Computational thinking in India

The Report of the Education Commission¹ of 1966, commonly referred to as the Kothari Commission report, opens with the profound statement, “The destiny of India is being shaped in her classrooms.” Six decades later, the report continues to hold relevance. It once inspired independent India’s first Education Policy, emphasizing the need for a science and technology-based education system to uplift the nation economically and socially.

Today, the world stands at the forefront of advancements in digital technology, including artificial intelligence, big data analytics, blockchain, and quantum computing. Once again, the future of the country hinges on its education system. National Education Policy (NEP) of 2020, India’s first education policy of the 21st Century, aspires to instill a scientific temper in its students, in accordance with the Constitution of India, and to synthesize a system of education shaped by global technological advancements². The objective is to create a workforce capable of thinking critically and solving problems independently.

Among the skills deemed essential by the NEP for students to thrive as capable, “innovative, adaptable, and productive human beings in today’s rapidly changing world,” the inclusion of Computational Thinking (CT) has sparked curiosity among the academic and technology communities. NEP 2020 mentions CT twice, alongside skills like coding, digital literacy, and mathematical thinking, reflecting India’s aspirations of becoming a global digital superpower. With the Information Technology (IT) sector set to increase its contribution to India’s GDP from 7% in FY22 to 10% in FY25³, the emphasis on CT signifies its relevance beyond just a career in IT.

CT is a problem-solving technique that mimics the processes involved in computer programming to obtain results beneficial for both humans and computers⁴. This technique equips students with pattern recognition, attention to detail, problem decomposition, and algorithmic thinking, enhancing their capacity to be inquisitive and independent learners. It is important to note that CT is not limited to students pursuing careers in Information Technology.

This article will not delve further into the definition and theoretical understanding of CT. Instead, the focus will shift to how CT is being integrated into India’s schools and is benefiting students. While governmental efforts to advance the NEP’s vision will be highlighted, notable contributions from the non-governmental sector to the public education system will also be considered.

At the policy level

Computational Thinking made its way into India’s education policy for the first time in the Draft National Education Policy, 2019 (DNEP). It is noteworthy that CT is mentioned five times in the DNEP compared to two times in the NEP. The draft policy dedicated a separate section for Digital Literacy and Computational Thinking⁵, recognizing CT as a fundamental skill in the digital age. It proposed the development of advanced-level curricula for CT and programming, with the National Curriculum Framework (NCF) responsible for defining the appropriate learning outcomes to be offered as courses in upper primary and secondary classrooms.

Although NEP 2020 did not delve into the level of detail regarding CT seen in the DNEP, we see that the draft NCF has incorporated suggestions from the DNEP. Released in April 2023, the draft NCF for School Education has recognized CT as one of the capacities that mathematics education should foster in students⁶. The framework meticulously describes the curricular goals and competencies required to develop CT at the Preparatory Stage, Middle Stage, and Secondary Stage in Mathematics.

Samagra Shiksha, launched in 2018 as a centrally sponsored scheme that amalgamated the Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE) schemes, has been redesigned to align with the tenets of the NEP. As the largest centrally sponsored scheme in education, Samagra Shiksha is slated to play a crucial role in realizing the vision of NEP 2020. The Samagra Shiksha implementation framework⁷ , introduced in October 2022, places increased emphasis on CT and mathematics throughout the schooling years, starting from the foundational stage. The framework proposes the integration of CT education with the Rashtriya Avishkar Abhiyan (RAA), a scheme initiated in 2015 by the late Dr A. P. J. Abdul Kalam, Former President of India, which aimed at inspiring children between the ages of 6 and 18 years to learn science, mathematics and technology.

Atal Innovation Mission, another government initiative, aims to foster CT among young Indians. The mission is the flagship program of NITI Aayog. It promotes innovation and entrepreneurship. According to data from NITI Aayog, 10,000 Atal Tinkering Laboratories (ATL) have been established across 35 states
and union territories of the country, as part of the mission⁸. A separate module within the ATL curriculum is dedicated to CT, highlighting its significance to the program⁹. The module covers topics such as introduction to CT, understanding circuits, flowcharts, algorithms, sensors, actuators and coding. To strengthen the effectiveness of the mission, NITI Aayog launched ATL Sarthi in March 2023 It is a self monitoring framework for ATLs. It aims at enhancing their performance and promoting inter-ATL collaboration through the development of ATL clusters.

