India ReportRSC: Developing Talent in Chemical Sciences

Developing Talent in the Chemical Sciences
Driving Growth in India and the UK

A report and recommendations from the RSC and Chemical Research Society of India
www.rsc.org/developingtalent
ROYAL SOcIEtY OF CHEMIstrY

The Royal Society of Chemistry is the UK Professional Body for chemical scientists and an international Learned Society for the chemical sciences with some 47,500 members worldwide. It is a major international publisher of chemical information, supports the teaching of chemical sciences at all levels and is a leader in bringing science to the public. The RSC has global offices in Philadelphia, Beijing, Shanghai, a recently opened office in Bangalore and Tokyo and plans to open one in Brazil in 2012.
www.rsc.org
Organised in collaboration with
In memoriam
Just weeks after the Developing Talent workshop, one of the delegates, Agnimitra Banerjee, sadly drowned in flash floods in Pune on 4 October, 2010. Agni was an Indian PhD student who spoke strongly and passionately about the role of the younger generation chemists.
| Developing Talent in the Chemical Sciences
TABLE OF CONtENts
Foreword Key findings 1 2
Introduction 6 Report steering committee 1. Educating students in the chemical sciences 7 8
1.1 Recommendations for India and the UK
10
11 12 14
2. Attracting and retaining the best talent 2.1 Recommendations for India and the UK
3. Facilitating research in the chemical sciences
3.1 Recommendations for India 3.2 Recommendations for the UK
15 15
16
4. Creating an environment that encourages innovation
18
19
5. Facilitating industry-academia collaborations
20
21
6. Improving Indo-UK joint ventures in the chemical sciences
22
23
7. Funding opportunities for joint India-UK research
7.1 Department of Science & Technology, Government of India 7.2 UK-India Education and Research Initiative (UKIERI) 7.3 Wellcome Trust 7.4 Council of Scientific and Industrial Research (CSIR), India 7.5 Royal Society: International Exchange Schemes 7.6 The Leverhulme International Networks Scheme 7.7 European Union 7.8 Research Councils UK
23 24 24 25 25 25 26 26
Developing Developing Talent Talent inin the the Chemical Chemical Sciences Sciences |3 |
FOrEWOrd
The challenges that India faces are immense: providing clean water, energy, food and healthcare for a growing population, all against a backdrop of poverty, climate change and the need to develop an economic infrastructure. However, in spite of those challenges, India has the second fastest growing economy in the world. Since 1991, the Indian government has embarked on a wide range of economic and trade reforms creating fantastic opportunities for investment and growth. This growth is moving India into an unprecedented era of change. However, whilst one sector of the population lives in relative comfort and affluence with access to education and healthcare, over 400 million people survive on less than $2 a day. The population of India is also changing, with more people accessing higher education and aspirations for a better standard of living increasing. The people of India are creative and innovative but cultural barriers often deter risktaking and many inventions are not fully realised. India has enormous untapped potential in its young people and is producing over 1,000 basic science PhDs each year from elite Indian institutions. But this is not enough to meet the demands of industry for a skilled workforce, nor is there enough crossover between academic research and industry to foster innovation. At the same time, the UK economy is slowly coming out of recession. However, UK higher education and research are facing budgetary restrictions as the government tries to reduce the public deficit. This could result in fewer opportunities for UK trained post graduates in academia and industry and a decline in investment in science and innovation. The UK is in a unique position to leverage collaborations with India. Shared legal and education systems, historic ties and widespread use of the English language should present opportunities to collaborate in scientific research and investment. However, the UK government needs to make more of its historic links with India to strengthen opportunities for shared ventures and investments. There is no doubt that science and technology will play a central role in developing both the Indian and UK economies. The Indian government is investing heavily in higher education and putting science and research at the heart of this expansion. Since 2007, investment in science has tripled and investment in the chemical sciences between 2007 and 2010 was over 12 million. Within the UK, the governments recent Plan for Growth also aims to increase and encourage investment in new business and international collaboration. The UK is Indias third largest research collaborator, behind Germany and the US, and this report highlights what more could be achieved through increased collaboration for both countries and their respective economies. Drawing on contributions from scientists, politicians and industry, the report recommends positive steps that each country can take to respond to the challenges that both India and the UK face today: challenges that we all face in providing for a growing worldwide population. This is a timely opportunity to build on the significant strengths of both the UK and India in the chemical sciences. We have no doubt that working in partnership will strengthen our research capabilities, provide opportunities for investment and entrepreneurship and lead to a better future for the people of India and the UK. Professor C. N. R. Rao FRS FRSC Chairman, Scientic Advisory Council to the Prime Minister of India National Research Professor Honorary President & Linus Pauling Research Professor Jawaharlal Nehru Centre for Advanced Scientic Research 1 | Developing Talent in the Chemical Sciences Professor David Clary FRS FRSC Chief Scientic Advisor, Foreign Commonwealth Oce, UK President Magdalen College, Oxford University
KEY FINdINGs
India has huge untapped potential
With a population of roughly a billion, just the top 7 % in terms of IQ would equal in numbers the entire population of the UK. India could have as much as 18 % of the worlds working age population by 2050 (15-59 years) so that one in six of the global workforce will be Indian.
Certain kinds of technological innovations are spectacularly successful in the current Indian scenario
There are more than 400 million people in India who survive on less than $2 per day. To capitalise on the needs of a population that will move out of poverty over the next few decades, technological innovations that are not merely cheap but ultra-cheap and yet can significantly enhance earning capacity would be remarkably successful. Innovative yet affordable healthcare procedures are an example of Indian technological ingenuity with potential for a worldwide market. Specific solutions are needed for India, which is very large and complex by nature. Indian Innovation might aptly be called Indovation.2
The UK has rich experience to share in matters of education and research

The UK has a tradition spanning centuries of research within high quality educational institutions. This is subject to nationwide quality control through the Research Assessment Exercise which is undertaken every five years on behalf of the four UK higher education funding councils to evaluate the quality of research in each subject area in British higher education institutions. A peer review panel ranks each subject area and these rankings determine the allocation of research funding that each higher education institution receives from their national funding council.1 In addition, there are grants available to support particular research projects, eg, from the Engineering and Physical Sciences Research Council (EPSRC) and other grant awarding bodies. Although considerable attention is paid to developing the research careers of young scientists, more could be done to support early career academics. Current opportunities in both academia and in industry make a career choice in the basic sciences a worthwhile one.
MLM or inclusive innovation

Professor Mashelkar speaks of a novel kind of innovation, born of aspiration coupled with scarcity of resources: the More from Less for More innovation. It implies more benefit using fewer resources to address the needs of more people. This runs contrary to the dictum of a typical profit making business: more performance from less people (or for less cost) for more profit. Inclusive innovations tend to be destructive or explosive, rather than incremental ones. The Jaipur Foot is one such innovation (see page 20); the business process innovation that has gone into the non-linear growth of mobile telephony in India is another. Examples abound of innovative medical procedures in India, making the country a prime destination for medical tourism.
Indian economic reforms since 1991 have created the possibility of remarkable growth in Indian industry
Trade and economic reforms introduced in India at the beginning of 1991 by the current Prime Minister, Dr. Manmohan Singh (former Finance Minister), have led to high economic growth and increased trade and industrialisation, making India the second fastest growing economy in the world. Continuing reforms are expected to release a still greater potential for growth. The pharmaceuticals industry has been part of this change, with innovations being patented internationally and making their way to the market. Currently, India also provides an environment where the highest intellectual capital per dollar is to be obtained (Jack Welch, CEO, General Electric).
Doing More from Less for More: The Emergence of Gandhian Engineering C. K. Prahalad & R. A. Mashelkar, Harvard Business Review, July-August 2010.
1 www.rae.ac.uk 2 Doing More from Less for More: The Emergence of Gandhian Engineering, C. K. Prahalad & R. A. Mashelkar, Harvard Business Review, July-August 2010.
Developing Talent in the Chemical Sciences | 2
The Indian government is making a significant investment in higher educational facilities

