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TimesPro and the University of Hyderabad collaborate to offer new-age Programmes in Management

TimesPro and the University of Hyderabad

TimesPro and the University of Hyderabad (UoH) by strategically working together are able to provide new-age management programmes for students in India and abroad, enabling them to gain knowledge of contemporary business processes and develop the skills necessary to advance their careers. The collaboration will get started with the release of six programmes geared toward diverse business sectors.

On January 11, 2023, in the presence of Prof. B J Rao, Vice-Chancellor, Prof. Mary Jessica, Dean, School of Management Studies, Dr. S Jeelani, Director-CDVL, Dr. I Lokananda Reddy, UoH, Kuldeep Pareek, and MVR Padma Raju from TimesPro, the MoU was signed by Dr. Devesh Nigam, Registrar, University of Hyderabad, and Arun Kabra, CFO & President.

The programmes will go LIVE in the following months and be delivered in Direct-to-Device (D2D) mode using TimesPro’s cutting-edge Interactive Learning (IL) platform. Through a methodology that uses a thoughtful combination of lectures, case studies, assignments, capstone projects, etc., necessary for career advancement, it will equip learners to develop future-ready competencies and a strong foundation across domains. TimesPro will take advantage of its position in the market by helping our students find jobs.

“The MoU between TimesPro and UoH (CDVL) is a happy culmination of two active entities for imparting education for SKILLS. We hope that this MoU will lead to multiple courses being offered across distance for a large number of students”, said Prof. B.J. Rao, Vice-Chancellor, University of Hyderabad.

Arun Kabra, President, Enterprise Business and CFO, TimesPro, said, “We are delighted to offer the new-age management programmes in collaboration with the prestigious University of Hyderabad to equip our learners with future-centric skillsets, build competencies and stay in sync with the requirements of Industry 4.0. Learners will gain immense knowledge through UoH academicians and TimesPro industry experts who will train them to counter the challenges of the VUCA world and get them ready for placement in corporates.”

Over the years, the Centre for Distance Virtual and Learning has registered more than 25,000 students, and UGC-AICTE-DEB has approved its online courses. Both UGC and NAAC (National Assessment and Accreditation Council) acknowledge CDVL as a member of the National Consultative Committee. The World Educational Services (WES), located in Toronto and New York, also acknowledges it.

Technological development advances skill enhancement: Gaurav Bhagat, Gaurav Bhagat Academy

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Industry 4.0 is in full swing, and it is revolutionising modern workplaces with AI (Artificial Intelligence) and ML (Machine Learning) -based automation and IoT devices coordinated and facilitated by customised software. This transformation has brought massive changes in operations on all fronts, from research and development, to manufacturing, delivery, customer care, etc. In such a dynamic scenario, up-skilling and re-skilling of the workforce is the ultimate need for businesses to survive and grow amidst the unprecedented market competition.

Advanced technologies demand advanced skills that can be learnt and honed through seasoned trainers in a tech-supported environment. The advent of digital learning platforms has not only increased the accessibility to professional trainers across industries but also reduced the training cost for organisations to a great extent. Even individuals can afford personal sessions from expert thought leaders, which is no longer a luxury limited to the affluent people of society.

Virtual learning and development platforms with thousands of certified trainers and industry experts make learning more interesting and impactful with hybrid course content, where apart from taking live classes, a trainee can clear the concepts and may better understand various subjects through curated content, uploaded video lectures and podcasts. Another remarkable feature of virtual training courses is protection from the polluted outdoor environment and saving of commutation time and money.

Though most businesses understand the need for up-skilling and re-skilling of employees, the absence of adequate infrastructure and a limited budget often stops them from moving forward. Organisations which are receptive to technologies are quite successful in addressing this issue, and they promote a culture of skill development to meet future demands. They deploy all the advanced technologies such as AI, AR, Metaverse, Pattern Analysis, and Robotics to drive the best from a training programme aimed to up-skill or re-skill the employees.

Technology facilitates hands-on learning experience by engaging a trainee on a live project under the guidance and supervision of a qualified trainer or mentor. On the successful completion of these training programmes, employees know how to use cutting-edge machines and tools to improve individual productivity as well as the overall productivity of the organisation.

The future workplaces will experience a tacit collaboration between humans and machines, and the lack of coordination between them will be a big concern for HR managers. Thereby, preparation for tomorrow should get started very today to ensure a swift and agile transformation of the future-ready workforce. Besides, the HR department must emphasise building a culture of continuous learning in the organisation, and this serious objective is difficult to achieve without the smart utilisation of technologies in the up-skilling and re-skilling of human resources.

Views expressed by Gaurav Bhagat, Founder, Gaurav Bhagat Academy (GBA)

SCMHRD – The most preferred destinations for management education: Dr. Netra Ganesh Neelam, SCMHRD

Dr. Netra Ganesh Neelam

Symbiosis Centre for Management and Human Resource Development popularly known as SCMHRD is the first B-school in Pune to get AACSB accreditation in 2020. This achievement puts us amongst only 5 percent B-Schools in the world to have this accolade. We offer 3 full-time residential programmes.

