Why promote innovation in schools?

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One significant aspect of our education system is its bias towards theoretical studies rather than practical application. This has been exacerbated by the fact that the two main public examinations of the school system have become selection examinations rather than qualifying examinations.

The consequence of this is that the prevalence of the tuition culture, which has reached epidemic proportions affecting the creativity of student and the sensitivity of the environment. Promoting innovations becomes important in this context. In Sri Lanka, as far back as in 2006, the Ministry of Education has issued a circular directing all class A, B and B1 schools to establish young inventors clubs with a view to promote innovativeness among students. This is facilitated in association with the Sri Lanka Inventors Commission by the Director of Technical Studies through regional directors and master teachers. Though there should be 2000 such inventors clubs in schools, the active number seems to be between 800 and 1000. The success of inventors clubs depends very much on the dedication and commitment of the teachers in charge of thes

e clubs at schools. They face a daunting challenge of convincing parents that engaging in activities such as invention enhances the child’s competencies rather than serves as a distraction from structured curricula-based studies. Schools are encouraged to conduct competitions at the school level and submit such winners to regional and provincial level competitions to be selected as candidates to take part at the national exhibition. In addition to this national program, the Institute of Engineers of Sri Lanka too had been conducting an annual young inventors competition to select winners to be fielded at the Global Inventors Competition, organised by Intel USA. There had been Sri Lankan student inventors who have won awards at the international level as well. The National Intellectual Property Office also provides concessionary facilities to school inventors with regard to providing patents to protect their intellectual property rights. Since 2012 there has been an annual national exhibition entitled ‘Sahasak Nimevum’ where students too can showcase their inventions. They are selected from over 1000 school level inventions from all parts of the country.

The process of invention and innovation Though these words are used as synonyms it is better to appreciate the distinct differences of the two. Invention is about developing something for the first time as a technological solution. When such a development is adopted to meet market needs then that is called an innovation. Innovations are generally improvements to existing inventions by adding or changing an existing aspect. Inventors first observe the environment and see opportunities either as solutions to an existing problem or as a way of doing something in a novel way because it is easier, faster, safer, simpler or even cheaper so that it meets either an obvious or unmet need. Once observed they define what happens in the form of a question or a problem. This ‘problem statement’ itself guides the kind of solution one would find.

Then the inventor brings in the scientific or technical knowledge he has to solve that problem. Once he conceptualises this, he moves into the process of developing a prototype. At this stage the inventor can face new challenges and will have to solve ne

w problems using many other technologies and resources. At this stage it is very common for them to network with others who can bring in the type of technological knowhow that is needed. The prototype can be used to convince an investor to invest or to develop required processes to manufacture the item and to make it commercialised and also to obtain patents to protect intellectual property rights. However, the toughest challenge for an inventor is making an invention or an innovation a commercial success. It depends on a number of factors such as the ability to produce the item in required numbers and in required quality that the competitive market accepts. This would mean having in place a reliable supply chain and manufacturing process and also a sustainable business model to move from the factory to the end consumer. Managing this process requires one to possess the qualities of an entrepreneur. Not necessarily all inventors can be entrepreneurs. There are a number of possible options an inventor can choose in commercialising an invention.

Do it alone
Partner with another person who has the capital and business acumen by structuring a formal agreement where a significant share of the business is given to the inventor in return for bringing in intellectual capital.
Find a manufacturer who will produce the item in mass scale under license where the inventor would get a royalty.
Outright sale of Intellectual Property Rights to an interested business person.

Benefits to students engaging in school level invention Scholars who discuss various factors that contribute to innovation observe the importance of creativity, critical thinking and communication. Having observed the whole process, the writer feels that there are a number of invaluable benefits to student inventors who engage in these activities as members of young inventors clubs in addition to strengthening the aforementioned skills.

