To cater to the increasing demand of management courses, the West Bengal Government has decided to set up four B-schools in the state. Four engineering colleges will also be set up after a gap of 16 years. The management schools will operate from these engineering colleges. The B-schools will be set up in Darjeeling, Jalpaiguri, Murshidabad and Purulia and will offer two-year courses partnering with industries.
Students of the Indian School of Business, Hyderabad, recently had a chance to ‘Shadow a CEO’ for a day through a philanthropic initiative launched by the school with the Give India Foundation as a part of the Joy of Giving Week. The students bid for an opportunity to spend a day with an executive of their choice. The objective was to engage B School students in the act of giving and provide the once-in-a-lifetime opportunity to imbibe valuable leadership lessons. Around 50 CEOs participated in this venture.
The year 2012 has been declared as National Mathematical Year by Prime Minister, Dr Manmohan Singh, to commemorate the 125th birth anniversary of the Indian mathematician, Srinivasa Ramanujan
Chances are if you ask children what they fear the most in school, you will hear a resounding – ‘Maths’! And ask them what they enjoy the most – and it would very likely be a unanimous ‘games’
That is what HeyMath! has done — combining the enjoyment and fun of playing games with animated visuals to create fun engaging activities that make aths easy and enjoyable for all students. This is part of a year-long celebration of ‘National Mathematical Year’ where HeyMath! teams travel to schools across India to run exciting Math-based activities for students.
National Mathematical Year The year 2012 has been declared as National Mathematical Year by Prime Minister, Dr Manmohan Singh, to commemorate the 25th birth anniversary of the Indian mathematician, Srinivasa Ramanujan. His birthday on December 22 will also be celebrated as National Mathematics Day every year.
The joy of maths HeyMath! plays an active role in demonstrating the importance and joy of Mathematics and inspiring more students to pursue careers in Maths and Science. The activities aim to foster collaborative learning as students work in teams and develop a positive attitude towards the subject. The activities also help students connect Maths with everyday life while ensuring active and complete participation from students. “I never knew activities based on Maths can be so interesting and enjoyable,” Yamini, a class VI student said. Her opinion echoed across students of all classes and schools that participated in the event.
Gowri Ishwaran, Chief Executive Officer, The Global Education & Leadership Foundation says, teachers today are not only knowledge giver but facilitator also
Please tell us about the Global Education & Leadership Foundation.
The Global Education & Leadership Foundation (tGELF) is a programme initiative of The Nand & Jeet Khemka Foundation. It was launched by Prime Minister, Dr Manmohan Singh, five years ago. The mission of the foundation is to identify, mentor, nurture and guide future leaders, but leaders with a difference.
Generally, leaders stand on four pillars: leadership skills, ethics, altruism or your desire to help and reach out and share, and the ability to act. Unless all these four pillars work together, you cannot be a change maker. Most of the programmes today are at the university level which is too late to change because attitudes have already been formed by then.
We enter schools when kids are at the age of 12-13 and be with them for at least five years. We have modules that work on all the four pillars in a fun way: through games, activities, and discussions. We hope to impact the outlook of the kids through this. When they finish school, we induct the best amongst them into our leaders’ forum. We hope to make our children leaders the change makers that the world needs to fix the risks and challenges ahead of us.
You have a partner network of schools that you are catering to. What is the reach of the schools you have?
We have about 75 schools in India and Bhutan. We have reached to about 65,000 kids and trained over 1,000 teachers. But we realise that we need to reach out to more. So our plan is to convert our curriculum into a digital format and reach out to at least the second- and third-tier cities that have access to the Internet. The challenge is not only to convert, but also to track and supervise. In India, a larger penetration is through mobile phones so we are partnering with young global leader from the US to accept that market and reach even to remote corners through mobile apps.
What are the specifications for future training? What are you specifically dealing with?
It is a mixture of leadership skills and ethics or value system. Our curriculum is a mix of both, but we are not didactic. We want the children to explore and discover for themselves because then they take ownership of it. Earlier, a teacher was seen only in a single capacity: the giver of knowledge. But today, you are not the giver of knowledge, you are the facilitator.
And we try and make that transition through our training programmes. With the Internet, kids do not need you to access information; they need you to help them discover what to access and how. There is a quote from Khalil Gibran, a Lebanese-American artist, poet and writer: the job of education is to take a person up to a door and leave him there. And when he crosses that door, it is all that you have given him that he has to make use of, but he has to make his own choices and decisions.
