印度的科研投入远少于中国、美国和韩国

一家智囊团的一份报告显示，印度对科技的投入落后于中国、美国和韩国对科技的投入，使得这些国家在研究方面领先。印度的科学研究占GDP的0.88%，美国的这一比例为7-8%，韩国为3-4%。观察家研究基金会（ORF）这份题为《印度大学科学教育向何处去》的报告显示，印度不仅研发开支占GDP的比例属于最低之一，而且在与产业关联不大的领域消耗资源，因此失去了经济增长的机会。
MUMBAI: A report by a thinktank shows India's investment in science has lagged behind that of neighbouring China, the US and South Korea, resulting in these countries staying ahead when it comes to research.

While India invested 0.88 per cent of its GDP in science research, the US invested 7-8 per cent, and South Korea 3-4 per cent.

一家智囊团的一份报告显示，印度对科技的投入落后于中国、美国和韩国对科技的投入，使得这些国家在研究方面领先。

印度的科学研究占GDP的0.88%，美国的这一比例为7-8%，韩国为3-4%。

The Observer Research Foundation (ORF) report titled "Whither Science Education in Indian Colleges?" shows that India, with one of the lowest R&D spend-to-GDP ratios, is also expending resources on areas that have a weak connection to industry, thereby missing out on opportunities for economic growth.

"More than a quarter of (India's) R&D investment goes towards basic research, against 5 per cent in China and 17 per cent in the United States," the report states.

观察家研究基金会（ORF）这份题为《印度大学科学教育向何处去》的报告显示，印度不仅研发开支占GDP的比例属于最低之一，而且在与产业关联不大的领域消耗资源，因此失去了经济增长的机会。

报告称，印度超过四分之一的研发投资被用于基础研究，而中国的这一比例仅为5%，美国为17%。

There are other fundamental reasons, too, why science is ailing. ORF chairman Sudheendra Kulkarni said the "tight equation between a degree certificate and education has created several distortions, both in society and in the system of education itself". He said it has placed a disproportionate emphasis on standardized examinations and students' ability to score well in them.

"Memorization of facts and formulae has triumphed over mastery of concepts, independent and creative thinking, integrative thinking that connects understanding of different subjects, and ability to apply that understanding to solve practical problems of society."

还存在其他导致科学面临困难的原因。观察家研究基金会主席Sudheendra Kulkarni表示，把学位证书和教育完全划上等号造成了几个畸形，不仅在社会里，而且在教育系统本身。他称，教育过度强调标准化考试，强调学生在考试中的得分能力。

对公式的死记硬背，使得学生不理解概念，扼杀了学生的独立思考与创造力、融会贯通不同学科知识的整体性思维、以及将知识应用于社会实际问题解决的能力。