Three academics involved in an innovative undergraduate programme in ecological agriculture in Australia, present this article as one possible response to a recent discussion in this journal on aspects of Indian universities' approaches and track record in providing training in science and technology (S&T) research. We do so not to imply in any sense that our approach to research skilling of undergraduate students could be transplanted into the Indian context; we are acutely aware of the momentum within any national higher education system to frame the educational context, as it may have been framed for generations. We believe, however, that despite the inbuilt reluctance of an education system to accept innovation and incorporate changes readily, new ideas can be trialled by individual academics: they can achieve a new mix, reconfigure the learning challenge, to give their learners a well grounded and relevant induction into the ways of their respective chosen professions, including a career in S&T. The specific example used in this article is a third-year core subject in the Bachelor of Land Management (Ecological Agriculture) programme of the University of Sydney, Orange, and how that subject sits within a curriculum-wide capability education approach.
|Number of pages||5|
|Publication status||Published - 2006|