  • Master of Business Administration
  • Master of Business Administration (Infrastructure Development and Management)
  • Master of Business Administration (Business Analytics Over the last 3 decades, SCMHRD has been motivated towards living up to them through bringing in innovations and initiatives which strengthen students, corporates and society. Towards engagement, we initiate:
  • Variety of psychometric tools to bring in clarity amongst students on understanding themselves and choosing the right specialization
  • Mentoring is regularly done by faculty and alumni
  • The curriculum is reviewed for robustness by internal as well as external stakeholders.
  • Connect with the industry through Internships and Live Projects. Students complete more than 350 live projects annually; thus, experiencing the interface of corporate work culture along with academics.
  • Provide collaborative learning opportunities to students of diverse geographic, cultural, linguistic and academic backgrounds
  • We promote interaction with international faculty and students, both online and face-to-face through exchange programs, International conferences and scholar-in residence opportunities.
  • We promote a case-based learning approach to enable students to apply critical thinking, communication and collaboration skills to appreciate multiple perspectives and achieve sustainable and ethical outcomes for all stakeholders.
  • We promote the blending of conventional learning methods with practical learning tools such as simulations (Capstone, Markstrat, Beer game), field trips to infrastructure project sites, shop floors, government bodies and service learning.
  • Students are mentored for participation in national and international competitions organised by various corporate organizations including CFA Research Challenge.
  • Regularly organise guest lectures by industry experts and luminaries from various fields.
  • We connect with Businesses through our Management Development Programmes. This helps the faculty members to know and solve business problems and develop cases.
  • We connect with the community through our ‘Teach a Child’ program, an initiative towards the education of underprivileged children of local municipality schools in and around the B-School Campus. The children are taught various courses with special emphasis on Mathematics and English. Children of economically challenged families visit the campus every evening to be educated by SCMHRD students. These experiences develop social sensitivity among the B-school graduates, helping them become responsible leaders in the future.
  • Faculty members also connect with NGOs working on the sustainability domain such as ‘Sustainability Advancement at Kolkata’ and social enterprises such as ‘Nukkad’ in Raipur. Faculty solve societal problems through these interactions and bring the experiences to the classroom sessions.
  • We connect with the government by participating in the local government’s developmental projects such as Zero Neutrality Project of Pune Metropolitan Region and the Smart City Project of Pune Municipality Commission. These projects open opportunities for faculty and students to contribute towards urban infrastructure development in Pune.

Innovation in teaching-learning initiatives are in line with industry requirements

  • New courses on Infrastructure Research Methods, Infrastructural Analytics, Airport Development and Management, Security analysis & portfolio Management, Railways – New Development, Electric Vehicles, Mobility and Business, Fundamentals, Design & Financing of Real Estate Projects, Real Estate Rules and Regulation, Energy Transition were added to the MBA- Infrastructure and Development Program.
  • Courses on Economics of HR, Digital Transformation and Telecom Analytics were added in the MBA-Core Program.
  • Courses on Health-Care Analytics, Business Forecasting, Spreadsheet Modelling, Marketing & Sales Analytics, Information Technology Management, Introduction to Natural Language Processing, Cloud and Web Services, Advanced Machine Learning, Telecom Analytics were added in the MBA Business Analytics Curriculum.

During Covid lockdown

  • Learning in virtual mode was partly synchronous and partly asynchronous for all programs and batches with effective shifts in learning methodology and use of multi-media in learning management & assessment.
  • Students were given access to MOOC (such as Coursera) for academic value addition and facilitation of remote access to learning resources such as Statistical software • The assessment pattern was changed to adapt to the online mode of learning. • All students were supported to publish research papers in peer reviewed journals. • Te.A.Ch activities (teaching underprivileged children) were continued even during the pandemic through online mode as part of Service Learning.
  • Collaboration with Geneva-based HES-SO Valais- Wallis University under the title – Leading Multicultural Project Teams was initiated. The month–long virtual learning and research module saw participation from students and faculty of both schools.

The journey of learning draws to completion with a positive impact seen on various fronts

  • Successful Placements across programmes with highest CTC of 61 lakhs
  • Management Development programmes with industry. Online certificate programs in Human Resources and Analytics domain.
  • SCMHRD was declared India’s Fourth Most Competitive B-School by Dare 2 Compete in AY 2021-22 for students participating and winning 120 awards in various competitions including international certification such as CFA
  • A score of alumni featured in Congratulatory posts for awards, appointments and recognitions in their fields last 2 years.
  • Two alumni received funding from Shark Tank India investors, the program is featured in Indian Television for financing promising Business ventures.
  • A technical report released by Pune International Centre, titled “Rapid Decarbonisation of Pune Metropolitan Region – Feasibility Report for a Carbon Neutral Pune Metropolitan Region (PMR)” by contributing two studies viz Status report on logistics infrastructure in PMR and Techno-financial analysis of replacing public transport fleets with EVs by 2030. The key findings of this report were presented to senior officials from Pune Municipal Commission, Pimpri Chinchwad Municipal Commission, Maharashtra State Electricity Distribution Corporation Limited, Pune Mahanagar Parivartan Mahamandal Limited, Tata Consultancy Services and KPIT at Yashada, in a round-table convened by Pune International Centre, under the mentorship of Prof. Amitabh Malik.