Be sensitive to the environment and increase ability to observe.
School inventors are encouraged to observe problems and opportunities in their immediate environment. Observation is a critical skill for innovation. By learning to observe the environment with a view to solve a problem by way of an innovation these students also become sensitive to the society e.g. the child who invented a novel solution to peel garlic.
This way they learn to question the obvious and ask the question why? and why not? Rather than accepting the status quo.
n Ability to frame a question and critical thinking
Defining a problem is a critical life skill. Unless one knows to define what the problem at hand is one cannot find a solution. This ability helps a person at all stages of life, not just when he is an inventor. A student inventor once developed a mechanism to release disinfectants to the toilet cistern in small amounts. This is a result of framing the problem as not having enough time in between flushes to release the disinfectant liquid from the container.
Apply scientific knowledge Currently there is a trend to memorise how to conduct scientific experiments through notes rather than actually conducting them. Instead of that inventors try to apply the scientific principles they learn in a classroom to solve problems by way of innovations. Most student inventions tend to involve the application of the principles of Physics.
Develop endurance and creativity
They face many obstacles when developing their prototypes. They have to first find the required raw material. That makes them visit various places including junkyards, get the help of others to do the things that they cannot, etc.
Then they find that the solution they envisage does not actually work in that fashion or they become total failures. At this stage they learn to come back with a different solution rather than accepting defeat. Be more creative in solving problems. For me this is the most important life skill these students acquire, the ability to face obstacles and failure.
Self confidence, communication skills

By taking part in public exhibitions and facing the judges who come to evaluate these inventions, students develop communication skills, the ability to handle objections and to convince other people logically with facts, thus significantly developing self confidence. During the 2012 Sahasak Nimevum National Exhibition a student from Bomiriya Central College explained his invention to the British High Commissioner in English with absolute confidence. When he did not have the right English word he used the Sinhala word but with conviction so the idea was communicated. “Sir this is a cinnamon stick and what you see here is called Kurutta. When you send this stick through this machine the Kurutta comes out. After that it can be peeled.” This is only one example of building self confidence. Another school inventor from Kandy who had developed a laser-guided drill, when asked what his ambition in life was immediately replied: “To win a Nobel Prize.” These are only a few examples to illustrate the benefits to students.

Continuity

We have seen a number of school inventors becoming extremely successful in their university education. There are some who are continuing their school day invention experiment even into their PhD education. The school inventor Dilshan has now written many books promoting scientific experiments among students and markets his products through a website (http://asiriinnovations.weebly.com). Last year’s Dasis Award Winner Manju Gunawardena has been a serial inventor from his school days. In addition to these celebrity-level school inventors there are many who have used their innovative talent to excel in life. Role the business community can play There are a number of ways that corporate Sri Lanka can engage with this vitally important aspect of the national education agenda. 1. They can sponsor various programs in the media that enhance the exposure of students in the areas of innovation and science. 2. Pick a few student inventors who show real potential and provide them with scholarships to continue their higher education and if they want to embark on a business venture using their own invention one day, provide them with seed capital or employ them for a limited period so that they can dedicate all of their time and effort to perfect their innovation and start a business. 3. Donate used office equipment, machines and tools to inventors clubs in schools. This can be coordinated with the help of the SLIC. 4. Sponsor winning students to attend international inventor exhibitions. 5. Invite young inventors to solve the problems of the industry in a creative manner. 6. Some of their inventions can be considered open source. (They are so simple so it is difficult to protect them through IP only. But they can have wider social benefit i.e. a simple methodology to prevent accidents from swings) Pay the inventor a nominal amount and promote the innovation through the mass media for the wider benefit of society. 7. Provide encouragement, support and sponsorship to active school inventors clubs through the School Development Society. 8. Encourage engineers and designers to partner with budding young inventors and perfect their innovations as a SCR activity. 9. Pick student inventions that are a strategic fit with the business and provide incubation facilities for that to be commercialised. 10. When recruiting staff give preference to applicants who have been inventors during their school days since they will bring in that innovative skill to the workplace as well. The following is sufficient evidence to recognise introducing and promoting innovation not as an extracurricular activity but as a core part of the education system. This is becoming even more critical today as we enter the threshold of an economic opportunity that can only be seized through innovation. The writer is the Commissioner of Sri Lanka Inventors Commission

Why promote innovation in schools?

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