What are the areas that require specific attention in the education sector?
One of the most pressing factors is teachers’ training. In India, we have archaic teacher training programmes that don’t equip our teachers with modern strategies. It doesn’t help them transform from a knowledge giver to a facilitator. And nowadays, there is a one-year training programme which is insufficient.
A doctor is trained for four years because he deals with the human body, but a teacher deals with the human mind and should be trained for at least two years. Education is dynamic because it is related to human life. Education can’t stay stride. Therefore, it cannot have a curriculum which is fixed forever. It needs to revamp every two to three years. And because 21st century is a century of knowledge, you have to run even more.
The government has been bringing in a lot of reforms. Do you think the government is doing enough to promote the school education sector?
The government has passed the Right to Education Act. It is a step in the right direction but there is insufficient emphasis on the monitoring of quality. There are many more millions of children in the classrooms but what are they learning? The government needs to step in and see what it can do to ensure quality learning. It should not look at this as an end; but as the beginning. It should incentivise teachers and provide proper infrastructure like blackboards, because a teacher cannot deliver without that.
The government should also adopt technology to monitor quality. Every state can have a district hub and a central data system. We are the technology leaders of the world in many ways and it is a pity that we are not using it enough. Higher education will pay off only if schools, the foundation, do well.
How do you impart training to schools, students and teachers?
We create hubs and train the teachers there. The teachers, in turn, communicate in the classroom. The student will react better if it is an in-house activity. Anything external is never taken with that degree of concentration or application.
What best practices from across the globe can be replicated into India?
We are only looking at the skills that you will need in the years to come, not the years that have gone past or even present. We are already working as partners with Howard Gardner from the Graduate School of Education, Harvard University. His project, The GoodWork Project, deals with values and we are getting training from them.
We also work with Dr Daniel Shapiro, Harvard Law School, on how to impart negotiation skills to school children because we think that we are all going to need that skill in the future. There are a lot of teaching best practices and we work with the Teachers College at Columbia University which is on the cutting-edge of teaching strategies. They revamp the curriculum almost every year.
They help a lot in conducting training on conflict resolution and ethical dilemmas. We have also taken the Gross National Happiness Index from Bhutan. We have discovered that in running after the Western education, we have turned our backs on India’s strength: our spiritual heritage.
Spiritual is not equated with religion. It means knowing yourself and becoming an evolved human being, and seeing your relationship with others and rest of the world. It is not ‘I’ and ‘my’; it is ‘my’ and ‘others’. We have made that an integral part of our curriculum. We give meditation sessions to our children on things like counting and thanking in your heart the number of people who have helped you in the last one week. We make them realise the connect outside and that they cannot survive by themselves.
Lifelong learning is also a part of our programme because you never stop being a learner. We use the poem from Alfred Lord Tennyson in which he goes to an arch in a boat and he sees the horizon. When he crosses the arch, he finds that the horizon is still far away. That is how knowledge and learning are – never-ending.
Please highlight more on your foreign collaborations.
Our collaboration is rooted in our kids who go from here. We encourage them to go to the leading universities so that they can get the best possible skills. For example, the Brown and Lehigh univer- sities give us free summer placements,so we send children from rural areas there. It is like a window for them into the outside world. We partner with the University of Pennsylvania and Whar- ton on the intellectual stimulation of the kids and holding seminars.
The Teachers College at Columbia University works with us on teacher training techniques, mentoring and measuring. We also work with Harvard University’s Law School and the Graduate School of Education and share a very good link with Cornell. We have a very good relationship with Yale and also send our children for summer internships to the Columbia University’s Earth Science Department.
Kerala CBSE Schools Get Breather from UID
The Kerala High Court has issued a stay on Kerala Government’s demand that CBSE schools should compulsorily ensure UID registration to students for obtaining NOC.Observing that the government cannot insist on a condition that’s not within the powers of a school management, the court ruled that they cannot be compelled to produce the same. The ruling was given by a division bench while considering petitions by 15 CBSE schools, challenging the rules put forwarded in Kerala Education Rules for obtaining fresh NOCs to run schools.