SCMHRD has been one of the most preferred destinations for management education and will continue to be amongst the top preference amongst students, faculty and industry.

Views expressed by Dr. Netra Ganesh Neelam, Director, SCMHRD

NEP is a refreshing change to the landscape of education: Dr Lakshmi Mohan, ITM Business School

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The positives that NEP brings forth are a multi-disciplinary approach, practical and project-based learning, single regulation, encouraging grading systems and an overall improved learning output said Dr Lakshmi Mohan, Director- ITM Business School in an interview with Nidhi Shail Kujur of Elets News Network (ENN). Edited excerpts:

What is your vision for innovation in education? What are the steps you are taking for your institutions to bring innovation?

Innovation and education are closely connected, and this is witnessed by the way education has progressed from gurukul days to modern technology-embedded education. I believe that innovation has to be holistic, bringing transformation in people, processes and products. People include all the stakeholders such as students, alumni, faculty members, regulators etc. It is about the value addition we provide to each one of them. The process is the systems and strategic alignment brought in the institution for better communication, connection and future records. Product here means the various programs and courses that can add value to the learners. Innovation in education must bridge the gap between industry and academia and build synergies for the betterment of students.

At ITM innovation is crucial as we make conscious efforts to align the learnings of our students to current trends and business requirements. Innovation is best seen in a free and empowering environment. We welcome new ideas and reward innovators. Our labs and cells are symbolic for explorers to research and experiment on new thoughts and make them happen. We build a creative environment coupled with ample support and collaborations to enrich innovative efforts.

What can be the best technology to surpass innovation in the field of education?

Surprisingly, though the pandemic was the deadliest period for all, it accelerated innovations in technology. There are several tech options available for education such as ease of operation, faculty management, advanced teaching-learning processes, tech-based mental health interventions, admission and placement management etc., thus making a smart campus a reality! There is no single best technology but a package that makes learning and education management fun and fabulous.

NEP, experiential learning and a new paradigm of education is the talk of the town. According to you, what are the perils and promises of NEP and the paradigm shift?

NEP is a refreshing change to the landscape of education but the mammoth size and massive diversity of India’s education leaves doubts on the implementation aspect. AISHE 2019 report states that there are 1000 universities, 39931 colleges and about 10725 stand-alone institutions catering to 3.74 crore students in the higher education space. NEP calls for attitudinal changes for all the stakeholders right from the founders to teachers, students parents etc. Multiple boards and accreditors add to the confusion.

The positives that NEP brings forth are a multidisciplinary approach, practical and project-based learning, single regulation, encouraging grading systems and overall improved learning output.

What are the segments of the education landscape that still need revision?

Moving towards learner-centric education is very vital for effective education. NEP can be a success only if there is larger accountability from educators. Revising the curriculum as per NEP standards must be a priority. Adapting to new technologies and making the best use of them for people, process and product transformation is a segment that will remain dynamic and the need of the hour. Collaboration is key to success and education partnerships will make a remarkable difference in the education landscape.

Do you think digital disruption in the education space will bridge the employment gap between colleges and cubicles?

Digital is the magic wand in the education space. We all know that knowledge is at the click of a mouse. Learning is no more restricted to textbooks and classrooms, it has transformed with digital disruption. Digital has empowered the learner with a plethora of possibilities and thus bridged the employment gap. Digital content, skill enhancing courses have made it easy for students to access learning and development. C2C, College to cubicle is a smoother transition in today’s times for any sincere student who focuses on the larger goal.

Tech-led innovations open a gamut of skill development opportunities in Karnataka

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The Government of Karnatka is giving impetus to various skill development programmes to drive its vision of ‘Kaushalya Karnataka’. The state envisages an industry-driven skilling ecosystem that ensures demand-driven training. The evolving landscape of skill development and entrepreneurship with rapid advancement in technology demands continuous reskilling and upskilling, shares Dr S Selvakumar, Principal Secretary to the Government, Skill Development, Entrepreneurship and Livelihood (SDEL) Department, Government of Karnataka with Krishna Mishra of Elets News Network. Edited excerpts:

The Skill Development, Entrepreneurship and Livelihood Department was created to bring all skill development programmes under one roof. How has this convergence been achieved?