Implementation of computational thinking Several states in India have initiated efforts to introduce computational thinking in schools, primarily through partnerships with civil society organizations (CSOs), universities, and Information Technology (IT) firms. It is likely that the launch of NEP 2020 has sparked these initiatives in the field of CT from the state machinery. Then again, there have been states like Andhra Pradesh and Tamil Nadu that recognized the significance of CT several years prior to the introduction of NEP 2020, formulating policies aimed at nurturing digital skills.

These state governments’ partnerships with stakeholders have yielded positive results in the areas of curriculum development, establishment of model labs, training programs for teachers, and integration of CT principles into subjects such as mathematics and Information and Communication Technology (ICT). These efforts reflect a nationwide commitment to prepare students for the digital age and align with the vision outlined in NEP 2020.

a) Under the umbrella of Samagra Shiksha
With Samagra Shiksha playing a pivotal role in implementing the NEP, the administrative body of the scheme has actively sought collaborations to propagate CT across various regions of the country. For example, in the union territory of Jammu and Kashmir (J&K), a cooperative endeavor involving Samagra Shiksha, Pi Jam Foundation, Jammu and Kashmir Knowledge Network (JKKN), DIKSHA, and UNICEF resulted in the creation of Let’s Code, a free course for students to learn computer science and explore computational thinking¹⁰. The course was made available on the DIKSHA platform for students and teachers, with an option for hands-on coding using the Code Mitra app developed by Pi Jam. The curriculum, developed by Pi Jam Foundation with inputs from Samagra Shiksha, JKKN, DIKSHA, and UNICEF strives for inclusivity and cultural relevance, particularly for the female students in J&K.

Similarly, in Gujarat, Samagra Shiksha and Gujarat Council of School Education (GCSE) joined forces with Tata Consultancy Services (TCS) to introduce the latter’s CSR initiatives like “go-IT” and “Ignite My Future” across the state. The partnership is geared towards providing training in contemporary digital skills, including CT and design thinking, to students and educators¹¹.

In the state of Maharashtra, Samagra Shiksha Maharashtra, Maharashtra Department of School Education (MDSE), and Pi Jam Foundation have collaborated to instill 21st century digital skills in school-going students across 16 districts. This has resulted in the training of 5,000 teachers in digital skills and the establishment of over 100 model labs, implementing a culturally sensitive curriculum designed to empower 500,000 students with computational thinking and problem-solving abilities¹².

b) Collaborative ventures with the IT Sector
As some of the previous instances have shown, state governments have increasingly turned to collaborations with the IT sector to spearhead programs in digital literacy and computing education. In Uttar Pradesh, the state government has partnered with HCL Foundation and TCS to educate students and teachers in CT. In 2022, TCS signed a Memorandum of Understanding with the Social Welfare Department of Uttar Pradesh to introduce logical thinking, computational thinking, and STEM-oriented teaching in department-run schools. HCL Foundation has collaborated with the state’s Education Department to pilot a computing education program in 26 schools in Hardoi district. Its success has led the government to expand it to more upper primary schools in the state¹³.

In Nagaland, the state’s School Education Department has partnered with IBM India to introduce digital learning in over 250 secondary and higher secondary schools. The three-year collaboration aims to impact 12,000 female students through the “IBM STEM for Girls” program, an initiative by IBM India to promote education and career opportunities for girls. Additionally, non-profit organizations Quest Alliance and Youth Net have also signed on to this collaboration as implementation partners, tasked with training 1,400 teachers in instructional practices related to computational thinking¹⁴.

Government of Odisha (GoO) has embarked on a venture with the International Institute of Information Technology (IIIT) Bengaluru, Microsoft India, and Vision Empower to implement the “Computational Thinking for Visually Impaired (VICT)” project in all the blind schools in the state. The project’s goal was to enhance visually impaired children’s access to science, mathematics and CT. The project’s success led to its expansion to 100 schools across nine states in India¹⁵. Furthermore, in June 2021, GoO launched IBM India’s “IBM STEM for Girls” program in 258 schools in the state targeting the development of master-trainers to enhance teacher capacity and align the state curriculum with the digital learning goals set by NEP 2020¹⁶.