The gross enrolment ratio in higher education in India is currently 11.5 %, significantly lower than the global average of 26 %.3 The current government is planning a huge expansion in facilities. There are now: five new Indian Institutes of Science and Education and Research (IISER) seven new Indian Institutes of Management (IIM) eight new Indian Institutes of Technology (IIT) 20 new Indian Institutes of Information Technology (IIIT) 30 new central universities 1,600 polytechnics 10,000 vocational schools 50,000 skills development centres. Yet, given Indias vast population, it would require a total number of 2,930, 3,740 and 6,600 universities to be on a par with Korean, UK and American current access to higher education, respectively.4
The UK has considerable experience of technological innovation and in translating innovations to the marketplace
The UK has an excellent track record in largely unmanaged academic research which has contributed directly or indirectly to areas such as medicine (eg, penicillin, DNA sequencing, cell cycle regulation, CAT scanners, embryonic stem cell technology) as well as in other areas (eg, computers, radar, jet engines). Historically, the UK has a science capability second only to the US; this could be fully realised with more emphasis on translational research in chemistry into commercially viable or investment-ready propositions and used to generate wealth. This is the road that India could also benefit from taking.
India has huge untapped potential in its young population

Although chemistry provided the highest number of PhDs over the last ten years compared to any other science degree in India,6 the numbers of PhDs emerging, even with the planned expansion in higher educational facilities, will not be enough for the future needs of industry and academia.7 Approximately 1,000 basic science PhDs emerge annually from the elite Indian institutions, and ten times that number are required over the next few years merely to maintain the current growth rate and to contribute to the required talent pool: this demand could present opportunities for further UKIndia collaboration.
Indian research is in a phase of rapid growth

Statistics for Indian scientific publications taken from the SCOPUS database, show that the percentage contribution to world-wide publications grew from 1.8 % in 1996 to 2.6 % in 2008, an increase from 20,000 to 50,000 publications.5 If the current growth rate continues, India will move from tenth to fifth place by 2015. A major increase in publications has occurred since 2001 accompanied by a corresponding increase in international research collaborations. There is also growth in patent applications and granted patents. Changes in science policy, including greater government investment in R&D, have been responsible for this.
3 www.education.nic.in/uhe/uhe.asp 4 Professor Ramesh Mashelkars presentation at this workshop. 5 Thompson Reuters National Science Indicators ScienceWatch. 6 Trends in HE: Creation and analysis of a Database of PhDs, Anita Kurup and Jagadish Arora; NIAS, 2010. 7 www.worldbank.org.in
3 | Developing Talent in the Chemical Sciences
India needs to develop a strategic vision that will guide the future development of the chemical sciences
The strategy employed by the Indian central government funding agencies is to support projects or ventures in mission mode. Various missions are currently in operation (eg, National Literacy Mission, National Mission on Education through Information & Communication Technology, National Mission for a Green India, National Mission for Sustainable Agriculture). New Millennium Initiatives (eg, Council of Scientific and Industrial Research (CSIR) New Millennium Indian Technology Leadership Initiative) are also centrally funded. However, an overall vision for the growth of the sciences does not appear to be in operation, although some individual disciplines (astronomy, medicinal biology) did put out decadal vision documents, commissioned by the Indian Academy of Sciences, a few years ago. The Prime Ministers Scientific Advisory Council recently presented a vision document entitled India as a Global Leader in Science.8 This report asserts that if India is to become an economically prosperous and inclusive nation by 2030, with most of its population gaining access to facilities for education and healthcare, it is essential that basic science is at the heart of the strategy. The report presents a vision for the growth of Indian science and a roadmap for India to emerge as a global leader in science.
special initiatives for funding projects in areas such as metal-based drugs, the interface of organic chemistrybiology-pharmaceuticals, and glycobiology (targeting diabetes). In contrast to the UK, some available research funds remain unused at the end of the year. Two factors appear to be responsible for the underutilisation of funds: a shortage of trained young people and a shortage of good quality proposals.
The UK is facing budgetary restraint in higher education

While India has increased spending on science to boost the economy, spending on UK research budgets and on supporting infrastructure is being significantly reduced. Inevitably, this will have a negative impact on future UK growth leading to a decrease in available research talent and impacting on current and planned research programmes.
There are benefits to both the UK and India from engaging in collaborative research
The UK is Indias third largest collaborator behind the US and Germany and although UK-India collaboration is growing, the rate of growth is less than that for UK collaboration with other expanding research economies. Moreover, no UK organisation appears in the list of top ten collaborators with Indian institutions. Collaborative papers involving the UK and other countries show an increase in the Rebased Index (RBI), a parameter measuring impact of publications. Although Indias share of global publications is still small (2 %) compared with the UK (9 %),9 the impact of UK-India co-authored papers shows a country-specific increase, with UK-India collaborations having an impact of 1.24 times the UK average value, so increasing research collaboration appears to benefit both countries.
Costs are low in India, making it competitive for industrial R&D, as well as for investment in academia
Currently salaries, installation, operating and manufacturing costs are low. However, these advantages may disappear as the Indian economy continues to grow and a better lifestyle becomes accessible to more Indians.
There appears to be no shortage of funding for scientific projects in India

The Department of Science and Technology (DST) is one of the major funding agencies for scientific projects in India. The R&D allocation has been rising since 2000 and almost doubled between 2001 to 2002 and 2002 to 2003. The latest five-year plan (2007) has an allocation three times greater than that of the previous plan. Funding in the chemical sciences is mainly distributed over physical, inorganic, organic and green chemistry projects. A total of 297 projects were funded by the DST between 2007 and 2010 at a cost of INR 880.5 million (~ 12 million). There are also
8 India as a Global Leader in Science: A Vision for India, a report from the Science Advisory Council to the Prime Minister, September 2010. 9 Bibliometric study of Indias research output and international collaboration Evidence, Thomson Reuters. A report commissioned on behalf of the Research Councils UK.
Several historical and cultural issues need to be addressed in changing the current educational scenario in India
As in the USA, many Indian universities are not research-active, although a large number of students are trained to post-graduate level. The quality of education is variable. Many universities are controlled by their state rather than the central government, and differing policies are in place. Teaching assignments take up a high percentage of staff time because of faculty shortages following difficulties in the appointment of new faculty members, leaving academic staff with little time for research. Prevailing and historical social inequalities impede meritbased appointments. Elite institutions award high quality PhDs but tend to be focused on narrow areas (multidisciplinary degrees are very rare), and the numbers are small. The new Indian Institutes of Science, Education and Research (IISERs) are designed to overcome some of these difficulties, being set up as broad research-enabled undergraduate teaching institutes, but the model is unlikely to be applicable to extant universities due to various structural/political constraints.
In India, academia-industry interactions, integral to the commercial success of innovation, are weak
The pursuit of academic research is considered to be an activity that is carried out for its own sake. To derive financial profit from such activity is regarded by some as betrayal of values. Such thinking inhibits the evolution of commercial spin-outs from research. Students emerging from educational institutions do not have the background and skills that enable immediate productivity in industry, frequently requiring up to two years training. Industry could assist academia in bridging this skills gap as a medium to long-term investment. There is little mobility of personnel between industry and academia in India compared to the UK, eg, the possibility of placements in industry for graduate students or researchers. India lacks the broad manufacturing base to be found in developed countries as a result of its primarily agrarian background which, in recent times, has transited rapidly to service industry.
The idea of innovation itself faces challenges from traditional Indian cultural values
Traditionally, elders are held in high respect and are neither questioned, nor their authority challenged. This is taught at home and reinforced at school. If a younger person questions received wisdom it may not be taken kindly. Thus innovations that break with established paradigms may be discouraged. There is also an unwillingness to take risks as the true value of failure is not culturally appreciated and there is intolerance for it.
INtrOductION
India is one of the worlds fastest growing economies, with an impressive performance since liberalisation of its economy in 1991. India has been relatively unaffected by the 2008 global recession, and it is pursuing a path of rapid economic growth driven by its technological development. Indias growth is being fuelled by the size of its young population: a rapidly increasing graduate base, a newly confident global culture and strong flows of highly qualified people returning from the US and Europe. Although the countrys science system has undergone perceptible changes over the past five years, many Indian institutions, both public and private, were designed for a time before India was open to the current global forces. India seems like an emerging giant based on the large number of scientists and engineers produced by the country, but Indias knowledge base appears to contrast with this perception when taking into account the variable quality of its education system and the shortages of top talent. The biggest challenge will be for India to improve the quality of science and technology (S&T) personnel with PhDs whilst maintaining the quantity. The central governments decision to increase and improve the academic infrastructure by creating eight new institutes of technology and five institutes of science, education and research, is an excellent step. However, the largest employers of PhDs in science and engineering in India during the last decade are Indian public institutions (universities and national laboratories). The weakness in demand arises because industry in India, barring a few, does not feel the need for high-end innovation to survive in the markets. The industry is on a strong growth cycle in India, largely driven by the strength of domestic markets. Only when Indian markets saturate and Indian companies have to aggressively compete in global markets, will innovation then become a part of the board room agenda. Until such time, the demand for PhDs will continue to remain weak. The challenge for the UK is to take a more strategic approach to collaboration if it wants to be part of Indias future as a centre of global innovation. More Indian science will be done interdependentlyso developing stronger UK-India collaborations in education and research is essential. The chemical sciences have a key role to play in global social and economic development. Science, technology and innovation can transform lives by providing solutions to issues such as human health, food and water quality and availability, energy shortages and sustainable development. Research and development in the chemical sciences in India is growing rapidly with increasing funding from the central government, along with a programme of building new universities and research institutes, especially aimed at closing the gap between higher education and research. Despite this tremendous growth and support from the government, links between industry and academia are relatively weak; knowledge transfer from academia to the commercial sector is very low. Indeed, Indian chemical science is still perceived as weak, compared to the better known successes in engineering and medicine. India seeks to develop into a nation where technology leadership is a national priority. However, the weak linkage between academic research and its potential applications means that the chemical sciences may not become a major driver of growth as India develops into a global R&D platform. This may have serious consequences for the development of the pharmaceutical and chemical industries and may impact their ability to compete internationally. Younger chemists need to be equipped with the skills to make significant contributions in academic research or industrial careers if India is to become a leading nation in the chemical sciences. At the moment, too many talented young chemists do not see themselves following a career in industry. This may be because a culture has yet to develop where applications for innovative research are sought, and close linksboth academic and commercialare developed with industry. In the chemical sciences, India is relatively weak at technology transfer, patents and establishing spin-out businesses based on new technology emerging from academic research. As students are not exposed to these ideas, their commercial awareness does not develop.
What can be done to change this situation?