The SDEL Department was formed in 2016 for the convergence and streamlining of all the skill development initiatives and programmes in the state to better the outcomes in terms of employment and livelihood opportunities.

Each of the institutions under the department is fulfilling its mandate through targeted interventions for different beneficiary groups. The Commissionerate of Industrial Training and Employment oversees the management of vocational education through the Industrial Training Institutes (ITIs). The Livelihood Missions implement programmes for financial inclusion, urban and rural poverty alleviation, and resource mobilisation for boosting livelihoods and entrepreneurship. The five Karnataka German Technical Training Institutes (KGTTI) across Karnataka have so far provided world-class multidisciplinary training to more than 36,000 youth in industrial automation, electrical, construction, automotive, welding, manufacturing, and information technologies.

Government Tool room and Training Centre (GTTC) has established centres of excellence with Siemens, Parametric Technology Corporation (PTC), and Dassault Systems for skilling youth in Robotics, IoT, CNC, renewable energy, reverse engineering, and automation, among others. The Centre for Development of Entrepreneurship of Karnataka (CEDOK) has been building the ecosystem from the ground up through its entrepreneurship awareness and development programmes, especially for rural, micro and women entrepreneurs. Lastly, the Karnataka Skill Development Corporation (KSDC) is the nodal implementation agency for the state’s flagship scheme for skill development – the Chief Minister’s Kaushalya Karnataka Yojane (CMKKY) which is modelled after the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). These initiatives and institutions collectively drive the vision of ‘Kaushalya Karnataka’.

Karnataka is coming up with a policy for Skill Development. What are its key focus areas?

The policy envisages the empowerment of 100 lakh youth by equipping them with marketable skills by 2030. We are giving impetus to an industry-driven skilling ecosystem that ensures demand-driven training. The policy also outlines a framework for upskilling and reskilling the workforce in the face of increasing transition to Industry 4.0, along with fostering a culture of lifelong learning.

Aligning with the Union Government’s vision for decentralisation, we are building the capacities of our network of district skill development offices to plan, implement and monitor region-specific skill development and livelihood programmes. Such initiatives are aimed at ironing out regional imbalances. The policy lays emphasis on orienting the youth towards entrepreneurship through awareness, skill development, and institutional support.

The policy also promotes the spirit of inclusion through special interventions for women, artisan communities, and marginalised groups such as persons with disability and sexual minorities. In fact, our partnership with Aequs is ongoing for the development of the toy cluster in Koppal for skilling over 25,000 youth. We have also introduced the One District One Skill programme for upskilling artisans of each district through design interventions and market linkages. We are also training inmates of all 8 central prisons to engage them in income generating activities within the prisons to encourage their financial independence and to assist in their rehabilitation after release.

You have always stressed the importance of an industry-driven skilling ecosystem. How is your department fostering the same?

We have created a dedicated Industry Linkage Cell – ILC to consult with industries on their requirements for skilled workforce, map their demand, and introduce market-oriented skilling programmes. The Karnataka Skill Development Corporation, through ILC, has established a green channel to fast-track the empanelment of companies, corporate bodies, and industrial associations as accredited training partners. We want industries to actively contribute to the entire value chain, right from curriculum design to training and placements. This ensures quality training and captive employment for the candidates.

We have always welcomed collaborative partnerships with the industry. We joined hands with Tata Technologies to revamp 150 government ITIs into technology hubs to skill the youth in Industry 4.0 technologies

The project you initiated for the upgradation of ITIs is being replicated in other states as a successful PPP model. Tell us more about it.

In partnership with Tata Technologies and an industry consortium of 20+ partners, we have upgraded 150 government ITIs across Karnataka at the cost of Rs. 4,636 crores under the pioneering programme of Udyoga. A first-of-its-kind initiative in India, Udyoga is assisting industries in the adopting Industry 4.0 by equipping the youth with the requisite skillset in emerging technologies such as IoT, advanced plumbing, advanced manufacturing, robotics, automotive manufacturing, electric vehicles and industrial automation. Udyoga aims to create 20,000 highly skilled individuals every year through long-term courses and train 1,00,000 professionals annually through short-term courses. The project envisions a pool of highly trained workforce with specialised skills for employment and entrepreneurship. Udyoga has emerged as one of the successful industry-government collaborations for achieving shared goals.

What is your perspective on integrating tech led innovations in skill development and entrepreneurship?

In Karnataka, we have been continuously exploring innovations in technology for skill development, entrepreneurship, and employment. In fact, Dr Ashwathnarayan C N, the Hon’ble Minister of Higher Education, SDEL and ITBT Departments recently launched the Karnataka Skill Connect Portal. It is an integrated one-of-its-kind platform that offers a gamut of hiring functionalities for recruiters to source candidates for internships, freelance projects, and employment. The platform also provides skilling courses for job aspirants to skill, upskill and reskill themselves in their fields of interest, and apply to thousands of job openings in multiple sectors. The AI-powered portal has unique features such as video resume for candidates to showcase their communication skills, and direct campus hiring options for employers.