In 2018, Andhra Pradesh Department of Social Welfare adopted the curriculum of CSpathshala, an initiative of Association for Computing Machinery India (ACM India), in 188 residential schools. Additionally, 427 schools, part of the APSWREIS (Andhra Pradesh Social Welfare Residential Educational Institutions Society) network, embraced the CSpathshala curriculum, benefiting nearly 200,000 children. APWREIS’ schools are part of a government initiative aimed at providing quality education to children of socially disadvantaged communities¹⁷. Moreover, Andhra Pradesh State Skill Development Corporation (APSSDC) has engaged in collaborations with industry leaders like Tally, Zoho, Amazon Web services, NSE Academy, InstaEMI, and Coursera to bring computational thinking and related 21st Century digital skills to school students¹⁸.

c) Initiatives led by State Councils for Education Research and Training (SCERT) State SCERTs have devised plans to incorporate CT in the state curriculum. Many states are in the process of crafting the State Curriculum Framework (SCF), with CT identified as a crucial component to be included.

SCERT Haryana conducted training for government school students, teachers and ATL instructors in mathematics education and computational thinking in 2022. SCERT Haryana, in collaboration with state representatives from the Technical Education Department and the Deputy Commissioner of Gurgaon, met with consultancy firms in Gurgaon to explore the establishment of an institute for emerging technologies, offering professional training in areas aligned with NEP 2020, including artificial intelligence, big data and blockchain¹⁹. Haryana State Higher Education Council has also prepared a “Ready Reckoner” on the NEP in 2020 to guide policy implementation, with a specific emphasis on incorporating Mathematics and CT into the state’s educational goals²⁰.

Delhi’s SCERT has introduced a revised curriculum for ICT education in classes 6-8, inspired by NEP 2020. The curriculum identifies CT as a core competency for students, featuring topics such as algorithm design and programming using Scratch, a free coding tool developed at MIT Media Lab²¹. Similarly, Goa’s SCERT revised its ICT curriculum to encompass CT and 21st-century digital skills²².

Kerala SCERT, in 2022, included a dedicated chapter on mathematics and CT in a discussion note. It sought public opinion on the development of the State Curriculum Framework, highlighting its significance in the forthcoming state curriculum²³. Tamil Nadu’s SCERT partnered with CSpathshala to introduce digital learning and an advanced computing curriculum to the state schools. The unplugged CT curriculum by CS Pathshala became part of the mathematics curriculum in 30,000 schools in Tamil Nadu, starting in 2018²⁴.

d) Digital education within state startup initiatives
Some states have recognized the synergy between digital education and startup initiatives, capitalizing on the growing support for IT-based startup organizations nationwide. This approach benefits governments by leveraging IT firms’ interest in supporting programs, viewing it as an investment in cultivating a technologically proficient workforce for the future.

“iStart Rajasthan” is the flagship initiative of Government of Rajasthan (GoR), designed to create a startup ecosystem and promote entrepreneurship. Under this initiative, the government has established “Techno Hubs” housing tinkering labs to nurture adaptive learning and CT among young entrepreneurs²⁵. GoR also aims to instill an entrepreneurial mindset in school students through the “iStart School Startup” program.

Gujarat’s Department of Education launched the “Student Startup and Innovation Policy (SSIP)” in 2017, followed by “SSIP 2.0” in January 2022, further promoting entrepreneurship and innovation among students. “Innovation and Entrepreneurship Hubs (i-Hubs)” have been established as futuristic, advanced technology labs to create an environment of innovation in Gujarat, to nurture young entrepreneurs and foster an environment of innovation in the state²⁶.

Kerala Startup Mission, the state government’s nodal agency for entrepreneurship and incubation, distributed 50,000 electronic kits to schools to foster innovation and digital thinking among students. The “Kerala Infrastructure and Technology in Education (KITE)” initiative, a government-led effort, aims to bring digital education to government-run and aided schools in the state, focusing on improving the quality of digital education through ICT, providing guidance to the government, and enabling private sector participation²⁷.

Some personal reflections

Years ago, during my time as a software developer, my primary focus was on the development of mobile applications intended for deployment on handheld portable devices. These applications were designed to assist agents in various settings, such as airports, shopping malls and restaurants. As with all software, reducing bugs was of paramount importance. However, the significance of the environments the applications operated in required them to conserve device memory and battery power and maintain stability. This required intensive code optimization, typically performed at the end of the development stage.

