Jyoti Sharma

Apart from economic, political, and cultural cooperation for an equal growth of all developing countries, science and technology are an integral significant component in these levels of engagement for leveraging mutual gains. The current pandemic not only brought about an 180⁰ shift in the relationship between the government, policy makers, and the scientific community but highlights the importance of South–South Cooperation (SSC). SSC may serve as a mode of cooperation to foster the transfer of need‐based technologies among developing and least developing countries and open many fronts for mutual sharing in terms of geopolitical, available resources, and expertise. The cooperation under the SSC does not substitute but complements North–South development cooperation to achieve the Sustainable Development Goals (SDGs). The use of science diplomacy would be an effective tool to bring all the stakeholders of the Global South to a common platform to combat future global challenges. Science policy instruments would need to incorporate scope for international collaborations as a means of furthering the national and global imperatives.

In an increasingly competitive world, it has been proved that 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.