Additionally, we have set up state-of-the-art language labs in multiple towns and cities for improving the communication skills of youth to widen their employment and entrepreneurship opportunities. We are employing the LokOS app at the community level to create profiles of lakhs of self-help group (SHG) members in every district of Karnataka and to digitally record their transactions. To illustrate another example, we have incorporated AR / VR -based learning in the upgraded ITIs for a few courses as an innovation in pedagogy. These interventions have set a precedent for incorporating tech based interventions in education and skilling as envisioned in the National Education Policy 2020.

Madhya Pradesh to impart medical, engineering education in Hindi: CM Shivraj Singh Chouhan

CM Shivraj Singh Chouhan

Shivraj Singh Chouhan, the chief minister of Madhya Pradesh, applauded his government’s choice to provide medical and engineering education, claiming that language had no relation to intelligence. He said that the move would make it easier for youngsters from low-income families who don’t speak English to pursue careers as doctors or engineers.

Chouhan said while addressing the gathering, “English has nothing to do with intelligence. As a result, I made the decision that all medical and engineering education in the State shall be provided in Hindi, allowing intelligent but underprivileged children of farmers and labourers to pursue careers in medicine and engineering.

Madhya Pradesh was the first state in the nation to begin the MBBS programme in Hindi earlier in October of last year. Anatomy, Physiology, and Biochemistry were the first three topics to be chosen for study in Hindi. The MBBS Hindi course book was introduced by Union Home Minister Amit Shah at Bhopal’s Lal Parade Ground.

An official release said that a group of 97 professionals were preparing books at Gandhi Medical College in Bhopal. The book is currently being translated from English to Hindi.

Vishwas Sarang, the minister of Madhya Pradesh’s medical education department, predicted that the decision will significantly improve Hindi-language education.

Chief Minister Chouhan added that the investments being made in the state will give young people job chances. He promised to start a medical college. “We have set up the teaching of engineering and medical courses in Hindi in Madhya Pradesh. Now, the child of the poor will likewise grow, he said.

ETS focusing on developing portfolio of assessments to benefit institutions, faculties and students: Alberto Acereda, Global Higher Education, ETS

alberto

GRE has recently formed an India Business School Advisory Council to enhance its work in the management education space. Alberto Acereda, Associate Vice President, Global Higher Education, ETS, had an interaction with Garima Pant of Elets News Network to delineate more about the GRE Tests. Edited excerpts:

Tell us about your achievements regarding ‘Innovation in Education’ during the year 2022.

The interesting thing is that we are observing a diversity in institutions who are starting to scale up because GRE itself is a diverse tool that can be used by students who may be interested in different disciplines. You have this in engineering & business schools, and we are seeing that traction moving forward in India.

What has brought about the increasing acceptance of GRE scores beyond the off-accepted streams?

If a student wants to do a graduate programme, but is unsure whether to lean more towards a business school or an engineering school, he/she can be evaluated by taking the GRE and admitted to one of these distinct schools accordingly.

I believe that in the 21st century, with institutions seeking a more varied cohort of students, the GRE accomplishes just that. It can bring different abilities, diversity, and backgrounds to education programmes.

What are the enhanced security features that are being implemented to prevent instances of cheating?

ETS has been working aggressively on cheating prevention. It has taken a very decisive approach by investing millions of dollars in test security, and establishing an entirely new team of individuals who are constantly taking care of this.

It’s not just an issue for the GRE, it happens throughout the industry. It’s unfortunate, but there are still people who do not obey the rules.

We aim to ensure that individuals who take the test honestly and legally are not cheated by those who use other means. We have made improvements on biometrics to names and ID checking by creating multiple processes.

We were also working on scanning of test environments so that the cheating issue can be effectively dealt with.

GRE has grown 68 per cent compared to equivalent 2021 volumes in India. What has prompted this growth?

In recent years, ETS is focusing more on India as it is now the global priority for ETS. We’ve created offices in India, expanded our teams, and have started to communicate with stakeholders, students, institutions, and the government to see how we can make our contribution. We are not only thinking about the GRE, but also about how to improve the GRE and establish a portfolio of assessment and tools that can help institutions, faculties and students.

How do you see India as an investment destination? What are your future plans for investment and expansion in the country?

Over the last two years, we have been investing millions of dollars on infrastructure in India.

We are also having more interactions with higher education players in India, we want to be a part of the higher education ecosystem. It’s fantastic to see young and smart people in the vibrant city of Delhi and it’s quite exciting for us.

In 2025, there are going to be millions of students who will take post secondary education and India is going to be one of those places not just because of the large population, but because of the excitement happening in the higher education space.

What do you look for in an institute for fostering future partnerships?