During the optimization process, developers engage in constant scanning of large code segments, breaking down complex portions, and reorganizing them to enhance algorithms and improve the application’s speed and efficiency. Over time, programmers perform this constantly and consistently, developing a penchant for recognizing patterns and straightening knots in the code. The skill allows them to be programming language agnostic, reducing their learning curve when encountering new ones.

Extracting this philosophy outside the world of computers and imparting it to students is a complex task. However, achieving this opens a world of possibilities, empowering children to utilize this way of thinking to amplify their problem-solving abilities in various domains. To me, this is the core of computational thinking. While strongly associated with software programming, this skill has the potential to extend its applications to numerous fields beyond computers.

e) Partnerships with CSOs
Several CSOs have taken the initiative to engage with school students on digital literacy, CT, algorithmic thinking, and related topics. Some state governments have collaborated with these organizations to introduce digital education in their states.

As seen in Maharashtra, the state government engaged with Pi Jam Foundation to introduce 21st century digital skills through training and a tailored curriculum in schools. The collaboration led to initiatives like coding and AI themed Summer Camps, and Maker’s Factory. At Maker’s Factory 2023, over 150 students from partner schools in the state showcased innovative digital prototypes based on their learnings from the previous year. Pi Jam Foundation has also initiated a project supported by Capgemini, to partner with select local governments in Maharashtra, initiating digital education in their schools²⁸.

In Karnataka, the Rural Development and Panchayat Raj (RDPR) Department partnered with Yuva Chintana Foundation to launch the STEAM Education Program in 70 Gram Panchayat libraries in Yadgir and Koppal districts. This program offers hands-on and interactive learning experiences to foster higher-order thinking, CT, and problem-solving skills among young minds.

The program also aims to transform panchayat libraries into digital age learning centers staffed with competent instructors and equipped with advanced learning materials. Government schools in the districts are expected to collaborate with these panchayat libraries to enhance the program’s effectiveness²⁹.

The School & Mass Education Department of Government of Odisha (GoO) partnered with Quest Alliance in 2020 to equip students with 21st century skills like digital fluency, CT and coding. The partnership has impacted 2,200 government high schools, benefiting 4,400 teachers and 300,000 students³⁰. In Delhi, the government collaborated with She Codes Foundation, to teach coding, CT and logical reasoning to 1,000 sixth-grade girl children from government schools³¹.

f) Government schemes and programs
Government of Goa (GoG) introduced the Coding and Robotics Education in School (CARES) scheme in May 2021. It targets government and government-aided high schools in the state, supplementing the existing syllabus with computational and design thinking skills, along with coding. A dedicated project management unit (PMU) oversees the scheme’s implementation and is authorized to form Memoranda of Understanding with research institutes and technology industry leaders. GoG plans to establish training centers and research laboratories in each taluka across the state under the scheme. Lead schools in the state are designated to host robotics labs and deliver the CARES curriculum³².

In collaboration with Amrita University, Government of Andhra Pradesh launched the “ASPIRE-TTT (Andhra Pradesh Schools Program Innovation for Research & Excellence – Train the Trainer)” program in 2016 ASPIRE selects and trains mentors to conduct workshops for 12,000 students in 40 schools in the state. It covers topics such as computational thinking, robotics, life skills, virtual reality, and cyber security³³.

In December 2022, Rajasthan Council of Secondary Education (RCSE) invited bids for supply, installation and commissioning of robotics lab in 300 government schools to promote ideation, design thinking, and computational thinking³⁴.

Other initiatives

CS pathshala, an initiative of Association for Computing Machinery (ACM), was established in 2016 with the objective of introducing computing as a fundamental science in schools. The organization has developed a well-designed CT curriculum and introduced it in schools across various states, along with relevant teaching aids. In 2018, the curriculum was piloted in more than 175 government and private schools in the states of Andhra Pradesh, Chandigarh, Delhi, Goa, Gujarat, Karnataka, Kerala, Maharashtra, Tamil Nadu, Uttar Pradesh and West Bengal. It benefited over 100,000 students³⁵ during its initial phase. The numbers grew to 400,000 students in 1,500 schools by 2022³⁶.

In addition to curriculum delivery, CSpathshala provides comprehensive orientation and training sessions focused on computational thinking and digital literacy. The beneficiaries of these sessions include state officials, officials from the SCERT, B.Ed. students, and teachers.

CSpathshala’s expertise earned them recognition from National Council of Educational Research and Training (NCERT), leading to their active involvement in shaping the computer science curriculum for Grades XI and XII. The organization also played a pivotal role in offering insights to the education policy committee, emphasizing the significance of including computational thinking in India’s educational framework. This culminated in some of the recommendations being incorporated into the DNEP.