In considering how India and the UK may co-operate for mutual benefit, important factors are sharing know-how and experience, and fostering interactions between talented scientists in both countries. Specific issues include the means by which the UK may partner with India as it strives to develop its potential as a knowledge society and how India could benefit from the UKs tradition of excellence in education, and its experience in innovative research and commercialisation of technology. Conversely, how can UK science, facing a future of budgetary restraint, benefit from the predicted rapid growth in Indian science in the wake of the ongoing rapid expansion of educational facilities and increasing investment in education and research? By what measures can both countries plan a future in which young people are encouraged to choose chemistry, other sciences, or engineering as their vocations? Access to education and training will be needed to provide the skills required for long-term success in an environment of innovative research that encourages commercial exploitation of technological developments. This document is based on presentations and discussions that featured in the India-UK Developing Talent High Level Workshop held from 16 to 17 September 2010, at the National Chemical Laboratory in Pune, India. The workshop brought together Indian policy advisors, academic researchers and innovators, students of the chemical sciences from both the UK and India, scientists from Indian and multinational industry as well as people from various funding organisations. The frank and open discussions highlighed various issuesstructural, cultural and financialwhich affect education, research and industry in the chemical sciences. Recommendations for future actions are collated in this document and, while some major issues are well-known and measures to address them are already in process at the Indian governmental level, others could readily be taken up as new joint ventures between India and the UK.
Report Steering Committee

Professor Mike Ashfold, University of Bristol Professor Colin Bain, Durham University Professor Hagan Bayley, Oxford University Dr Pradip Bhatnagar, Daiichi Sankyo India Pharma Pvt. Ltd. Dr David Clark, RSC Professor Krishna Ganesh, Indian Institute of Science, Education and Research, Pune Professor Ray Jones, Loughborough University Professor Sourav Pal, National Chemical Laboratory Dr Alejandra Palermo, RSC Dr Swaminathan Sivaram, Council Scientific and Industrial Research and National Chemical Laboratory Dr Hugo Vits, Shell India
1. EducAtING studENts IN tHE cHEMIcAL scIENcEs A sound education is essential for scientific talent to blossom
Several impediments to childrens education exist in India, notably social or religious background, gender, caste and economic circumstances. Even with free and compulsory education, as envisaged by the Right to Education Act 2010, there are children who are not at liberty to go to school as they are required to work for the family. The onus of the implementation of the Act is on state governments across the country. Rote learning is the norm in education in a culture where the teachers word is not to be questioned. Evaluation tends to place emphasis on the reproduction of learnt material, and in many places the objective of education has narrowed down to the pursuit of high marks. Opportunities for quality higher education are limited, although sweeping structural changes are envisaged by the present government and could go a long way towards remedying the situation; it remains to be seen how these fare in actual implementation. It is felt that todays students appear to prefer to use simulation techniques rather than develop a deep understanding of fundamentals. Rigorous and quality-monitored didactic practices at undergraduate and graduate level need to be instituted across the country. It is important that higher education should be seen as intrinsically valuable and not merely as a route to a degree. There is a societal perception that teachers in India have low self-esteem and a poor sense of responsibility which, when coupled with little accountability within the system, adversely affect the quality of teaching. Laboratory practices, safety and risk analysis procedures need to be introduced at an early stage in education, perhaps at high school, although it is recognised that it would be expensive to equip many schools nationwide. Curricula need to be upgraded to include researchrelevant material and cutting-edge developments; syllabus committees should include representatives from research and industry. Indian universities conduct limited research, the major effort coming from elite research institutes which do little undergraduate teaching. Focussing on excitements in research and researchbased career opportunities is not enough to motivate students to take up science. Only a small fraction of students are found fit to pursue research careers while a majority of students would look for alternative careers in science. It is therefore important to bring awareness of the importance of science in all avenues in life. To meet such goals it is vital to develop soft and life-long competency skills as a part of science courses. These involve fusing short courses training in law, management, journalism, finance and economics, education and technology along with the mainstream science courses. Students should be trained in: (i) making sense out of manuals (technical writing)
(ii) communicating science to the public (journalism) (iii) patent laws and intellectual property rights protection (iv) regulatory and ethical issues in product development (v) environmental issues (vi) business development, venture capital and entrepreneurship (vii) technology transfer (viii) transition from research to policy administration (ix) technology assessment and strategy planning and (x) science in relation to public policy.
It is important to identify the students aptitude and interests in these subjects and then channel them to appropriate streams. This would not only help develop multifarious talents in students but also open up interesting and niche science-based career paths. In particular, chemistry has the advantage in that it can encompass all the above mentioned categories, providing a wide choice of career opportunities. Chemistry is an increasingly popular subject within the UK context, which provides students with a high return on investment as they venture into their professions. An important issue in UK chemistry education is the lack of maths preparation at undergraduate level, key to the quantitative aspects of chemistry. The RSC, in collaboration with Pfizer, launched Discover Maths for Chemists, which aims to address the emerging skills gap within the chemical industry and help to ensure that talented graduates will be suitably skilled.
Common to the UK and India is the struggle to attract and retain the very best young people in science, specifically chemistry. The two countries also share the need to develop the requisite skills in students, to create an environment that stimulates innovation, and to foster links between academia and industry in order to effectively translate new research and development into a contribution to the economy.
The RSC jointly with the Chemical Research Society of India (CRSI) and industry could develop ChemCareers for India to provide support and advice to Indian graduates.
The RSC organises every year a career fair (ChemCareers) which features major employers, interactive media, presentations and webinars, allowing students to:
Case study: The Indian Institute of Science Education and Research Concept
Historically, teaching and research in India have had limited contact with universities engaging in little research but producing many degree-holders, and elite research institutes conducting most of the research in the country but engaging in minimal teaching. This compartmentalisation has worked to the detriment of both. The five recently established Indian Institutes of Science Education and Research are structured along the lines of the elite research organisations. They are research-led teaching institutions with multidisciplinary research alongside undergraduate teaching and are capable of awarding Masters and Doctoral degrees. Student intake is via nationwide competitive examination. Admission takes place after Std XII (exam qualification equivalent to A-level) for a BSc-MSc degree, or directly for PhD degrees.
the range of career opportunities discover available how to market themselves to employers learn in job applications and interviews seek expert advice on career planning investigate further study options globally with employers and chemical network scientists. This type of event could be organised in collaboration with the CRSI.
1.1 R ecommendations for India and the UK
school, college and university teachers Inspire of the chemical sciences through exposure to applications and developments in the field, and to resource material, teaching aids and software; engage them in distance learning programmes.
curricula to include cutting-edge R&D Update and to make students more industry aware. for education evaluation need to be Metrics adopted to raise standards and to introduce higher education in the Internationalise chemical sciences, facilitate exchange of both students and faculty.
uniformity in the quality of education in India.
need access to modern equipment in Students laboratories. Mechanisms need to be created to teaching and research should be Indian integrated to provide students with vital and interdisciplinary academic Multidisciplinary research needs to be encouraged in India and of soft skills into curricula should also Inclusion be considered (see page 11). research-oriented courses for Develop undergraduate and MSc courses at university level. in the UK as this would impact favourably on graduate education. exposure to new developments and their applications, IISERs being an example of this. enable such training.
2. AttrActING ANd rEtAINING tHE BEst tALENt

