Converging Efforts Towards EMPLOYABILITY : Madan Padaki, MeritTrac

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March 5, 2009

With lack of employability of Indian talent threatening to plague growth, the industry has realised the need to build a base of employable manpower in the short-run and have sustainable skill development measures in place to safeguard the future of the industry. These market dynamics have paved the way for unique initiatives by industry pioneers and skill assessment companies, like MeritTrac, involving themselves with key stakeholders to develop solutions for employability.

As one of the early recognisers of the impending employability issue with in-depth understanding of the talent pool dynamics in India, MeritTrac has been at the forefront initiating programmes, developing innovative models and introducing products to develop a pool of employable talent. Since its inception in 2000, MeritTrac has assessed over 4 million candidates for over 400 clients across industry verticals like IT, BPO, BFSI, Engineering, FMCG, Healthcare, Retail, Manufacturing, PSU’s and Education. MeritTrac’s Test Development team has created a validated tests in over 300 areas.

A report by NASSCOM-KPMG has estimated a short-fall of 500,000 ’employable’ graduates for jobs in the IT and BPO industry by 2009. Several talent pool reports, including those by MeritTrac and McKinsey has indicated that only 25 % of Engineering graduates in India are ’employable’.

To ensure the transformation of a ‘trainable’ workforce into an ’employable’ workforce and to create a robust and continuous pipeline of talent for the IT and Engineering industry, MeritTrac partnered with NASSCOM in conceiving NAC-Tech solutions as an industry standard assessment and certification programme.

NAC-Tech identifies the level of talent which is available across India, especially in Tier II and Tier III cities and provide feedback on specific areas to enhance employability.

In 2008, the NAC-Tech test was taken by 1132 Engineering students from Punjab and Haryana at Rayat & Bahra Campus, Chandigarh. Of them, 162 students were made final offers, with a met-to-offer ratio of 36 %.

Through NAC-Tech assessment, MeritTrac hopes to cover 1,00,000 students by December 2009. Although the state-level/retail NAC-Tech scale for test delivery already exists, under which 159 colleges have been covered and 5000 testing terminals already available, it wishes to increase college foot-print to 1000 colleges across India.

TracSkills, another employability programme of MeritTrac, is the individual certification programme for IT, BPO and the MBA talent pools that are assessed and provided structured feedback on industry-readiness to thousands students across the country.

TracSkills MBA provides directions to these MBA students and complements their education through industry benchmark programmes.

What is your assessment of trained human resource demand in the industry? Which are the ‘hot sectors’ that will drive the demand in the coming years?

If you look at the next five years, the sense that we get is that sectors like Internet and communication technologies, BPOs, retail, hospitality and tourism will continue to grow. A lot of research is being done in the industry on the issue of employability and employment opportunities status in India as they say there is going to be a massive jump in demand for trained workforce. Of course, the next year is going to be a blip in terms of the current global financial downturn. But in long-term, the Indian growth story for next five year looks very intact and many of the sunrise sectors will exponentially grow. I am fairly bullish from the employment opportunity perspective.

Given the current economic recession, what in your view are the concerns or opportunities for India’s talent pool?

In the current economic scenario, the demand for quality is expected to increase, leading to more competition in the market for skilled manpower. This was however, not the case in the past, when fuelled by a high growth rate, even a person with average talent could get recruited as more jobs were available. Thus it becomes all the more important for our talent pool now to start building their skill sets.

The employability of our graduates and MBA’s is a very big issue. According to the figures available with MeritTrac, the employability ratio of our MBA or engineering graduates or even non-engineering graduates is 15-25 %. The common parameters we take into account while assessing employability are: communication skills, analytical thinking and problem solving, how fast a person can learn, and finally the work ethic or ability to transform oneself from the campus to corporate scenario. Employers cutting across all sectors look for these parameters while employing a graduate. And most of our graduates lack these skills. The reason being our education system stressing on rote learning and memorising. In my view, this is a big concern and its high time our graduates worked upon acquiring these skills.

How do you help corporate India manage its ‘white collar’ work force? What model do you follow?

MeritTrac is wholly into assessment, we do not provide any kind of training or related services. We believe that what cannot be measured cannot be improved. We first do a series of assessments that help organisations understand what skill sets their employees have, and what needs to be achieved. Once adequate training is provided to their workforce, we come back with our assessments and measure whether that training has been affective or not. For example, for one of the largest retail chains in India, we assessed all their frontline executives across variety of skills which included communication skills, mental ability, sale and customer service skills, etc.

Our models of assessments are mostly homegrown. We have never been a part of any model ourselves. Our perspective is that what works in other parts of the world may not necessarily work in India. So the tests are designed and delivered for our clients keeping in mind this perspective.

In the current economic scenario, the demand for quality is expected to increase, leading to more competition in the market for skilled manpower. Thus it becomes all the more important for our talent pool now to start building their skill sets

Would you like to share with our readers some of the key learnings from your entrepreneurial journey?

