The queen of Science is Mathematics and the queen of Mathematics is number theory, is a well-known saying. Without Mathematics there is no computer and without Physics there is no light, as any learned layman should know.

Without laser technology, you could not watch VCD or trap the atoms (Nobel prize in 1996) to form Bose-Einstein condensation (Nobel prize 2001 and my field of research) or superfluidity. The world of nano-technology is on the move with the innovation of superconducting materials and quantum computing.

Events in the real world are eminently non-linear, complex, unstable and often subject to inherently unpredictable catastrophic transitions. Recently, both Mathematics and theoretical physics have made great progress in tackling complexity and uncertainty; indeed, the study of complex systems has become a very active area of research.

Of course, this progress is closely connected to the explosive development of the computer as an instrument to design, test and use of quantitative models. Modelling and simulation (also called "computer experimentation") have now become powerful tools in basic science, applied science and technology.

Moreover, joining with experiment and theory to form a new "trilogy", simulation has become a science in its own right.

In tackling problems coming from the real world, the key difficulty lies in their reformulation in terms that are amenable to a rigorous and quantitative scientific treatment. This reformulation process requires the identification of the relevant variables and expressing their interaction in mathematical terms. In this way one can construct first order approximations and models that can be later refined if proven inadequate.

What are the role of our local scientist and students in imparting and implementing these cutting-edge developments?

From my valuable experience gained from well-known institutes of theoretical physics in Germany and Italy and comparing with years of training in local universities, I could justify to myself the large gap differences between the two. One could ponder, what could be the reason for such discrepancies. The three parametres are students, academics and the institute itself.

Many students I have encountered during my stint with a local university are those who couldn't get into an engineering programme or those who don't like to memorise subjects like Biology. And those who are in the programme don't even know what their future is going to be.

Why the lack of motivation in these students? What are the job prospects that the government and the private companies have for these highly and analytically skilled students other than academia?

The world for mathematicians and physicists is totally different in the United states and Europe. They are the highly-paid employees in NASA, Microsoft, Boeing Inc (EADS),Wolframs and many more well-known organisation .Their rank is higher than other technical professionals.

What research have our academia done on industrial problems into our Physics and Mathematics curricula? Reversely, how much do the industries commit themselves with research institutes to solve their Mathematical Sciences related problems?

I believe our educationists have to address this problem first for our nation to emerge as a developed nation and to make students of mathematical sciences competent in global job markets. It is a far more relevant issue compared to addressing the issue of using English as a medium of instruction.

It must also be noted that Russians, Germans and Japanese are far superior in science and technology though they learn them in their own languages. I guess everyone knows what makes them far ahead of us — it is not the language but mind development.