The question of how to attract students into the basic sciences and then retain the best available talent is common to both India and the UK. In India, there are both supply side and demand side issues to address. On the one hand, the brightest Indian students tend not to be attracted to the basic sciences. On the other hand, career paths are not well developed for academic research posts and industry does not reward scientists for the effort expended in their research training. In India, cultural factors play an important role in determining career choice. Medicine, engineering and increasingly information technology are perceived as favoured careers carrying status and the assurance of a well-paid job. Science is seen as a second option for students unable to gain entry to the elite engineering schools. In the UK, basic science is not seen as inferior to engineering (if anything the reverse has been true) but professional degrees (such as medicine and law) are often perceived as the best route to status and financial security for talented science students. There is a risk that the recent increase in tuition fees for undergraduate degrees in the UK will drive the brightest students towards careers with the clearest career pathways and greatest earning power. In the Indian family system, the parents and family elders have a large say in career decisions and their perception of basic sciences needs to be addressed along with that of the young people themselves. In the UK, the RSC has been active in changing the public perception of chemistry through campaigns such as Chemists dont all wear white coats that challenge the publics association of chemistry with polluting industries. In the UK, an academic career path is still seen as an attractive option by science students: salaries are competitive with those in industry; there is a higher level of job security; promotion is merit-based and can be very rapid for high-flyers; and despite the increasing managerialism of funding bodies and universities, academic careers still offer a substantial degree of intellectual freedom. In recent years, the development of organisations and networks to facilitate the exploitation of research results has enabled academics to commercialise their research and, in some cases, to become rich in the process. In the UK, with a mature higher education system, academic posts will remain highly competitive and attainable only by a small percentage of the PhDs trained each year in the UK. In India, the higher education sector is in a state of rapid expansion and has the capacity to absorb a higher level of talented doctoral graduates. The Indian system lacks a clear career path to an academic career (post-doctoral positions in Indian universities are disdained by bright PhDs seeking post-docs overseas). In addition, university posts are not seen as attractive: infrastructure for research is inadequate outside of the institutes and a handful of elite universities; levels of research activity are generally low; teaching assignments are high; appointment procedures lack transparency; career advancement is not linked to performance; and salaries are unattractive. To address some of these issues, the Indian Department of Science and Technology (DST) has launched in 2008 the INSPIRE programme (Innovation in Science Pursuit for Inspired Research). The programme initially targets around 200,000 middle-to-high school students each year. A subset of these are selected at the schoolleaving board examination for INSPIRE internships, and a fraction of these receive a handsome scholarship at BSc/MSc level; of these, another fraction will be funded into PhDs with an assured faculty position. Industry requires scientists with skills at a variety of levels, from trained hands through to research group leaders to senior managers with scientific training. For each category, there needs to be a clear career path with rewards that are commensurate with the level of education and training required. So long as Indian industry pays PhD scientists the same as MTech engineers, students will choose to study engineering in preference to science. It is important to recognise that the relationship between industry and academia is a two-way issue. In the UK, industry is closely engaged with universities at many levels from advisory boards and visiting faculty through sandwich courses and industrial placements to industry-funded research projects. Accreditation of courses by the RSC ensures that undergraduate degree programmes contain a strong practical training element. Transferrable skills training is embedded in the MSc and PhD programmes and even at an undergraduate level students engage in original research projects. The main issue in the UK is the decline of the manufacturing base and the transfer of ownership to multinationals with the consequent closure or contraction of research laboratories in the UK. Increasingly, career opportunities lie in smaller companies and spin-outs
where the career paths are more poorly defined and less secure, though potentially more exciting. In India, closer engagement of industry with universities would expose students to career opportunities in industry at an early stage and help shape curricula to provide the level and quality of training required by industry and academia. A better trained workforce would, in turn, allow industry to provide a higher level of reward to its scientists. As Indian industry evolves from import substitution and low-cost production to innovative product development, the attractiveness of industrial research careers will improve; these opportunities need to be communicated to students. Retention of talented scientists is an important issue in Indian industry, with high staff turnover negating the benefits of in-house training programmes. Not all students who enter a basic science degree programme will decide on a research career. Such an outcome is not undesirable since society needs talented scientists in teaching, commerce, law, media and public administration. However, it is important that students are introduced to alternative career paths and understand the range of career opportunities that are available to science graduates and receive appropriate transferrable skills training, such as entrepreneurship, marketing, communication, media and journalism and intellectual right property issues. IISER Pune, for example, has introduced some of these skills in its educational training. Within the UK, there are organised schemes for student placements in fields such as secondary education and journalism. Appreciation of the range of career opportunities for trained scientists in India is more limited.

the image of chemistry in India Improve and the UK The RSC has long had a publicity programme aimed at informing the public about the role of chemistry in modern society and the contributions that chemists can make in a wide range of occupations. The Chemical Research Society of India (CRSI) should work with the RSC both to exploit the existing RSC resources and experience to promote chemistry as a profession in India and to develop new promotional materials jointly. The excitement of chemistry needs to be brought out so as to counter the prevailing view among many young people in the UK that studying science is hard and boring.
career development programmes Provide through the CRSI in collaboration with the RSC
school-level outreach programmes Establish relating to the chemical sciences in India
and industry CRSI, in collaboration with industry and other organisations such as the RSC, should provide career development programmes in their (already very successful) annual symposium.
industrial placement opportunities Provide of university students on bachelor and master
To attract the best students into science it is essential to capture their interest at school, the earlier the better. The RSC has a large volume of outreach material that could be used in India, with appropriate modifications. Academics and industrial scientists need to see it as part of their professional responsibility to go into schools to share the excitement of chemistry and educate pupils in career opportunities.
degrees Industry placements have long been a feature of UK chemistry education and are an integral part of engineering education in India. A programme of internships in chemistry should be developed jointly between universities and Indian industry.
opportunities for students to explore Create alternative careers to research which still utilise their training and background, eg, teaching, communicating science The UK has models, such as the Researcher in Schools programme, that might be adapted to the Indian system. India has a vibrant press that could offer opportunities for science writers to bring the excitement of science to the wider population and provide expert comment on scientific issues.
communication of scientific Stimulate achievements to the public and involve
awareness of research opportunities Increase among undergraduate students. Inform and
the media A group should be formed in India with the objectives of communicating scientific achievements to the media and providing a list of media-trained experts willing to be consulted by journalists seeking an authoritative view.
educate Indian science undergraduates, graduates and postgraduates about career choices For instance, the presentation of research opportunities during the last year of their courses; visits to industrial bodies; poster sessions involving research students and academics at their institutions or the CRSI annual national symposia.
3. FAcILItAtING rEsEArcH IN tHE cHEMIcAL scIENcEs

Many good students of the basic sciences in India prefer to continue in academic research rather than to go into industry, despite the significantly higher pay in Indian industry. The majority of the basic science students in India that follow an academic career are those who have their doctoral training in elite institutions (IISc, IITs, or central universities). Most research in the chemical sciences takes place in elite research institutes and government-funded laboratories across the country, with some research also being pursued in industry and in universities. However, faculty from the elite research institutes engage in limited teaching and such institutes simply cannot produce sufficient numbers of Masters and PhDs to service basic sciences research as well as the needs of industry. The volume of research conducted in universities is low; this is linked to structural, social and political factors that impede the appointment of sufficient faculty members, resulting in heavy teaching loads for the existing faculty. Various short-term measures are being adopted by universities to fulfil the teaching requirements (eg, guest lecturers drawn from among retired faculty). In state universities many academic staff taking decisions on research related issues do not have much research experience themselves. Universities produce most of the MSc and PhD qualified personnel but research-oriented courses need to be designed and implemented. The lack of research exposure is one of the main impediments to motivating students towards research. University students need to be made aware of opportunities for research through innovative programmes. For instance, academics from research intensive institutions could mentor university students or host summer schools. The CSIR, India, is setting up the Academy of Scientific and Innovative Research (AcSIR), headquartered at Ghaziabad, to permit its 37 laboratories to award degrees in science and technology (PhD, but not BSc or MSc as yet). The training will be in areas not usually provided by Indian universities. AcSIR will be able to use infrastructure and scientific manpower of CSIR and will award degrees in areas of S&T. Focus is on research and imparting instruction in areas that are not taught in regular universities. The objective is to stem the growing shortage of skilled manpower in the science and technology industry and the dwindling numbers of PhDs per annum. It will focus on research and impart training in areas not ordinarily provided by the existing universities in India. It is expected to produce 1000 PhDs in S&T and 120 PhDs in engineering annually from the fifth year onwards. The institution will network between the 37 CSIR laboratories, pooling resources and faculty to create a national level academy. Eventually it is hoped that industry will use the AcSIR to acquire degrees for their own employees in their research facilities.
Opportunity for UK-India academic collaboration