Mumbai Schools Bag British Council Award
About 15 Mumbai schools bagged the International School Award 2012 by the British Council under its Connecting Classrooms programme. The award is conferred for bringing in an international dimension to the curriculum. Over 240 schools from across the country were felicitated at the event by the British Council. These schools are Anjuman-I-Islam’s Allana School, City International School, Dr S Radhakrishnan Vidyalaya, Narayana Vidyalayam, National English School, Pradnya Bodhini High School, Ryan International, St John’s School, The Reading Tree, Udayachal High School, Veer Bhagat Singh Vidyalaya, and Vidyadiraja High School.
Schools Teach Children to Share
Top private CBSE schools in Kerala are encouraging their students to reach out to the less privileged through various social awareness efforts. In line with CBSE’s efforts towards inculcating social commitment among students through value-based questions, the schools are doing voluntary work at hospitals, old-age homes and orphanages and collecting money to provide better classrooms and labs in schools where poorer students study. Some schools collect rice and grocery from children and distribute to the poor in the area every month. Many schools have formed clubs to develop compassion in students.
MHRD’s Special MBA Course for Principals
India’s first MBA in Educational Management and Leadership for School Principals was launched recently by the HRD Minister, Shashi Tharoor. Uttarakhand Technical University (UTU) in collaboration with SelaQui Institute of Management will offer the programme leading to an MBA Post Graduate Degree awarded by UTU. The programme was launched at India’s first ‘National Conference of School Principals 2012’, a two-day conference held at the India Habitat Centre, Lodhi Road, New Delhi, in November.
North Indian Kids More Obese in the Country
School children in north Indian metros are less healthy than their counterparts in the country, says ‘EduSports School Health and Fitness Survey’. The survey covered around 49,000 children in 7-19 years age-group across 100 schools in 54 cities. Children from Northern states of Punjab, Delhi, Rajasthan, UP and Haryana have a higher BMI of 24 percent as compared to national average of 19.9 percent. The survey added that nearly 40 per cent of school-going children in India do not have the right BMI and almost 20 per cent of them show signs of obesity, possessing poor body strength, poor flexibility and have undesirable BMI scores.
Technology alone cannot be a solution provider. It has to be coupled with best practices in education delivery and research, says Dr Prashant Rajvaidya, President & Chief Technology Officer, Mosaic Network
Please tell us about your journey so far.
Our journey has been eventful and enriching. Our experience spans the range of social innovation, with particularly strong experience working with evaluation-centric community initiatives. At the county, state, and national levels, our work extends over a broad range of human services, including education, youth development, public health, and international development, among others. Across this range of human services, our experience includes the entire lifespan, from prenatal and early education to adults and seniors. Our work at the international, national and state levels includes work with national foundations including certain Gates Foundation’s school initiatives, as well as universities and research institutes in the UK and USA and projects in more than 29 developing countries through the international aid efforts of Medical Teams International.
How do you see the role of technology in education, governance and healthcare sectors?
We believe that technology alone cannot solve the need of more human, personal and scientific solutions that are required in the education, governance and health- care sectors. Technology has to be seamlessly coupled with strong background in best practices in education delivery as well as research. This blend of multidisciplinary approach can uniquely position “one-stop-shop” for holistic education service providers, such as Mosaic, to help multi-agency education initiatives with high-quality and just-in-time results that supply the needed information to improve knowledge delivery in various classroom settings as well as to ultimately improve overall life outcomes for the students.
Where do you think the company stands today?
Our offerings and our successes have reflected our commitment to our vision and include a comprehensive and integrated suite of services and products to enable users harness the benefits of effective results through real-time data. With this motivation, we offer a well-rounded package of services, intended to provide not only for your technology needs, but also for the people and processes that interface with the technology.
Specifically, our offerings cover five broad areas. First, we offer strategic data planning and reporting consultation, in which we partner with you and your evaluators and partners to help prepare for data collection. Through this process, we strive to ensure that your vision is continually managed through effective technology on an ongoing basis.
Second, we offer a quality data system customised to meet data collection and reporting needs of each of our clients. From this trusted platform, we implement customisations to reflect your vision and the results of our strategic planning efforts. Our goal through this process is to produce a data system that fits your needs and encourages your users to utilise data- driven decision-making.
Third, we offer extensive training, data coaching and technical assistance with the goal that all users—administrators, partners, evaluators, and providers—are able to optimally use the technology for their own specific needs. These services are ongoing throughout the life of our work together, and are provided by a consistent team from start to finish.
Fourth, we offer ongoing evaluation consulting with a focus on the use of diverse information for continuous evaluation as well as data analysis and report writing, and strategic communication consulting which focuses on helping GEMS users communicate their results and impacts. These services are intended to aid GEMS users and stakeholders in better understanding and interpreting their data, such that it can be used for ongoing evaluation and sustainability.
