Science and Commerce Education in Rural Areas

 

Science and Commerce Education in Rural Areas.

Published in Business Sandesh 1st Sept 2025

Dinesh Kumar Kapila. CGM (Retd). NABARD.

 

This thought was crystallised by Ms Komal Jaiswal, Start up Founder (GreenAffairs). Her work on soil testing (she is deep into it, don’t confuse it with the standard test), then the advisory etc. she generates, lead her to believe one main reason for the lack of diversification or even knowing the correct amount of inputs and the varied aspects of costing is the lack of awareness of basic accounting and science. This thought did come to me twenty five years ago as a DDM  of NABARD in Punjab. Specially as regards marginal or small farmers and their families. These subjects, if taught at the rural schools would be useful.

 

It’s a fact that the development and expansion of India’s economy depend heavily on STEM (science, technology, engineering, and mathematics) education. Alongside commerce as a subject. As the nation expands, having a workforce with expertise in STEM subjects and commerce is essential for fostering innovation, generating employment, including in Agriculture. This will improve productivity, encourage entrepreneurship and a business orientation  and lower unemployment. Our rural areas require this education.

We ought to know what the current data is about the placement of Commerce and Science Teachers at Govt Schools in rural areas and more important, the pass percentage of students  This could vary across states. Now there is a body of thought that if we are to impart basic education, the Arts as a stream are perceived as easier to pass for students from under privileged areas, inadequately educated since primary classes. More so, for  Board Examinations where the  Commerce or Science Streams are a challenge. Even in Chandigarh, government schools located near the poorer areas or outskirts are mostly focused on the Arts or Vocational Education. Pass percentages are low, comprehension remains an issue, awareness is lacking, parents often move to the villages and back frequently, this becomes self perpetuating.

 

One way out for imparting knowledge on finance and basic account keeping could be to have a subject such as Basic Accounts, earlier there was a subject such as Housekeeping for Girls. Which included financial awareness. And maybe even introduce Vocational Education in Agriculture, Horticulture, Animal Husbandry at Class XI and XII, with Finance included and due certification. Students staying with Agriculture as a profession could possibly gain from this. I also noticed all through the years of service, Universities hesitate in discussing or disseminating information on accounting or finance in farming. Hunar Brar of Apni Kheti says it is still the same.

 

Of course there is a viewpoint that the farmer, be it the marginal farmer, ultimately looks at profitability. Look at the adoption of BT Cotton. It was purely as profits were clearly there. However,  we are still to go a long way in basic nutrition ,  it’s impact on educational attainments, the need for parents to be aware themselves, then only they can contribute Introducing Agriculture as vocational education with basic finance is a viable alternative. 

 

Imparting quality STEM education is difficult in rural India or semi urban India. For the Govt and students alike. The access is limited in Govt schools by inadequate infrastructure, such as a lack of digital tools, science laboratories,  stable internet services. The lack of trained and motivated teachers, adequate training and resources are major factors. If Science Labs are there, the required material may not be there.  Families typically struggle to pay for private school or study materials due to financial limitations, these private schools have their own limitations. Gender prejudices and cultural hurdles deter girls in particular. Commerce lags as the fundamental understanding of its need plus the trained staff is lacking. School education is actually a multilayered hierarchy with rural areas at the bottom, specially for the under privileged.  

 

The Government of India is certainly focused on promoting STEM education and innovations in rural areas. Digital India aims to improve internet connectivity, providing rural students access to online learning resources. The Atal Tinkering Labs encourage hands-on STEM learning, while the Skill India mission offers vocational training to equip rural youth with technical skills. Scholarships and financial aid programs support rural students pursuing higher education in STEM, and teacher training programs help improve the quality of STEM instruction. The Government is also engaging NGOs and corporates through Public Private partnerships.

 

Using digital tools and learning platforms, technology to some extent is enhancing STEM education and innovation in rural India. Rural students may access online courses and materials through platforms like SWAYAM and Diksha, with BharatNet increasing internet availability.  

 

The concern is close contact teaching, hands on experience and mentoring, adequate internet services and the availability of smart devices. The poor cannot afford smart devices for each child, this is a huge barrier. The ability and access is limited by time actually spent using the device for a subject.  This gap needs to be addressed. 

 

As India advances, integrating the evolved science, farm centric commerce, and vocational training in rural education can be a meaningful step toward inclusive growth, empowering farmers not just as producers but as informed entrepreneurs.

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