Visit to ASTI: Association of Science, Technology and Innovation- 20 years of awareness creation among Tamil children
Date: 24 October 2026
Location: KL, Malaysia
Participants: Dr. John Britto Parisutham, Mr. Manogaran, Mr. Subramanian, and representatives of ASTI.
1. Introduction
As part of JOBA's educational and sustainability initiatives in Malaysia, we visited ASTI (Association of Science, Technology and Innovation), an organisation dedicated to nurturing scientific thinking and innovation among Tamil primary schoolchildren.
The visit coincided with the inauguration of ASTI's 20th year of work in developing young scientists. We met the founder and founding president, who shared the organisation's journey, achievements, experiences, and lessons learned over the past two decades.
The meeting provided an opportunity to understand ASTI's educational model, explore its long-term impact, and discuss potential collaboration with JOBA, particularly in impact assessment, teacher training, project-based learning, and international expansion.
2. ASTI's Approach to Science Education
The ASTI representatives explained how the organisation has worked over the past 20 years to encourage Tamil primary schoolchildren to explore science, develop curiosity, and become young scientists.
A key feature of ASTI's approach is its emphasis on the scientific process rather than merely transferring scientific information. The organisation aims to develop four important dimensions among learners:
Knowledge
Practical skills
Competencies
Positive attitudes
ASTI helps children learn science through projects and practical activities that encourage them to investigate questions, explore ideas, experiment, and develop their own understanding.
The organisation also recognises the important role of teachers in making this approach successful. It provides teacher training to strengthen their understanding of the scientific process and equip them with the skills required to guide students in undertaking scientific projects.
Mr. Subramanian, who is closely associated with ASTI, further explained the importance of integrating knowledge, skills, competencies, and attitudes into the learning process. This approach reflects the broader educational objective of developing capable, curious, and confident learners through experiential education.
3. Discussion on Impact Assessment
One of the important topics discussed during the visit was the development of an impact assessment tool.
When we asked about ASTI's impact assessment practices, the representatives presented the extensive data they had collected throughout their 20 years of activities. This information represents a valuable resource for understanding the organisation's achievements, programme development, and contributions to science education.
ASTI expressed interest in receiving assistance from JOBA in analysing this data and preparing a comprehensive impact report.
Such a report could help document the outcomes of ASTI's long-standing work, identify lessons learned, demonstrate its contribution to children's scientific learning, and communicate its achievements to stakeholders, potential partners, and funding organisations.
JOBA could explore supporting ASTI in organising and analysing the available data, developing suitable indicators, and documenting the programme's impact in a clear and systematic manner.
4. International Expansion and Collaboration with JOBA
Another important outcome of the meeting was the discussion about expanding ASTI's educational model to other countries.
ASTI expressed interest in taking its approach to international audiences and requested JOBA's assistance in facilitating this process. The organisation also indicated its willingness to train teachers who could implement the model in other educational settings.
This presents an opportunity for JOBA to contribute through its educational networks, international connections, and digital learning initiatives, including the THINAI platform.
Potential areas of collaboration include adapting ASTI's scientific project-based learning model to different cultural and educational contexts, organising teacher-training programmes, and exploring ways to make the approach accessible through online learning.
The collaboration could also examine how ASTI's experience in nurturing young scientists might complement JOBA's broader commitment to developing knowledge, skills, values, creativity, and sustainable living practices among children and young people.
5. Key Outcomes and Proposed Follow-up Actions
Impact report: Explore collaboration with ASTI to analyse its 20 years of programme data and prepare a comprehensive impact assessment report.
Impact assessment framework: Discuss suitable indicators and methods for documenting learning outcomes, teacher development, student participation, and programme achievements.
Teacher capacity-building: Explore opportunities for ASTI to train teachers in the scientific process and project-based learning.
International dissemination: Work with ASTI to identify opportunities to introduce its educational model to other countries through JOBA's networks.
Digital learning: Explore the possibility of adapting relevant learning resources and teacher-training content for the JOBA THINAI online learning platform.
Strategic partnership: Establish a framework for further discussions between ASTI and JOBA to identify practical areas of collaboration and agree on priorities.
6. Conclusion
The visit to ASTI offered valuable insights into a sustained initiative to nurture young scientists among Tamil primary schoolchildren. Its 20-year journey demonstrates the importance of practical science education, teacher capacity-building, and a learning approach that integrates knowledge, skills, competencies, and attitudes.
The extensive data accumulated by ASTI over two decades provides an opportunity to document its achievements and examine the impact of its educational programmes. JOBA's potential contribution to impact assessment could help ASTI communicate its experience and strengthen the evidence base for its approach.
The discussion on international expansion also opened the door to a promising partnership. Through collaboration in teacher training, impact assessment, project-based learning, and digital education, ASTI and JOBA could explore opportunities to extend the reach of effective learning practices to children and educators in other countries.
The proposed collaboration aims to build on ASTI's two decades of experience and JOBA's educational networks to promote experiential learning, strengthen teachers' capabilities, and inspire the next generation of young scientists.
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