The UK government has encouraged UK universities to internationalise their HE provision and seek out partners to develop mutually beneficial research projects, skills programmes, exchange schemes and complementary curricula. This new bill could develop links between UK and Indian universities, particularly in awarding joint PhDs.
3.1 Recommendations for India
students need more exposure to the career paths of PhD students to Undergraduate Improve research laboratories: investing in the scientific encourage research and learning mentoring practices for both students Develop and faculty engaged in research Research institutes could mentor university students, organise summer schools, as well as provide free online web-based resources. infrastructure in universities should be a priority funding bodies increasingly see a PhD The degree (typically three to four years) as Certain structural problems lead to a dampening of research ambition in the UK.
3.2 Recommendations for the UK
up Doctoral Training Centres along UK Set lines to facilitate the acquisition of key and interactions between faculty members Increase of research institutes and universities policy meetings such as the Organise Developing Talent workshop and include more industries engaged in research to Enable affiliate with a university or laboratory that academia-industry interactions to Foster facilitate a better understanding of the research conducted on both sides, their particular requirements, and how each can assist the other for mutual benefit Government should give incentives to industry to foster academia interactions, eg, tax benefits. awards PhDs students so that they gain exposure to key issues transferrable skills, and research networking nationally and internationally
funding for early career academics to Improve encourage ambitious research Research funding is highly competitive and will become even more so following the recent freezing of the UK science budget. The move towards funding research leaders with large grants may leave the large middle rank of research unable to access funding for independent research.
vocational training in the research process rather than as a significant contribution to research achievement candidates should demonstrate a new and significant contribution to learning.
numbers of multidisciplinary Increase appointments and encourage collaboration
representatives from various Stimulate stakeholders to create a vision for chemical
benefits from less management rather Research than more Research Councils policy in the UK is increasingly top-down conveying a greater role for the Research Councils in dictating the areas of research. The emphasis on identifiable impact hinders curiosity-driven and adventurous research which demonstrably has led to new discoveries.
across laboratories Teaching in basic science has traditionally been discipline-based, discouraging the hiring of faculty with a multidisciplinary background. Recently, however, there has been a move towards joint appointments between departments and the establishment of multidisciplinary laboratories.
sciences research in India, and to identify core areas where resources should be invested
4. CrEAtING AN ENVIrONMENt tHAt ENcOurAGEs INNOVAtION

Innovation is the successful commercial exploitation of a new idea, not merely a demonstration that it works. It includes the scientific, technological, organisational, financial and business activities leading to the commercial introduction of a new or improved product or service. Innovation is broader than inventionthe creation of a new idea and its reduction to practiceand it includes all actions required in the commercialisation of new technologies. Innovation depends on well-educated and qualified engineers, scientists, business and management professionals, lawyers, and financiers. What is required for the development of technological innovation processes? The essential building blocks of innovation are outlined in Figure 1. Governments throughout the developed world have demanded that in return for public investments in research, universities, and institutions, their staff should become active in directly supporting innovation and technology transfer. The link between research and business is becoming closer. In the UK, the government has a third stream of funding to assist commercialisation. Many universities, with varying degrees of success, have established industrial liaison or research commercialisation and technology transfer offices. In 2003, the government of India committed to raising overall research expenditure from 0.8 % to 2 % of GDP by 2007. Although this had only attained 0.88 % of GDP in 2008, this target sent a clear signal that public policy was focusing on R&D. Moreover, there is a general trend towards recognising innovation in policy and business sectors as shown by the government of Indias eleventh five-year plan to 2012 which not only emphasises innovation but also foresees a massive spend on science, technology and innovation via a budgetary increase of 220 %. India and the UK need to create a generation of individuals who can compete in the knowledgeoriented global economy. It is possible to identify barriers to innovative thinking, particularly in India. India, though rapidly changing, had been a society where conformity had been a norm. India needs to attract and nurture the best and the brightest across the entire country. The process of identifying and transferring research innovations to the market is not developed. Risky ventures are neither encouraged, nor are they supported financially. Angel financiers are a rarity. Academic researchers, in general, lack an understanding of market pull and this relates to the lack of strong industry-academia collaboration. Industry-academia interactions are low, to the detriment of both.
Innovation
Human Capital Education Employment Career opportunity Creative ideas Thought Process Technology Science
Leadership Vision Alliances Ideas
Investment Funding Risk taking
Figure1. The essential building blocks of innovation
Case Study: Oxford Nanopore Technologies (www.nanoporetech.com)

Oxford Nanopore was founded in 2005 on the basis of Professor Hagan Bayleys research at Oxford University to develop a novel, electronic sensing platform for single molecules. Further collaborations with additional universities and in-house progress mean that the companys intellectual property portfolio spans more than 250 patents and patent applications. Oxford Nanopore now employs 90 people and by the start of 2011 had raised GBP 50 million from a range of UK and US institutional and individual investors. The foundation of the company was supported by seed funding from the University of Oxford and UK Company IP Group. Oxford Nanopore had early labs at Oxfords Begbroke science park but has now moved to its own building at the Oxford science park. Oxford Nanopore is developing a platform technologyGridIONthat can be used for DNA sequencing or protein analysis using different varieties of Nanopore sensing apparatus.
Indian financial markets are not innovation-supportive: R&D risk is not considered as a long-term asset. Not investing in the future means falling behind. The philosophy of let us recoup our investment right now and let somebody else worry about the future has been a major cause of India lagging behind in innovation. The nation has to create an environment conducive to venture capital and angel financing.
Case Study: The Jaipur Foot

A collaboration between an orthopaedic surgeon and a master sculptor educated up to the fourth grade, the Jaipur Foot is a prosthetic limb made out of rubber, polyurethane, wood and aluminium. It costs about $28, less than one thousandth of the cost of such prostheses elsewhere. The limb permits a patient to walk, run, climb and sit on the ground: totally adapted to Indias needs. It can be assembled in 45 minutes and lasts five years. It is now made in 18 different countries, using local materials. The foot is not patented.
Case Study: Biocon

Kiran Mazumdar Shaw began to work from a garage in Bangalore in 1978, with $250 as seed capital. Biocon started as an industrial enzymes manufacturing company and evolved into a biopharmaceutical company with a research focus on diabetes, oncology and autoimmune disorders. By 2004, her company had an IPO oversubscribed by 33 times, crossing $1 billion on its first day of listing on the markets. The company founded on an innovative business model, made its way through challenging circumstances like the lack of financial support and reliable infrastructure, and today is rapidly moving towards commercialising novel biologics with a Made in India label.
high quality leadership in promoting providing science creating an infrastructure for high quality education, especially, undergraduate education in rural India an environment where innovation-driven ensuring industry flourishes. The recent creation of the National Innovation Council headed by Professor Sam Pitroda indicates that Indian Government has been proactive in this area.
It is clear that the role of Government is crucial in enabling India and the UK to enhance their innovation capacity. A difficult question however is What is the appropriate role for Government? Pertinent areas include the following:

culture of curiosity has to be embedded in The early stages of education Recently, India has taken steps to improve higher education but early education, especially in the rural and sub-urban area is lagging behind. Creating wellrounded students with mastery in mathematics and science is imperative for the long-term growth of any nation. innovation alone will not make India Individual or the UK into innovative countries; there has to be a connection between invention and a culture of commerce Foster links required to encourage innovation. Provide risk resources and tax breaks for angel investment. Identify potential innovations and facilitate the spin-out companies. Appreciate intellectual property rights (IPR) issues. Expose potential stakeholders to the long-term value of innovation through workshops and literature, with examples of worldwide successful innovation.
attitudinal changes in education, Introduce starting at school level, developing an
the business sector of a country could Growing and should play a huge role in improving the quality of education Business could provide internships or mentoring of students and teachers and create incubators for novel ideas.
appreciation of risk-taking and failures, and stimulating a questioning attitude (a healthy irreverence)
a network of alliances as a highway to Create innovation
Foster industry-academia interactions, facilitate movement of personnel between domains, enable short-term placements and promote further training of researchers from industry. Encourage industry to influence universities curricula and give seminars, provide research funding of mutual interest, and support the sharing of infrastructure. Exploit available expertise in India, in the UK and elsewhere by means of collaborations and exchanges.
5. FAcILItAtING INdustrY-AcAdEMIA cOLLABOrAtIONs