When we talk with institutes and universities about our solutions, we want them to understand that ETS is more than just a vendor who provides an assessment or sends the score; we want them to see ETS as an educational partner who provides solutions according to their needs.

In all cases, such as public/private universities, segments such as business schools or law, ETS from the United States to India, and globally, are attempting to provide solutions with its portfolio that are actually actionable and customisable for the institutions and, at the end of the day, it places the student at the centre of the discussion.

So, rather than a vendor-type approach, we are looking forward to the partnership approach. We believe that a student’s life cycle does not have to be linear, but circular. As a result, we must assist students from the moment they express an interest in higher education until they get their first job and then find different options for success in the future.

Technology will help in mending the quality of education: Dr Kavita K Roy, Oxford World School

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Online assessments and examination, blended learning models in education are a journey and not a destination achieved during the year 2022, says Dr Kavita K Roy, Principal, Oxford World School in an interview with Nidhi Shail Kujur of Elets News Network (ENN). Edited excerpts:

Tell us about your achievements in terms of ‘Innovation in Education’ during the year 2022.

The year 2022 put more emphasis on the NEP, which gives additional impetus to vocational education by introducing vocational subjects, skill enhancement and training at school levels. The two years of the pandemic have paved the way towards newer possibilities and innovative dimensions of learning. The education industry stood up with the help of technology and catered to the needs of the children. To make them future-ready, we need to focus on making education more employable. We first need to reach every nook and corner of the country with better infrastructure and technological integration. Alongside also make the youth self-reliant through skill-based education as envisioned in the National Education Policy 2020. At present, the ‘Skill India’ mission is blowing at full steam. Metaverse or ‘mirror world’, or the ‘special internet’, or even the ‘AR cloud’, a virtual learning experience with enhanced physical reality, is the future of education in the coming years. Online learning will be more real with the help of the metaverse, which involves the concept of Augmented and Virtual Reality (AR & VR). It’s time to recognize the importance of leveraging the advantages of technology and optimizing digital platforms to meet the current and future challenges of providing quality education for all. The need is to invest in the creation of open, interoperable, evolvable digital infrastructure, e platform such as SWAYAM, DIKSHA & SWAYAMPRABHA provide teachers with a structured and user-friendly rich set of assertive tools for monitoring the progress of learners, content creation, digital repository, learning games and simulations, fun based student – appropriate tools like apps, gamification of Indian art and culture, in multiple languages should be effectively used by the learners. Online assessments and examination, blended learning models in education are a journey and not a destination achieved during the year 2022.

How futuristic technologies are going to transform education in the year 2023?

Technology plays a very important role in helping everyone survive in this 21st century. Without it, one cannot imagine this world. It has grappled its way into our day-to-day lives, making its grasp tighter in every aspect. Ever since Covid-19 happened, technology has proved to be a boon for the educational sector. Educators realized the role of digitization a while ago but this pandemic gave it a sudden thrust and boost.

Technology will help in mending the quality of education, the educational system, and communication, and providing enriched resources. It will make learning effective for learners and help educators perform their duties efficiently. Artificial intelligence such as Professor Einstein (a robot) is already making waves in the educational sector. The robot helps science students by lecturing and helping them to understand science subjects. A few more to add on are viz., Learning Management System (LMS) is a rostrum that is being developed to constitute and track online learning activities and initiatives. It assists in developing and delivering content, lectures, and pedagogical aids, and alleviates and nurtures communications. Through LMS, parents can have an eye on their ward’s roster, marks, and assessment dates, creating a chance for parents to be engrossed in their child’s learning. Gamification is a new quirk in technology where educational games are being simulated to engage your visuals for learning with the help of coding. Augmented reality and virtual reality can help the classroom become more interactive and immersive while engaging pupils’ senses. Technology makes it easier for students to find information quickly and accurately.

What are the innovations that accelerated the transformation of growth in the education landscape in the year 2022?

The outbreak of COVID-19 was the catalyst for a digital revolution in education. Lockdowns forced schools and universities to embrace new ways of learning, including remote classes and innovative learning platforms. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively. Technology has also begun to change the roles of educators and learners. “COVID forced us to speed up the adoption of digital learning tools that we’d be considering for a long time. They’ve completely changed the way we teach. We can reach students more efficiently and effectively, and they find it easier to communicate with us. Digitization and remote technologies are going to be a huge part of the future of learning, here’s a look at some of the biggest education trends of 2022.

Remote learning (Hybrid learning), Augmented Reality & Virtual Reality, and Extended Reality (ER) create virtual models of real-world places. ER Platforms like Google expedition mean teachers can take their classes on a virtual tour, Robot teachers, AI & Machine learning, Chatbots, QR Codes, and Nanotechnology etc., 2022 is on course to be an exciting year for digital education. New technologies will continue to create exciting and interactive learning environments for the education sector.

What is your mission and vision to impact the paradigm shift of the education arena in the year 2023?