In 2021, CSpathshala organized the Bebras India Computational Thinking Challenge for students and the Computational Thinking in Schools conference (CTiS) for teachers. The events saw substantial participation from both the student and teachers’ communities and reflected CSpathshala’s commitment to increase dialogue around computational thinking.

IBM India and CBSE (Central Board of Secondary Education) announced a partnership in 2019 to integrate an AI curriculum into grades XI and XII. The curriculum encompasses modules focused on knowledge, skills and values in Artificial Intelligence, with a strong emphasis on computational thinking. The curriculum, jointly developed by IBM India, CBSE, Australia’s Macquarie University, Learning Links Foundation, and 1M1B, ultimately impacted over 5,000 students and 1,000 teachers across India.

Additionally, IBM and CBSE initiated the IBM EdTech Youth Challenge, a program designed to inspire students to leverage emerging digital technologies like AI and blockchain for the betterment of society. The partnership also gave rise to the ‘AI for Better India’ hackathon, where participating students were mentored by expert IBM mentors to ideate, develop and implement solutions harnessing the power of AI³⁷.

HT Codeathon, an initiative by Hindustan Times in collaboration with IT industry leaders like Acer and Intel, serves as a platform for children to learn and showcase their coding skills, while developing attributes like emotional intelligence, computational thinking, creativity and design. The program has established partnerships with the governments of Delhi and Chhattisgarh to introduce its learning modules in state schools³⁸. In Delhi, the initiative has impacted 13,461 students from 1,000 government schools providing them with coding and programming skills aimed at developing CT and algorithmic intelligence.

Conclusion

The integration of CT into India’s education system is a crucial step toward preparing students for the digital era. Several states in India have embraced the vision of NEP 2020 and are implementing CT initiatives in collaboration with various stakeholders.

Through these partnerships and programs, students in India are being equipped with 21st century digital skills and empowered to become innovative and adaptable. The journey to fully integrate CT into education is ongoing. However, it holds immense potential for shaping India’s future. This transformative endeavor is still in its infancy. It requires further effort from associated stakeholders to achieve NEP’s aspirations and set the stage for a technologically advanced and progressive nation.

References

1. The Education Commission, “Report of the Education Commission, 1964-66” (Ministry of Education, Government of India, 1967).
2. “National Education Policy 2020.” Ministry of Human Resource Development, Government of India, 2020.
3. India Brand Equity Foundation. “IT & BPM Industry Report.” ibef.org, February 2023.
4. David Díaz, “What Is Computational Thinking? – University of York,” University of York, April 20, 2023,
5. “Draft National Education Policy 2019.” Ministry of Human Resource Development, Government of India, 2019.
6. National Steering Committee for National Curriculum Frameworks. “National Curriculum Framework for School Education 2023.” National Council of Educational Research and Training, n.d.
7. “SAMAGRA SHIKSHA Framework for Implementation.” Ministry of Education, Government of India, 2022.
8. “Atal Innovation Mission.” NITI Aayog, n.d.
9. “Atal Innovation Mission.” NITI Aayog, n.d.
10. Kashmir Reader. “Samagra Shikha, Diksha, JKKN, UNICEF and Pi Jam Foundation Launch a Free Computer Science Course Called ‘Let’s Code’ for J&K Students,” July 7, 2022.
11. Kumari, Ruchika. “TCS, Gujarat Government to Impart Digital Skills in Schools.” TimesNow, December 13, 2022.
12. Telegraph India. “Maker’s Factory: More than 150 Students from 10 Government Schools Showcase 40 Innovative Prototypes.” Telegraphindia.Com, January 13, 2023.
13. Jain, Isha. “Digital Literacy Help Rural Kids Develop Animated Movies, Coding Games.” The Times of India, April 20, 2023.
14. Outlook India. “IBM To Impart Digital Skill To 12,000 Girl Students In Nagaland.” March 25, 2022.
15. Pradhan, Hemanta. “Odisha to Make Science, Math, Computational Thinking Accessible to Visually Challenged Students.” The Times of India, November 19, 2022.
16. Deka, Mridusmita. “Odisha Launches ‘State-Model’ Of IBM STEM In 258 Schools To Help Girl Students.” NDTV.com, June

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