The interdependence of industry and academia has evolved and intensified in many countries around the world driven by funding constraints and the need for greater efficiency in fundamental science and technology development. This has been less evident in India because funding pressure on academia is not as great as elsewhere; equally, the drive to innovate by industry is absent to a large degree. This situation is now changing as India becomes increasingly integrated into the global economy with resultant changes in industrial structures. India has seen a recent rise in private investment in R&D, with the majority of new companies belonging to knowledgeintensive sectors. A growing number of multinational companies are setting their R&D centres in India. Meanwhile, major Indian companies, such as Tata have been investing in high-tech companies abroad, in pursuit of technology. Incoming multinationals wish to use local talent to develop innovation in India for India. Future prospects seem very different from past experience, underlining the need for academia and industry to engage closely in dialogue and actions on a different basis. Most institutions in India do not have structured processes for interacting with industry. An equivalent of the Office of Technology Transfer does not exist in most cases. Critical inputs in areas such as legal, contracts management and IPR are not routinely available to faculties. The mechanism for scouting for opportunities and making the connection between needs and solutions is left to individual faculties. These are some of the important reasons for poor interaction with industries. This apart, Indian industry is still driven by short-term incremental needs. The absorptive capacity to pull a concept from the academic lab and convert it into a process or product is still in its infancy in India Government efforts to push universities and research institutions closer to industry should be viewed in the context of what industry actually wants from academia. A deeper understanding of industrys needs is essential:
well-educated, talented science graduates creative, fundamental research research cultures (different from their distinctive own business) new ideas.
Some in industry are working with universities to provide in-house research resources and also a contribution to teaching. There have been attempts to design course curricula jointly with a view to enhancing both quality and relevance to the requirements of business. In some instances, industrial bodies have collaborated with universities to recruit both undergraduate and graduate students who work on live projects for three to six months. Top performers are subsequently recruited into the industrial organisation. Correspondingly, employees in industry are also encouraged to pursue doctoral programmes. Although the situations described are common practice in the UK, they are less common in India. However, an essential pre-requisite is that the education and training of university science graduates should be at the level required to enable subsequent close collaboration in research and innovation between academic and industrial partners. It remains a matter for debate as to the best way forward. Should schemes aimed at improving the industry/academia interface be undertaken in a piecemeal fashion as a result of initiatives taken by individual academic and industrial bodies? Or would a grand encompassing scheme provide a more effective mechanism? Or should both avenues be pursued such as in the UK? Clearly, government should play a role in fostering whichever model is adopted.
Case Study: Industrial Internships, Dow India

For fresh PhDs, even just after submitting the thesis, Dow India provides 11 months Industrial Postdoctoral positions. About 60% of these candidates are ready for future employment. They often publish their work, develop a product or file for a patent. Students with a Masters degree are offered a-6 month Research Associateship. There are also opportunities available for MTech projects to work in Dow R&D Laboratory, involving 4-8 month collaborations. 2-4 month Summer Internships, Industrial study tours and sponsoring projects in universities/ institutes are also undertaken by Dow in India. All these activities spread awareness in schools and colleges of the opportunities in industry in general. Up to 10% of their technical manpower needs can come from such programmes!
and academia must recognise the Industry mutual long-term benefits of collaborations Both entities need to be willing to act on the basis of mutual understanding of each others needs and objectives. This requires an adjustment of attitudes on both sides.
must be prepared to invest in the Industry resources required by innovators working in
would particularly benefit from an India environment that permits a flexible IPR to exist,
research by providing start-up funding, licensing fees, translational work funding and technical support
Case Study: IBMs Global Entrepreneurship Initiative

IBM established 150 centres of excellence at several colleges in the States of Karnataka, Uttar Pradesh, Madhya Pradesh, Maharashtra, Orissa, Tamil Nadu, Gujarat, Andhra Pradesh and Rajasthan. It partnered with the local governments and academia to create an enabling environment by allowing access to IBM software, course material, training and curriculum development. It provided guidance in a few selected instances to transfer to market and build sustainable businesses for entrepreneurs. It assisted start-ups and new business opportunities by providing access to technology resources. Thus, it helped develop innovators and empowered future workers in the larger global workforce. IBM has produced about 15,000 certified and industry-ready software professionals.
should partner with government Industry in nurturing research-intensive academic
allowing the timely publication of research results and at the same time rewarding innovation The culture of start-ups and spin-offs is still in very early stages of evolution, especially in areas related to chemical sciences. The basic eco-systems for taking early stage scientific discoveries to wealth creating processes and products are still under creation, with many building blocks of this ecosystem missing in the Indian environment. India lacks critically a class of personnel who understand both business processes as well as S&T, who can then act as a bridge between science and business, sharing best practice with the UK will benefit both countries.
institutions, eg, by setting up Centres of Excellence where researchers at all levels have access to state-of-the-art research equipment and technical infrastructure
6. IMprOVING INdO-UK jOINt VENturEs IN tHE cHEMIcAL scIENcEs

Indian industrial delegates highlighted the large pool of talented Indian-trained Masters and PhD, but were critical of the graduate students laboratory and soft skills of many applicants. The former, in particular, was recognised as a universal problem, but one which is exacerbated in the case of India by the shortage and/ or limited access to state-of-the-art equipment in many universities within the country. The educational focus in India and in the UK is very much on the academic content in a science students curriculum. Academics are rightly reluctant to dilute course content, but complementary soft skills training (eg, team working, time management, presentation skills, verbal and written communication skills in English, documentation skills) is definitely more prevalent in the UK than in India, and is appreciated and expected by the future employers of the chemistry graduates. Such skills training could be a great asset, and possibly for academics too. Soft skills modules that could supplement the regular coursework would serve this purpose. Exposure of Indian students to international conferences and workshops, short-term placements in quality laboratories elsewhere, would also help raise awareness and hone both soft and technical skills. Visits of UK students to India and vice versa would be of benefit to both.
Case Study: A laboratory skills enhancement programme

The University of Bristol, UK has pioneered an initiative specifically designed to enhance the practical laboratory training experience of its (and other UK) chemistry undergraduates. Through Bristol ChemLabS, they have developed a webbased learning platform (the Dynamic Laboratory Manual) which contains pre-, in- and postlaboratory training and assessment elements, as well as numerous video clips demonstrating laboratory techniques, virtual experiments, and self-test questions with feedback. This software is commercially available in several forms (see www.chemlabs.bris.ac.uk/LabSkills.html) and could provide an immediate way to start remedying this shortcoming.
6.1 R ecommendations for India and the UK

