Jyoti Sharma
An accomplished leader in Research Grant and Policy Research with nearly 15 years of experience in research, industry, university and strategic project management at the international level. Expertise in bilateral international cooperation, diversity and inclusion, integrated planning
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Papers by Jyoti Sharma
invention, development, and profusion of new technologies
through science and technology are the fundamental source of
economic progress. Australia, which is one of the world leaders in
education and India, which has the capacity to produce the
highest number of young skilled manpower to lead the world,
both understand the current situation and have signalled their
commitment to restoring the national strategy for STEM
education. The proposed study focuses on a comparative
understanding of the interplay of inclusive policies, government’s
initiatives, knowledge gap from the literature and potential future
challenges that Australia and India could face in STEM education
at the school level. The question we asked is: what are the
important inferences and best practices in STEM education that
can be mutually beneficial to broaden the Strategic Partnership? It
is identified that the governments of both the countries are
determined to utilise the young population to train them as
skilled workforce in order to meet the future demand of
industries. Australia’s constructivist approach to education and the
well-defined system of vocational training outperform India, which
is still following the traditional approach. However, Australia has
failed to engage students adequately in STEM and needs to revisit
the efficacy of the current education model, while India needs to
espouse the well-defined Australian framework, which could help
to enhance quality infrastructure, curriculum, constructivist
teaching and transparent policy implementation. In addition, both
the nations must work hard to attract bright students in the
teaching profession in order to promote a conducive environment
for scientific learning.
invention, development, and profusion of new technologies
through science and technology are the fundamental source of
economic progress. Australia, which is one of the world leaders in
education and India, which has the capacity to produce the
highest number of young skilled manpower to lead the world,
both understand the current situation and have signalled their
commitment to restoring the national strategy for STEM
education. The proposed study focuses on a comparative
understanding of the interplay of inclusive policies, government’s
initiatives, knowledge gap from the literature and potential future
challenges that Australia and India could face in STEM education
at the school level. The question we asked is: what are the
important inferences and best practices in STEM education that
can be mutually beneficial to broaden the Strategic Partnership? It
is identified that the governments of both the countries are
determined to utilise the young population to train them as
skilled workforce in order to meet the future demand of
industries. Australia’s constructivist approach to education and the
well-defined system of vocational training outperform India, which
is still following the traditional approach. However, Australia has
failed to engage students adequately in STEM and needs to revisit
the efficacy of the current education model, while India needs to
espouse the well-defined Australian framework, which could help
to enhance quality infrastructure, curriculum, constructivist
teaching and transparent policy implementation. In addition, both
the nations must work hard to attract bright students in the
teaching profession in order to promote a conducive environment
for scientific learning.