Finally, our community-focused research services are conducted in collaboration with our partner universities and focus on developing research prac tices that can rely on both real-time access to quality data and dissemination of research results to a wider audience of stakeholders in a timely fashion.
What are your views on the importance of data scientist in India?
We feel that our primary directive in this project would be to help the UWGH ensure the success of the Community Collaborative and their commitment to its goals without compromising on the core evaluation service requirements of this request for proposal (RFP). The key outcome will be ensuring the initial and continuing buy-in from partner agencies with respect to the desired results identified by the collaborative. We have reframed the collaborative as the central and most important element of the initiative that informs all other evaluation activities. This approach allows the UWGH to maintain a singular, unified focus on its desired results while providing a framework to evaluate a variety of targeted strategies to address specific
results. Our evaluation approach will in- form how well these targeted strategies (e.g., early grade reading, parent education and engagement) are working while ensuring that the ultimate barometer of success will be how well the collaborative achieves its desired results.
What is your vision for education 2020 in India?
Our vision for education 2020 in India relies on participatory approach that is very important for the success of education in India. We have developed a simple model to illustrate the basic dynamics of our collaborative vision for education initiatives in India through- out their lifecycle. The model explains how we envision the education projects relating to each other, and differentiates the process of an education collaborative from its conception to the documentation of its success.
1. Identify Community Needs: The identification of the specific problems, conditions, trends, and/or indicators to be addressed through a collaborative approach. It is important that the Indian policy makers and the educational leaders are committed to continuing to engage the community/population around desired results. We anticipate partnering with and guiding these policy makers and leaders in these endeavours.
2. Organise Community Collaborative: The next step is to identify resources in the community and bring them together as a collaborative. Two important considerations at this stage are ensuring that collaborative partners are all committed to the same, singular purpose and that there is sufficient inclusion
of key stakeholders to make an impact. We anticipate to help these policy makers and education leaders adjust their current education outcomes to include a component that can help them (a) gain consensus on these new education out- comes as well as models and (b) identify and incorporate new partners as needed.
3. Consensus on Desired Results: Feet on the Ground and Working with Education Institutions: Large education initiatives often require a multitude of services, programmes and strategies to the employed. A more successful approach that accounts for this complexity involved monitoring progress on a specific set of desired results, an approach we term 4Q Approach. In this approach, education initiative partners, affiliate agencies and programmes (the schools and their classrooms) use a standard set of measures to collect, monitor, and review their progress on desired education results indicators, regardless of the cur-
riculum and the subject being taught.
4. Evaluate Desired Results: The next step in our model is to apply the best ways to measure student success indicators by applying our 4Q solutions and products to assist in student performance data collection, data analysis, and result interpretation in real-time.
5. Present Feedback: The final step of our education 2020 in India as well as our contribution involves disseminating and communicating results to all the stakeholders.
Where do you see Mosaic in India in the next three years?
We aspire to make a difference in the lives of at least a million Indians through our various programmes.
Sanjay Paw, Chairman, Vidyanjali International School, says that the government is the agent that can catalyse the process of good education in our country
Why have you chosen Vidyanjali International School to be a girls’school?
I always wanted to start a school especially for girl children because girls’ education in India is still not getting the focus it needs. We started Vidyanjali International School with the aim to provide quality education to girls. We have been successful in doing this and believe that we will continue serving the society the way we have always been.
What major challenges do you see in school education today?
Challenges are many and inevitable, but we need to be focused on what we really want to do. Quality education to girls should be the major focus of the government because one educated girl can educate the entire family and her education has multi-fold impact on the lives of people around her. Access to education and providing quality education are the major challenges. Access to education does not mean forceful implementation of the Right to Education Act (RTE); it means making education available at different levels of the society and as per the endowment of people. There should be proper co-ordination between schools. Existing schools should be upgraded and teachers should be trained to provide quality education. Also, the government needs to work on improving the efficiency and relevance of its schools. One way to do this is better co-ordination between private and public schools at different levels of academics, cocurricular activities and administration.
How important is the role of government in education?
The government is indeed one of the largest stakeholders, and education is its subject. The government needs to be progressive and forward-thinking be cause only it can catalyse the process of good education in our country.