A 21st-century education is about giving students the skills they need to succeed in this new world and helping them grow the confidence to practice those skills. With so much information readily available to them, these skills focus more on making sense of that information, sharing and using it in smart ways. The ability to think critically and creatively, collaborate with others, and communicate sets students up for success in their careers, but also empower them to lead happier healthier lives. Education needs to be all about empowering students with transferable skills that will hold up to a rapidly changing world, not prescribed content that has been chosen for its past relevance.

Technology must be used strategically to benefit students. Students are increasingly advanced users of technology even as they enter school for the first time, so this can often mean being open to the possibilities presented rather than attempting to teach and prescribe the use of certain programs. Many a classroom ‘technology class’ has baffled children by attempting to teach them about programs, websites and hardware that are no longer relevant or that they understand far better than the teacher does.

21st-century teachers need to serve as a guide or mentors or facilitators for their students, not as the all-knowing sage providing them with all the information. With so much access to resources of all kinds, children are invariably going to know more than teachers on different topics and be a step ahead of the technology in use. Teachers need to be empowered as facilitators and motivators for learning so that they can empower their students in turn.

This shift is great news for teachers. Instead of struggling to give kids all the information they need to succeed in areas the teacher knows little about, they can support students as they make their steps into different fields. It’s about preparing kids to go beyond their parents and teachers, making sure they have the skills to do it, and then helping along the way as they build the confidence to achieve.

This means teachers need to be forward-thinking, curious and flexible. Teachers must be learners, adopting new ways of teaching, and learning alongside their students. Simply asking questions like “what will my students need twenty or fifty years from now? How can I help give them those skills?” can change your mindset, make you a leader, and help you bring about change in your classroom, school and community.

 

The International Baccalaureate – providing an education for life

International Baccalaureate

The world is changing and changing fast. Today’s students must prepare to enter a dynamic and challenging world that requires transferable and adaptable skills. If they are to compete, today’s nations must build an entrepreneurial generation of disruptors, equipped to reinvent, reimagine and redefine not just the nature of work but entire industries. To do this, students need education for life. Not for one career, but for many. Not for one culture, but for all. And, most importantly, for a world where a qualification is not the end state. It is the beginning.

The International Baccalaureate (IB) creates resilient, well-rounded young people who have the knowledge, skills, and sense of purpose they need to thrive throughout their lives and contribute to make the world a better place. Our curriculum is deliberately flexible, empowering students, teachers and schools to tailor an education that is appropriate to their culture, context, needs, interests, and learning ability. This learning methodology moves past knowledge transfer to knowledge use, analysis and innovation. With this solid academic foundation, the International Baccalaureate produces students with transferable, future-ready skills and an internationally recognised qualification.

Learn more about what our schools say about our programmes

Image 1_PYP“The PYP’s transdisciplinary themes are so important for allowing students to understand a perspective from different angles and encourage them to come up with their own views and actions as a result. While we all developed core skills during our childhood, we never turned it into action like PYP students do!” – Vandana Lulla, Head of School, Podar International School.

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“The MYP is much more established in India now than in previous years and recognition has improved by universities as well as our parents. As such, we have seen an upward general trend in recent years of students staying in India for university—this has increased from 10% to 35%.” – Shalini Advani, Former Head of School, Pathways School Noida.

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“Through studying the DP, students become effective communicators, independent thinkers and are open to reasoning. We try to foster these skills in all of our students, no matter what curriculum they follow because we can see first- hand the very real benefits that IB students gain from studying the DP.” – Seema Sapru, Head of School, The Heritage School.

“In the 21st century, when you enter into a workplace you have to have a sound understanding of the work that you are undertaking as well as an awareness of your own capabilities too. Strong communication skills, technical skills and presentation skills are also a requirement, but these skills should be accompanied with care and compassion. The CP equips our students with these different competencies and more.” Meenakshi Ganeriwala, CP Coordinator, Mahatma Gandhi International School.

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Building teacher’s capabilities in VUCA world: Dr. Mona Khanna, Vandya International School

dr mona

Critical thinking, inquiry-based, analysis-based, and discussion-based learning are the modes of teaching and learning that have evolved swiftly in the education arena. No doubt making such a humongous paradigm shift at the very core of the education system will not come without challenges. In an exclusive conversation, Dr. Mona Khanna, Principal, Vandya International School, Guwahati, Assam expressed various challenges, opportunities, and development in the education sector with Sheeba Chauhan of Elets News Network. Edited excerpts:

What are your plans to implement NEP at your school? What can be the possible challenges you will face in the path?

The overall aim of the school is to attain optimal outcomes in the domains of physical and motor development, cognitive development, socio-emotional-ethical development, cultural/ artistic development, and the development of communication. The structure of the school has been divided as per the NEP into the preparatory stage, middle stage, and secondary stage which are called respectively Ahaan-Ankuran, Bodh, Srijan and Ojal. Ahaan-Ankuran is a combination of two stages where one step leads to the other. This is the learning and development space for children from Nursery-Grade 2. Bodh stands for the learners’ rousing spirit of self-ability and awareness and is for the students of Grade 3-5.