RSC in collaboration with the CRSI should The organise and generate funding for workshops that allow further training in universities This could also be of interest to UK universities. A two-day workshop, repeated at a number of geographic sites in India, each open to a restricted number of staff and students who would become the subsequent local teachers, disseminating the good practice delivered through the initial workshop. The RSC West India section is a good example of this kind of activities in the Mumbai area: this should be expanded to other areas in India.
provides a huge market for the right kind India of innovation A new product must not be cheap but ultra-cheap to reach the poorest, yet capable of increasing the common mans earnings, or fulfil a widely and dearly held aspiration.
to UK spin-out processes, including the Exposure role of angel investors and specialist financiers and intellectual property agreements, would be very stimulating for India Partnering with academics, intellectual property rights specialists and business people experienced in the spin-out process would help build this culture in India. Set-up technology transfer offices in universities and research institutions.
distance learning programmes in Establish which school, college and university teachers
industry is rich in business model Indian innovation and technological innovation which can be transferred A stronger collaboration between academia and industry would spur innovation and knowledge transfer in the academic environment. The RSC is well positioned to foster academiaindustry interactions in India by organising networking events.
can participate Such programmes need to be tailored to Indian needs and could be web-based; however, students in many schools and colleges in rural India do not have reliable access to the internet, either at home or at their places of study.
industry must recognise the mutual Indian benefits of interaction with academia and seek ways of funding research of common interest
for Innovation Partnerships between Funding India and the UK, as in the UKIERI Phase II, should continue and be enhanced
7. REsEArcH FuNdING OppOrtuNItIEs 7.1 Department of Science & Technology (DST), Government of India
DST funding is available for projects with Indian principal investigators and >51% of the projects scientists being Indian. Projects are generally received in passive mode, with proposals for funding being written by interested researchers. http://dst.gov.in/whats_new/press-release10/pib_11-1-2010.htm Fast Track Young Scientist Programme Innovation in Scientific Pursuit for Inspired Research (INSPIRE) Programme Funds research in the life sciences, chemical sciences, mathematics, engineering sciences and earth and atmospheric sciences. Aimed at attracting and retaining scientific talent, this programme starts with about 200,000 middle to high school students each year, providing scholarships after school, paring down the number of supported students through BSc and MSc, and finally supporting about 1000 PhD students into assured faculty positions. Aimed at universities and institutions with postgraduate programmes, it provides funding towards basic infrastructure, enabling facilities, creating an environment for promoting R&D in emerging areas, and for attracting new talent. This is an evidence-based reward system, based on publications and their quality. Fourteen universities have been awarded this grant, permitting flexibility to enrich their programmes. This is targeted at improving R&D infrastructure in womens universities. visits, joint workshops, joint projects Supports Networking Arrangement (1-to-1 meetings and thematic workshops) Science and Innovation Council set up in 2006 India-UK U K-India Research initiative (UKIERI Phase I and Phase II), supported 29 projects India-UK on Fuel Cell Technology India-UK Initiative Program on Solar Energy Off-grid technologies in bridging the urban-rural divide Science Bridges Award.
Funds for Improvement in Science & Technology (FIST) Programme
Promotion of University Research and Scientific Excellence (PURSE) Consolidation of University Research for Innovation and Excellence in Womens Universities (CURIE): India-UK Science & Technology Cooperation www.dst.gov.in
7.2 UK-India Education and Research Initiative (UKIERI) Phase II

UKIERI is an excellent example of public private partnership where academia, government and industry have joined together to deliver a step change in education and research between the UK and India. UKIERI Phase 1 was launched in 2007 and concluded in March 2011. In recognition of the substantial achievements and building on the success of this initiative, the programme has been extended for five years from 2011 to 2016. The extension was announced by the UK Prime Minister Mr. David Cameron and Indian Prime Minister Dr. Manmohan Singh in July 2010. www.ukieri.org UKIERI Phase II: 1. Building a New Generation of Leaders 2. Innovation Partnerships 3. Skills Development 4. Enhancing Mobility The next phase of the programme will be funded by both governments and have collectively committed 5 million/ INR 357.8 million per year for the next three years. Both the UK and Indian Government are seeking private funding for the UKIERI Phase II. The programme aims to deliver systemic change by reaching out to larger numbers. It will also provide opportunities for professional and leadership development of schools, higher education and vocational institutions, support partnerships and develop student mobility and skills development programmes. Calls for bids will be announced in June 2011.
7.3 Wellcome Trust

Wellcome Trust is a global charity set up in 1936 through the will of Sir Henry Wellcome and aimed at improving human and animal health. Currently the endowment is worth 13 billion, allowing an annual expenditure of over 600 million. The Trust supports: biomedical science and health research; translational research; medical humanities; public engagement. The technology transfer section funds applied research, the process by which innovations are translated into new health products. The purpose is to maximise the impact of research innovations on health by facilitating their route to market, therefore the programme supports early stage funding of projects, focuses on funding gaps and is motivated by the public good. The Wellcome Trust R&D for Affordable Health award is a new 30 million initiative specific for India. www.wellcome.ac.uk/Funding/ Technology-transfer/Awards/R-andD-for-Affordable-Healthcare-inIndia/index.htm
The funds are available for: collaborations across borders centre of gravity of the proposal needs to be in India funding meetings every six months Technology Transfer Office support during life of the award no financial ceiling co-funding welcome.
There is a provision for sharing benefits. The funding agreement is a bespoke one, and commercial freedom to operate is ensured.
7.4 Council of Scientific and Industrial Research (CSIR), India

Indian funding from the CSIR is available for projects led by Indian scientists, providing an opportunity for collaborations between Indian scientists and scientists elsewhere. Existing opportunities Society Joint Project Scheme CSIR-Royal Education and Research Initiative (UKIERI) UK-India UKIERI-DST Programme with joint funding for joint projects RCUK-DST Programme (joint funding) EC projects under FP7 (CSIR as a major player).
NB: CSIR-British Council exchange of scientists programme is no longer available but it should be reinstated with joint funding from both organisations. New opportunities Under XI Plan, Distinguished/Senior Foreign Scientist Exchange Scheme launched by CSIR aiming to develop international linkages STIO Scheme to create centre of excellence in CSIR through scientists and technologists of Indian origin AcSIR (Academy of Scientific and Innovative Research) recently approved by Indian Cabinet CSIR Fellowship Scheme for Developed Countries. Raman Research Fellowship (for CSIR Young Scientistsglobal placements include UKtotally funded by CSIR. UK has been a
th
Raman research fellowships
major player) Raman Fellowship can be extended through RSC/CSIR partnership (exchange both ways, with joint funding mechanism).
7.5 Royal Society: International Exchanges Scheme

http://royalsociety.org/grants/schemes/international-exchanges/ This scheme is for scientists in the UK who want to initiate collaborations with overseas scientists (including India) through either a one-off visit or bilateral travel. This is a new and more flexible travel scheme, which combines elements of both former programmes: The International Travel Grants and the International Joint Projects. The scheme covers all areas of the life and physical sciences, including engineering, but excludes clinical medicine.
7.6 The Leverhulme International Networks Scheme

www.leverhulme.ac.uk/funding/IN/IN.cfm These collaborations enable a Principal Investigator based in the UK to lead a research project where its successful completion is dependent on the participation of relevant overseas institutions. A significant research theme must be identified at the outset which requires for its successful treatment international collaboration between one or more UK universities, and two or more overseas institutions (normally up to a maximum of seven institutions in total). Networks should be newly constituted collaborations. Applications for research on any topic within the entire array of academic disciplines are eligible for support. However, an exception is made for areas of research supported by specialist funding agencies and in particular for medicine. The Principal Investigator should be employed at a university or other institution of higher or further education in the UK. The award is made to that institution, which must agree to administer the grant, for allocation among the participating institutions. Applications can be submitted at any time.
7.7 European Union

Framework Programme 7 The European Commissions Directorate-General for Research has published a series of calls for proposals under the Cooperation, Capacities, People and Ideas Programmes of the Seventh Framework Programme (FP7). The budgets vary from call to call as do conditions for eligibility and deadlines. http://cordis.europa.eu/fp7/calls/ http://ec.europa.eu/research/fp7/understanding/marie-curieinbrief/home_en.html
7.8 Research Councils UK