PPP can Boost Quality in Education
Cynthia James, Principal and Director-Academics, Indore Public School, says government schools must be trained to impart quality education to students
Please share with us the story of Indore Public School.
The school was incepted in the year 1987 and was the first public school after Daly College. In 1991, we started the system of no books and no exams for students till class three and gave special training to our teachers for that. Today, we have successfully completed 25 years and have four more branches of the school. We have also opened Indo Kids, a zonal school upto Nursery. We already have six such schools and are planning to start 25 more by July next year.
How can we address the problem of making education accessible to all?
A majority of the government’s programmes are directed toward raising the enrolment ratio. The government has recently enacted the Right to Education (RTE) Act also, but has its own drawbacks. Forcing a school to take a certain percentage of students from the weaker sections of the society is not a well- thought process. Students face problems integrating with other students, which may hamper their overall development.Instead, government schools must be trained to impart quality education.
A lot of people debate that we are not focusing on quality but quantity. What is your opinion on that?
I agree that quality is missing in our education system but that is not because enrolment is being raised. Anyhow, we need to raise the enrolment ratio if we want to make India literate. I strongly feel that we do not have enough good teachers and that is why quality is not upto the mark. Another area that needs to be looked into is the interaction between government and private schools and how they can be encouraged to assist each other. This will help in raising the quality of education.
Envisaging the ePunjabSchool project is to monitor the delivery of quality of education at school level as well as administering the internal functions of schools. This covers all government schools about 18,500. Currently the project has been opened to 6,250 middle, high and senior secondary schools having around 70,000 teachers and 14 lakh students. In future, the department is planning to roll out this project to all primary schools coming under the MIS system.
The Department of School & Mass Education Punjab is arguably one of the most technically equipped systems currently functioning in the boundary of India. The way the Department has provided computer and connectivity to the schools particularly the Middle, Secondary & Higher Secondary sects, it only becomes a formality for the department to introduce a Software application that enables them to use the facility in updating day-to-day information, ultimately that collates to a MIS at the Central Decision Making level to get instant access to information that can prove vital and work as a Decision Support System (DSS).
About SSA
The Sarva Shiksha Abhiyan is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with State. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary education to all children in the 6 -14 age group by 2010. The SSA is an effort to recognise the need for improving the performance of the school system and to provide community owned quality elementary education in mission mode. It also envisions to bridge gender and social gaps. Following up this prescience, Government of India launched its most ambitious planning of making the act of “Education for All” thus by making compulsory, the minimum elementary education for every child between the age of 0-14 years. To realise this mandate every state has empowered its school education system by financially being governed by Sarva Sikhya Abhiyaan (SSA). The SSA again added to its wing as a separate IT/ICT division to further add Computer education in schools alongside regular mainstream education.
Scope of replication
The key features that make this system worth replication in other states are:
1. Meeting RTE guidelines is same for all states.
2. Proper Inventory Management for MDM.
3. Maintaining proper MIS of funds received and funds utilised.
ePunjabSchool is a one-of-its-kind of IT/ICT intervention that allows the Decision Making Authority to have a bird’s eyeview on the end- to-end functioning of school education system in the state, thus connecting the three verticals of Education: School, Teacher, and Students. The system is equipped with GIS coordinates of school position that allows decision to be taken exactly on the guidelines of SSA Act in positioning of new schools or even upgrading of schools
Scalability of the project
1. Any number of schools can be added
2. Dynamic workflow makes module plug and play.
3. Infrastructure available (high end servers, bandwidth, etc.) at the data centre enables the system ready to be scaled up.
4. Investment at the client end is minimum where one PC with Internet connectivity can be used for using the application. Also user-friendly modules make the training programme simple to implement.
The system helps the state and district officials by monitoring student management like child tracking, student enrollment, academics and inspection, staff management like transfer, promotion and increment, infrastructure management and deficiencies. The GIS component links the MIS information with the mapped data where spatial queries, distance calculations and other GIS utility are possible.
Every change and enhancement in the application is making the edges even sharper. Lastly, we do commend the involvement of all stake holders irrespective of their position and responsibility.
In addition to compliance, additional security defenses are required by educational institutes to realise the need to protect information and ensure appropriate security across their network
Govind Rammurthy, MD & CEO, eScan
Increasing adaptation of mobile technology has motivated the education sector to take advantage of the innovative capabilities that the technology brings with itself as a digital learning technique in the classrooms today and beyond. Technology not only contributes in making learning attractive and engaging, but also in cutting short investment for IT infrastructure required by educational organisations.
