The basic approach of CSC on the principle of learning through doing on the issues of children's immediate environment significantly caries the spirit and mandate of Education for Sustainable Development (ESD) of UNESCO, National Curriculum Framework (NCF, 2005) and Right to Education (RTE, 2009).

The modalities and approaches of CSC cater to the five pillars of learning of Education for Sustainable Development vividly, viz. learning to know, learning to do, learning to live together, and learning to be, learning to transform one self and society (Declaration of ESD in the 57th meeting of the United Nations General Assembly in December 2002, which proclaimed the UN Decade of Education for Sustainable Development, 2005- 2014, refer - www.desd.org and www.unesco.org).

The mandate of CSC which encourages children to observe, explore, experiment and wonder through a project activity and its associated ways of participation and evaluation rightly takes care of the guiding principles of the NCF, 2005. Therefore, example of Children's Science Congress has been rightly cited in the NCF documents under executive summary section, page ix (http://www.teindia.nic.in/Files/NCF- 2005.pdf).

Similarly CSC activities also helps in materializing the approach of learning as framed in the Right of Children of Free and Compulsory Education (RTE) Act, 2005 [particularly in relation to article 6.1, section C (ii, iii, iv and v)].

More over the CSC activities, since 1993, has catered to many of the approaches and priorities of science education visualized in the National Programme of Sarba Siksha Abhijan (SSA) (refer SSA framework, http://ssakarnataka.gov.in/pdfs/aboutus/ ssa_framework%20.pdf) and Rashtriya Madhyamik Siksha Abhijan (RMSA) (refer - http://www.educationforallinindia.com/rastriya-madhymic-shiksha-mission-RMSM.pdf).