Careers with biological sciences

BIOLOGICAL SCIENCES is the study of living beings i.e., plants and animals. The study of plants is termed as plant sciences or botany and that of animals as animal sciences or zoology. There are a number of branches within each subject, such as cell biology, bio-chemistry, microbiology, ecology, genetics and bio- statistics. Hence, their importance was felt with the emergence of these as new disciplines or specialised fields.

Most Indian universities offer these courses at graduate or post- graduate level, with a broad curriculum imported from overseas institutions. In 1950s, this branch was taught in universities and intermediate colleges under one subject `biology.' Twenty years later, this branch ramified into two branches of science as stated above. It is increasingly observed that in the recent past, that apart from the commonality among the two which brought both the subjects together, the influence of engineering and technology on these was strongly felt. As a result, the following areas emerged - bio-technology, bio-chemical engineering, bio- engineering and bio-sciences which are now offered to engineers and technologists.

An effort has been made to provide a certain direction and focus for those who are interested in making a career with biological sciences. They can decide how best to approach their subject for a career option. If one is contemplating a career in this field of science as a base, then one should assess if one has the necessary aptitude and attitudes - curiosity, vision, open- mindedness, perseverance and creativity, along with the ability to think logically and work methodically. All these abilities are required for a person who pursues a career through this subject. In addition, depending on the choice of their jobs, whether it is technician, laboratory technician, researcher, manager, scientist or academician, a wide range of personality traits is required.

One has to pursue the biological science through class XI to XII of Indian System of Education, recognised by the Government or its equivalent, graduation (after 10+2), post-graduation of two year duration (after 10+2+3) and a doctoral program through research (minimum period 3 years after post-graduation). Though research is a basic activity in biological science, one can also decide not to pursue this line, and instead opt for teaching in universities or colleges offering graduate or master's degree. To teach in secondary and elementary schools, one has to obtain graduate diploma in teaching degree i.e., bachelor's degree in education offered by National Colleges of Education, National Council for Education Research and Training (NCERT) or Government recognised institutions affiliated to universities. For teaching in universities, the essential qualifications are post-graduate with doctoral degree with or without postdoctoral experience. The norms of University Grants Commission (UGC) or the respective State Governments has made qualifying National Entrance Test (NET), UGC-CSIR lectureship or any other such exams conducted by Governments as mandatory.

Research programmes

For pursuing research in Indian universities/institutions the requisite qualifications are post-graduate degree with or with out valid UGC-CSIR or NET scores. Candidates who obtain these scores are entitled for a scholarship to support them in pursuing research in any institution in India. Those possessing the above scores with an aptitude for research have opportunities at CSIR labs spread across the country, the labs including CCMB, Hyderabad, ICRISAT, Hyderabad, NCL Pune, NPL Jammu, CIMAP, CDRI Lucknow, NIM Delhi and CLRI, Chennai. Among other university departmental research centres, the leading research institutions in India also offer research positions such as research officers and scientists of various grades. The institutes are Indian Institute of Sciences, Bangalore, Indian Institute of Technology, IAERI, TIFR and NPBGR in Delhi.

There are also specialised research institutions, which offer such positions at CMFRI, Cochin and FDRI, Mysore. The entry level to these institutions exists from graduation, post-graduation or research level positions for the posts of technical assistants or technical officers or research officers/scientists respectively.

Career for UG & PG

Biological science students who possess excellent communication skills and drive to motivate people can pursue careers as business development executives with leading pharmaceutical firms. Those still interested in government jobs should look out for positions in the research labs as mentioned earlier, but should possess research aptitudes. Those with post-graduation along with graduate degree in education can take up teaching in schools and those with research experience can teach in colleges/universities. One can also obtain a position in the Ministries as research officers or as an entry level scientist.

Universities and leading institutions offer innovative courses such as microbiology, bio-chemistry, wildlife sciences, ecology and environment and genetics. These courses are customised with specific applications either to suit the industry needs or community needs. They use many sources of needs and applications for research to design and develop a process, which can be commercialised. Some of them specialise in waste recycling. Development of specific formulations through research in bio- chemistry and microbiology are used by pharmaceuticals like Ranbaxy, Dr. Reddy's Laboratory, Hoechst, Johnson & Johnson, Asian Paints, Welcome Group, Hindustan Lever, Procter and Gamble and Glaxo. Those who obtain adequate research in these specialised fields can also take up teaching as well. In order to continue their research CSIR laboratories also provide research opportunities.

Administrative careers

The Government of India regulations for entry to Indian Administrative Services, allows any graduate degree. The basic motto that is essential is an attitude for hard work, perseverance and the ability to pass the Indian Civil Service Examination conducted by Union Public Service Commission (UPSC). Second on this line includes Indian Forest Service (IFS) again conducted by UPSC; one should possess the same qualities. After passing this examination, one has to undergo rigorous and tough training. Of course, the job is a challenging one with planning for forests at district level.

Community development

Students and professionals who possess practical knowledge and who are capable of bringing technology applications to reality in the day-to-day process with innovations, can pursue a career in community development. This is an area where any individual or group can contribute to their own community, area, village or country. This can be possible through a registered society or trust with the help of government or community funds, popularly called Non-Governmental Organisations (NGOs).

To succeed in this area one must have an insight to create ideas, to innovate the process, and firm up plans during implementation. One can also get jobs in reputed NGOs of Government of India or autonomous bodies which include Dr. Salim Ali School of Ecology, Coimbatore, G. P. Pant Himalayan Institute, and Regional Resource Centres of Ministry of Environment and Forest, Oxfam, Ford Foundation and ASTRA at Bangalore. A flair for travelling and aptitude to communicate is necessary.

Careers in entrepreneurship

Students of this subject can become independent entrepreneurs. Just as engineering students set up their own industries, today all fields of sciences have opportunities with the advent of technological development. For example in mushroom cultivation, it is possible with the available resources including, mass of waste papers, paddy straw, sugarcane bagasse, maize straw, wood shelves, and poly bags with the seeds called as `spawn.' If one thinks of big industrial production then cultivation of edible algae for extraction/processed seafood would be the right choice.

Biological science is the necessity of human life. Educationists may also note that this field of science should not be branched off into specialisations, that could lead to apprehensions for the younger generation in choosing the right subject. The curriculum for this field also needs a re-look with the purpose of integrating the above key elements.

B. CHANDRASEKAR

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