose a hypothesis, construct experimental designs, carry out experiments,
collect the data, organize it and make an effort to reach at conclusions or solve the problems
through intervention of science & technology.

NCSTC is able to encourage about a million students and thousands of teachers. The
scale of encouragement could be gauzed by the data of 21st NCSC organized by Madhya Pradesh
Council for Science & Technology, wherein 183 escort teachers, 77 state coordinators/state
academic coordinators, team coordinators, 75 evaluators, 93 resource persons, exhibitors, 10 key
resource persons and 300 organizers, volunteers, invites and general public participated.

Technical sessions and poster presentation are the core activities of NCSC. 643 projects
from 35 states and Union territories of India including Kendriya Vidyalaya Sangathan and
Navoday Vidyalaya Samiti participated. 21 projects from United Arab Emirates (UAE) and 3
projects from ASEAN nations were presented on the theme “Energy: Exposure, Harness and
Conserve”. There is no specific budget for the activity. It is supported out of the general budget
of NCSTC and costs around Rs.6 crores per annum.

If the Ministry of Human Resource Development (MHRD) can collaborate with NCSTC
to take this activity to each school in the country, budgetary requirement for manpower,
activities, will be in a progression of Rs.20 crores and an increase of around Rs.10 crores each
year.

2. Promotion of innovation:

The Initiative for Research and Innovation in Science (IRIS) is a successful example of
Public Private Partnership which NCSTC is implementing in collaboration with INTEL India.
Students upto the age of 18 years are encouraged to develop a research project, select a team and
a guide scientist and work on it, across 17 subjects/ categories. It is reviewed by an expert in the
area. DST supports IRIS alongwith CII to reach out to the school level, looking for bright
researchers among children and high quality research labs to select a guide scientist. The final
selection takes place at a national fair wherein the finalists of similar science fairs from NCERT,
NCSM and NCSC also participate. The successful students are sponsored to participate in an
international fair of Science & Engineering INTEL International at USA. The Indian delegation

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performed impressively in the past and has won 13 awards this year with a delegation of 18
students with 12 projects.

The major expenses come from INTEL. Foundation forNCSTC contributes close to about
Rs. 50 lakhs per annum to CII or Learning Links the training of teachers and students. To
provide exposure in science and technology in the USA is also sponsored which costs around
Rs.50 lakhs. If the outreach has to reach more & more schools it will need more enhanced
budgetary allocations.

3. Teachers Science Congress:

The NCSTC organizes National Teachers Science Congress every year around a focal
theme which last year was “Science education for sustainable development”. 4 regional
workshops were organized in the country and around 2500 school teachers were sensitized in
research methodology and improved pedagogy for science teaching. 610 papers were received
out of which 293 papers were screened in for presentation at the national event.

There is no specific budgetary allocation for the activity but it costs close to Rs.35 lakhs per
annum, if the same exercise has to reach to larger & larger groups of teachers, commensurate
provisions would need to be made.

4. Teachers training programme:

NCSTC has developed many kits and modules for effective science teaching. Training
programmes are organized to make teachers familiar with these kits and modules. Those could
be taken up for teacher training, equipping schools and academic support organizations, if need
be.

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