NCSC – Objectives & Relevance

NCSC – Objectives & Relevance


The primary objective of the National Children’s Science Congress is to make a forum available to children of the age-group of 10-17 years, both from formal school system as well as from out of school, to exhibit their creativity and innovativeness and more particularly their ability to solve a societal problem experienced locally using the method of science. By implication, the NCSC prompts children to think of some significant societal problems, ponder over its causes and subsequently try and solve the same using the scientific process. This involves close and keen observation, raising pertinent questions, building models, predicting solutions on the basis of a model, trying out various possible alternatives and arriving at an optimum solution using experimentation, field work, research and innovative ideas. The National Children’s Science Congress encourages a sense of discovery. It emboldens the participants to question many aspects of our progress and development and express their findings in their vernacular.

Relevance in the light of contemporary educational initiatives

The basic approach of NCSC is the principle of learning through doing on the issues of children’s immediate environment significantly caries the spirit and mandate of education for sustainable development (ESD) of UNESCO, National Curriculum Framework (NCF, 2005) and Right to Education (RTE, 2009).

The modalities and approaches of NCSC cater to the five pillars of learning of education for Sustainable Development vividly, viz. Learning to know, learning to do, learning to live together and learning to be, learning to transform one self and society (Declaration of ESD in the 57th meeting of the United Nations General Assembly in December 2002, which proclaimed the UN Decade Education for sustainable Development, 2005-2014, refer –

The mandate of NCSC which encourages children to observe, explore, experiment and wonder through a project activity and its associated ways of participation and evaluation rightly takes care of the guiding principles of the NCF, 2005.

Similarly NCSC activities also helps in materializing the approach of learning as framed in the Right of Children of Free and Compulsory Education (RTE)Act, 2005.

More over the NCSC activities, since 1993, has catered to many of the approaches and priorities of Science education visualized in the National Programs.