Summary of BBSRC funding for international activities (for academic researchers from the Biological Sciences), MRC funding for international activities (for medical researchers) and EPSRC funding for International activities (for academic researchers in the Engineering and Physical Sciences). Biotechnology and Biological Sciences Research Council (BBSRC) www.bbsrc.ac.uk/funding/funding-index.aspx International Scientific Interchange Scheme (ISIS) The scheme aims to help scientists add an international dimension to their BBSRC funded research by making and establishing new contacts with international counterparts, including those in India. Typical awards are for rst contact meetings, to initiate or prepare joint proposals or to gain access to new techniques or materials. This is for BBSRC-supported researchers, research grantholders and staff employed at institutes of BBSRC. The application must be made by the Principal Investigator in the UK. BBSRC David Phillips Fellowship Annual award to support early stage researchers (with between two and six years of postdoctoral experience) from anywhere in the world to study in the UK. Typical awards provide up to 10k for workshops related to BBSRC strategic priority areas and to promote collaboration with India. To foster long-term relationships between researchers funded by BBSRC and Indian scientists in areas of research of direct relevance to BBSRCs current scientific strategy. Main objectives are: to set up partnership links between UK and Indian life science laboratories to promote the exchange of UK and Indian scientists, particularly young post docs.
BBSRC International workshops BBSRC India Partnering Awards
www.bbsrc.ac.uk/funding/internationalfunding/india.aspx
Medical Research Council (MRC) Fellowships MRC offers a wide range of non-clinical and clinical fellowships to support researchers at different stages of their scientific careers. Lead applicant must be supported/based at a UK university but can be Indian national. www.mrc.ac.uk/Fundingopportunities/Internationalopportunities/Collaborations/index.htm Including overseas co-applicants and collaborators on MRC Grants MRC permits co-applicants and collaborators on MRC grants to be based outside the UK where the nature of the research makes this necessary. Costs for non-UK based researchers can be included in such proposals, where necessary and justified, but lead applicant must be UK based. Working at an overseas research organisation as part of an MRC fellowship MRC will support the costs of up to one year of an MRC fellowship spent outside the UK for the purpose of research training (up to two years in the case of career development awards). www.mrc.ac.uk/Fundingopportunities/Internationalopportunities/Collaborations/index.htm Engineering and Physical Sciences Research Council (EPSRC) www.epsrc.ac.uk/funding/grants/int/Pages/EPSRCfunding.aspx Responsive Mode Research Grants These grants can be used to support international collaboration and can include the costs of collaboration, eg, travel and subsistence for research sta to work in a partners laboratory overseas, as well as the UK-based costs such as sta, equipment, UK travel and subsistence, and consumables. This funding can also be used, to ll postdoctoral researcher and project student places with candidates from a partners laboratory. Supporting travel and subsistence, and salary costs of the principal investigator, this funding can also be used to travel abroad to learn new techniques, to visit overseas laboratories and gauge the state-of-the-art, or to start new collaborations. Provides support for a scientist or engineer of acknowledged standing to visit a UK laboratory for up to a year. Applications must be made by the UK host. N + N meetings can be held to exchange ideas and expertise internationally, with the objective of exploring the possibility of more substantial future collaboration. Roughly equal numbers attend from each side. EPSRC will fund travel and accommodation expenses of UK participants and, for meetings in the UK, core meeting costs. UK-based activities that link research groups and industrial organisations, often across disciplines, to develop new or enhanced collaborations. Funding is available to support workshops, visits, travel and part-time co-ordinators. Networks can include overseas partners. Provides world-leading UK research groups with continuity for key research staff so that they can carry out longer-term and adventurous research with enhanced national and international networking. These grants are available in the areas of engineering, materials and information and communications technologies.
Overseas Travel Grants Visiting Researchers Bilateral Research Workshops Networks
Platform Grants
Science & Innovation Network

The Science & Innovation Network is a key delivery mechanism for strengthening the UKs capacity in this area through international collaboration. The remit of the network is to serve science interests across the whole of the UK government. The network responds to new and emerging science and policy priorities. It aims to facilitate new scientific partnerships and catalyse the early stages of new collaborations. The network encourages, promotes and facilitates R&D collaborations between academia, research establishments and businesses in the UK and their Indian partners.
Council of Scientific & Industrial Research (CSIR), India

Established in 1942, CSIR is a premier research and development organisation in India. A conglomerate of 37 laboratories and three units with an annual budget of over $300 million, CSIR carries out cutting-edge research in diverse areas spanning virtually the entire spectrum of science and technology ranging from aeronautics to oceanography to biotechnology to petroleum to healthcare to food technology and the like.
www.ukinindia.fco.gov.uk/ Foreign & Commonwealth Office British Deputy High Commission India Naman Chambers, C-32, G Block, Bandra-Kurla Complex, Bandra (East) Mumbai 400051, Maharashtra, India
www.csir.res.in Council of Scientific and Industrial Research, Anusandhan Bhawan, 2 Rafi Marg, New Delhi-110001, India
CSIR- National Chemical Laboratory (NCL), Pune, India

CSIR-NCL is a research and development organisation with a focus on chemistry and chemical engineering. It has a successful record of research partnership with industry. It belongs to the family of CSIR, India, the largest chain of public funded research organisations in world.
Chemical Research Society of India

The CRSI was established in 1999 as part of the 50th Anniversary celebrations of Indias independence. It was set up to recognise, promote and foster talent in chemistry and the chemical sciences in India, and to improve the quality of chemical education at all levels. It also recognises and honours achievements in chemical research through awards and grants. Additionally, it organises conferences, workshops and other events to facilitate research.
www.ncl.res.in National Chemical Laboratory (NCL), Dr. Homi Bhabha Road, Pune - 411008, India
Indian Institute of Science Education & Research, Pune, India

The Indian Institute of Science Education and Research, Pune, is a premier institute dedicated to research and teaching in the basic sciences. Established in 2006, the institute falls under the purview of the Ministry of Human Resource Development. As a unique initiative in science education in India, IISER aims to be a Science University of the highest calibre, devoted to both teaching and research in a totally integrated manner, with state-of-theart research and high quality education.
http://crsi.org.in Chemical Research Society of India, C/o Department of Inorganic and Physical Chemistry, Indian Institute of Science, Bangalore -5600012, Karnataka, India
www.iiserpune.ac.in Indian Institute of Science Education & Research (IISER), Pune, Central Tower, Sai Trinity Building, Sutarwadi Road, Pashan, Pune 411021, India
and
900, NCL Innovation Park, Dr Homi Bhabha Road, Pune, Maharashtra 411008, India
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Royal Society of Chemistry
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Royal Society of Chemistry British Deputy High Commission India Prestige Takt, 23, Kasturba Road Cross; Bangalore 560001, India
Email: international@rsc.org www.rsc.org

Royal Society of Chemistry 2011

India ReportRSC: Developing Talent in Chemical Sciences

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India ReportRSC: Developing Talent in Chemical Sciences

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Developing Talent in the Chemical Sciences

Driving Growth in India and the UK

ROYAL SOcIEtY OF CHEMIstrY

| Developing Talent in the Chemical Sciences

Introduction 6 Report steering committee 1. Educating students in the chemical sciences 7 8

1.1 Recommendations for India and the UK

3. Facilitating research in the chemical sciences

3.1 Recommendations for India 3.2 Recommendations for the UK

4. Creating an environment that encourages innovation

4.1 Recommendations for India and the UK

5. Facilitating industry-academia collaborations

5.1 Recommendations for India and the UK

6. Improving Indo-UK joint ventures in the chemical sciences

6.1 Recommendations for India and the UK

7. Funding opportunities for joint India-UK research

The UK has rich experience to share in matters of education and research

MLM or inclusive innovation

Developing Talent in the Chemical Sciences | 2

The Indian government is making a significant investment in higher educational facilities

India has huge untapped potential in its young population

Indian research is in a phase of rapid growth

3 | Developing Talent in the Chemical Sciences

The UK is facing budgetary restraint in higher education

There appears to be no shortage of funding for scientific projects in India

Developing Talent in the Chemical Sciences | 4

5 | Developing Talent in the Chemical Sciences

Developing Talent in the Chemical Sciences | 6

What can be done to change this situation?

Report Steering Committee

7 | Developing Talent in the Chemical Sciences

Developing Talent in the Chemical Sciences | 8

9 | Developing Talent in the Chemical Sciences

1.1 R  ecommendations for India and the UK

uniformity in the quality of education in India.

Developing Talent in the Chemical Sciences | 10

2. AttrActING ANd rEtAINING tHE BEst tALENt

11 | Developing Talent in the Chemical Sciences

2.1  Recommendations for India and the UK

school-level outreach programmes Establish relating to the chemical sciences in India

industrial placement opportunities Provide of university students on bachelor and master

Developing Talent in the Chemical Sciences | 12

communication of scientific Stimulate achievements to the public and involve

awareness of research opportunities Increase among undergraduate students. Inform and

13 | Developing Talent in the Chemical Sciences

3. FAcILItAtING rEsEArcH IN tHE cHEMIcAL scIENcEs

Opportunity for UK-India academic collaboration

Developing Talent in the Chemical Sciences | 14

3.1 Recommendations for India

3.2 Recommendations for the UK

numbers of multidisciplinary Increase appointments and encourage collaboration

representatives from various Stimulate stakeholders to create a vision for chemical

15 | Developing Talent in the Chemical Sciences

4. CrEAtING AN ENVIrONMENt tHAt ENcOurAGEs INNOVAtION

Leadership Vision Alliances Ideas

Investment Funding Risk taking

Figure1. The essential building blocks of innovation

Developing Talent in the Chemical Sciences | 16

Case Study: Oxford Nanopore Technologies (www.nanoporetech.com)

Case Study: The Jaipur Foot

Case Study: Biocon

17 | Developing Talent in the Chemical Sciences

4.1  Recommendations for India and the UK

attitudinal changes in education, Introduce starting at school level, developing an

1.1 R ecommendations for India and the UK

2.1 Recommendations for India and the UK

4.1 Recommendations for India and the UK

5.1 Recommendations for India and the UK

6.1 R ecommendations for India and the UK