There would be an overall reformation of the curriculum and pedagogy for all levels to make sure that students undergo cognitive development and also are inculcated with all the relevant skills. NCERT will specify this particular set of skills and accordingly will include the mechanisms for early childhood and school education.

Instead of imposing loads of content, each subject will only include core essentials, this will give more opportunity for critical thinking, inquiry-based, analysis-based, and discussion based learning. Hence the key areas would be concepts, applications, and problem-solving; teaching and learning on the other hand would be carried out in an interactive manner.

As a step towards a cross-curricular pedagogical approach arts and sports both need to be included in the teaching process. This will help to develop collaborative skills, self discipline, teamwork, and discipline.

How do you cater to emotional development in students at your school and how do you channelise the same in the growth of the students in academics?

A healthy learning atmosphere for a child can only exist when the child is in an emotionally sound condition. At Vandya, we have a dedicated Behavioural counselling cell that focuses on every student’s emotional well-being. Students attend regular sessions, both individual & group, with the counsellor. The department is in regular connect with the parents as well. Additionally, to help students express and acknowledge their emotions and respect others emotions, regular reflection sessions and circle time in place. Yoga & meditation also helps in achieving age-appropriate mindfulness. Such measures help students get the right balance and concentrate well on the task at hand. Not just academics with this kind of guidance students will excel to the best of their potential in all areas.

You have a different teaching-learning pedagogy at your school. Please elaborate on the same. Teaching and learning methods have evolved massively in the last few years. Do you think, a leaner-centric approach is the way forward for school education?

Our teaching-learning systems at school are all-round. The theme-based experiential learning systems ensure that students find the right application of the concepts taught and are able to relate it to the real world ahead. This helps them learn the right skills and attach purpose to what they learn and want to learn ahead.

The teaching-learning does not stop at students. Each member of the Vandya community, the teachers, the parents, mentors, everyone goes through regular learning opportunities in terms of trainings conferences, workshops and over peer learning. For the entire community, the State-of-the-art infrastructure and the modern facilities play an important part in the process. Right from having an Interactive Flat Panel in every class classroom, the biodiversity park, the Science park, the Composite Science lab to ensuring the right use of building as a learning aid, every nook and corner of the school is a learning space. All of this automatically contributes to creating active learning opportunities for the students inside and out of the classroom, thus creating multiple avenues for children to learn from.

What are your thoughts on teacher training programs adapting to the evolving curriculum?

Today’s world is volatile, uncertain, complex and ambiguous and we need to build the teacher capabilities accordingly. As I mentioned the term VUCA in teaching-learning, I want to emphasize on the importance of building the right soft skills in combination with the subject-based knowledge. In my previous response, I very particularly wanted to lay importance on the fact that the teaching-learning phenomenon go hand-in-hand. Whatever be the curriculum, a teacher cannot stay relevant in-time if the teacher is not learning actively. At Vandya, we ardently follow a rigorous professional development program that includes workshops, training sessions, conferences and conclaves with the larger community and internal best practise sharing- and peer learning sessions with the internal community. These capacity-building sessions ensure that the teaching community at Vandya is ready to prepare the children to be responsible and empathetic global citizens.

What is unique about the philosophy at Vandya?

Vandya is one of the 108 names of the Goddess of Knowledge, Maa Saraswati. In the simplest of the ideas, we aim to equip children with skills and spirit, to contribute for better to the world and the people in it. Vandya International School is a progressive school deeply rooted in Indian ethos. We aim to equip the future generation of learners with a repertoire of skills and a sensitized perspective to motivate them towards the cultivation of excellence and to prepare them to meet the challenges of a dynamic environment and society. We strive to bring up individuals who are empowered to apply their acquired abilities and knowledge and use their personal attributes to lead productive lives and become ethical citizens of the global community. The school looks at a curriculum integrated with skill development and vocational components.

The program is designed to be

• Student-Centric
• Enquiry-Based
• Beyond the confines of a classroom
• Inculcating the love for learning
• Orienting the learner towards service

To foster a community built on positive relationships among all the stakeholders of the larger society a Vandya embodies the following core values:

  • Empathy: To enable awareness and acknowledgement of one’s own and other’s beliefs
  • Equity: To inculcate fair and justified distribution and service-mindedness
  • Enterprise: To promote innovative thinking, enquiry, discussion and creative problem-solving
  • Integrity: To instill the right understanding of righteousness and justice.
  • Nurturing Relationships: To value human connection and cultivate synergy
  • Inclusivity: To be a global citizen and respect global practices

A combination of the above fosters balance, responsibility, commitment and respect to build up a Vandya: One who is worthy of Respect.

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