Though every educational organisation is trying to let Bring-Your-Own-Device (BYOD) policy takeover the traditional methods of teaching and learning, the idea comes with its own demerits that need serious consideration before being adopted. In this era, securing any network has become a concern for the education fraternity.
Vulnerability to cyber attacks
With a huge number of students enrolling for various courses in these institutes/ universities every year, their networks are an ocean of distinct type of data. These days, educational institutes are increasingly adopting online interactive platform in order to ensure easy accessibility of course documents for students, while facilities such as online tests are increasingly being used. More over, online applications and admission procedures are now used by most of the universities. This pool of heterogeneous database systems, inadequate resources, budgetary constraints and numerous IT departments within a university are some of the other factors that lead to data breaches targeted specifically to educational institutions.
Applications or operating systems come with vulnerabilities, which in turn create opportunities for skilled cyber criminals that discover them at a significant rate and implement automated attacks. Ensuring smooth and efficient running of an application is essential. Thus, it is imperative for every educational institute to ensure that the patches are applied as and when they are made available.
Deployment of patches
Though all educational networks comprise a wide range of applications, there lies a vast difference within the users in the network when it comes to deployment of patches, which are critical in keeping a computer system safe. As an individual user, it is easy for students or teachers to keep their systems updated with latest security patches. However, when it comes to the network of the institute, it includes innumerable work- stations and network aware devices that lead to challenges in order to match and balance the security needs. Moreover, as the educational networks involve a lot of data storing and sharing at various accessibility levels, non-compliance with patch management leads to higher risk issues related to data integrity.
Patch management strategy strives for consistency across an organisation’s systems, even if that means delaying the deployment of key software updates, which is again a serious issue. Hence, the most appropriate solution is the deployment of a central patch management system that usually requires a huge amount of dedicated resources. It comprises testing of patches before being applied into the production environment. It is a must for educational organisations to implement a process in order to prioritise critical security updates on their networks that will help remediate critical vulnerabilities in the minimum time-frame. It should also be understood that though patch management plays a pivotal role in ensuring secured business networks, however, it is not a complete solution for all kinds of security vulnerabilities. In addition to multiple security controls, patch management is just one part, though one of the most effective means of securing networks against evolving cyber threats.
Educational organisations that do not have dedicated resources to handle patch management can manually implement patch management or opt for a Managed Services Provider (MSP). It will help them implement both an automated service and a remote service.
It is very important for these educational institutes to realise the need to protect sensitive information and ensure appropriate security measures across the network
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Private equity and venture capital provide strong returns for companies which creates a leadership position in a highly competitive global economy. The session focussed on how investors rethink the risk/reward equation breaking the traditional investment models. It highlighted new ventures in the education space and added insights to spur growth and innovation in education |
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Ujjwal Singh, Operating Partner, Indus Balaji
In the last one year, we have got US $3.6 billion of investment in multiple sectors in India. Not even one percent of this has come to education. Forty six percent of this investment goes into land. Out of that one percent, 70 percent goes to K-12 and the balance 30 percent remains with higher education, which is not significant enough. Some serious thoughts need to be put into this. |
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Prof Satish Sharma, Chairman and MD, Maharaja Group of Colleges
In 2010-11, the Indian government assigned `2,350 crore to the GC under planned grants of extending assistance to state-based universities and colleges so that they come up and meet the national requirement. Central and deemed universities are granted `1,980 crore and `60 crore for providing assistance to these universities. Not only this, the self-financing colleges and other sectors must also be given some kind of support so that they could serve the nation. |
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Dr P Shankar, Principal, Saveetha School of Engineering, Saveetha University When we talk about introducing research at the undergraduate level, it is not only in terms of publications or patterns. Training the minds to become inquisitive and finding solutions to pertinent problems is very important.
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Dr V Panduranga Rao, Director, IMT, Hyderabad Campus
The three problems we are facing in this country are: pedagogy or the design of the curriculum, delivery of the pedagogy and the readiness of the teacher to adapt to the dynamic needs of the pedagogy processes. |
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Ranjan Choudhury, Head and Principal Programme Development, National Skill Development Corporation
When you see the magnitude of the task at hand, there is no way that all of this can be funded through government budgetary support. At the same time, the projected compounded annual growth rate is also very attractive. Hence, there is scope for private sector participation in the task of building infrastructure for nation building. |