Having survived one downturn in 2001 and facing another one now, I think one of the main learning is obviously, to never give up. If you believe in something, you have to keep going irrespective of any situation or downturn and give your 200 %. Second is the ability to dream and of course translate that dream into a reality. Sometimes we get so caught up in the day to day stuff, that we forget the big picture. Third is, I think, the ability to co-opt your entire eco-system, be it investors, customers, employees, partners, etc. This is very important for the success of any entrepreneurship. Always think of collaborative approaches to all issues.

Birla Institute of Technology & Science (BITS), Pilani Frontrunner In Quality Technical Education : Prof L K Maheshwari, BITS Pilani

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March 5, 2009

BITS is synonymous with quality technical education in the country. It has many firsts to its credit, be it integration of technology in its examination system, strong industry-academia linkage, or innovation in academics to suit the global technological advances. BITS provides three-tiered education in the fields of engineering, technology, economics, management, and pharmacy with an aim to leverage critical manpower gaps across industries.

Digital Learning caught up with BITS Pilani Vice Chancellor Prof L K Maheshwari to discuss what makes BITS stand out in the field of technical education.

What position does technical education occupy in India`s higher education sector?

There is a great need for technical education in a country like India, especially as far as trained manpower is concerned. The role of technical eduction is to create an integrated personality who not only has a good grasp of his/her subject but is also equipped with communication skills, computer skills, inter-personal skills, management skills, etc. These skills are of utmost importance in this era of globalisation, particularly in dealing with cultures of other countries.

What is important is to have a broad-based curriculum in technical education, integrating science, engineering, and technology skills. This will place people from these vocations in greater demand. This is what the experience of BITS has shown. We have been practising this over the last 35 years and you can find BITS alumni every where in the world.

What ICT initiatives have been taken by BITS Pilani in rendering an effective teaching-learning atmsophere?

BITS has the reputation of pioneering the online examinations for admissions through the path breaking integration of BITSAT. In this process, over a lakh students take the admission test, which is available over a period of 35 days. Under BITSAT, students have the freedom to chose the city, day and even the time of test in the online mode. The scores obtained in each segment is made available instantly at the end of each session. Unlike other institutions like IIT`s, even the counselling of our students before admission is done online at our campuses. All the information is accessible online and our registration process is also completely digital.

Another novel project from BITS is Embryo, which fosters collaboration between BITS academics, researchers, alumni and students through lectures, research projects, and exposure to current research trends around the world. The aim of the project is to make available the rich pool of academic and industry experience to BITS students by leveraging the Internet and video conferencing technologies so as to enable alumni anywhere in the world to deliver live interactive online lectures to students. at BITS Pilani. Almost hundred lectures have been delivered till now in different subjects through this project.

We also run training programmes for employed professionals working in areas of engineering, manufacturing, pharmaceuticals, micro-electronics, etc through blended learning approach.

BITS has also conceived and designed the BITS Virtual University (VU) offering multimedia course to enable people who are off-campus to avail of the facilities offered to a normal on-campus student registered under the same programme. The advantage of this concept of VU is that students can get a degree from BITS, while being off-campus. Since these courses are web-enabled, the student can work in his own comfortable environment at his own pace and is not restricted to the classroom.

Embryo is a novel project which fosters collaboration between BITS academics, researchers, alumni and students through lectures, research projects, and exposure to current research trends around the world

BITS has always been on the forefront as far as linkages with industry is concerned. Please share some examples.

Our partnerships with the industry go back a long way to 1970`s. According to the latest estimates, we have collaborations with around 154 companies such as Wipro, Patni Computers, Tech Mahindra, Bharat Forge Ltd, Boston Analytics, General Motors, Motorola, Morgan Stanley, Symantec, TATA, etc, through which they provide training as well as scholarships to our students. Wipro runs a four-year programme called WASE, through which our BSc students are trained at Wipro campuses in Chennai, Pune, Bangalore, Hydrabad, Kolkata, etc.

We also have a concept called Practice Schools, which is a structured programme involving student and faculty participation in the industry to deal with real-life problems. The Practice School (PS) method of education is a controlled simulation of real life and creates the circumstance whereby the university is linked with the world of work. The curriculum through PS finds a formal method of bringing the reality of the world of work into the educational process. In short, as a part of the total programme, it takes the classroom for a period of 7.5 months to a professional location where the students and the faculty get involved in real-life problems. Credits obtained by the student at the station form a part of his total credit towards his degree.

BITS-industry partnership also extends beyond curriculum to social initiatives. BITS Pilani campus runs a BPO in collaboration with a local business group where we train the local educated youth in BPO jobs like medical transcription, etc. So far we have succeeded in providing employment to 60 rural youths trained in this BPO and are hopeful of scaling it to 1000 jobs.

The Practice School (PS) method of education is a controlled simulation of real life and creates the circumstance whereby the university is linked with the world of work

What was the idea behind setting up of NEN?

National Entrepreneurship Network (NEN) is a non-profit venture of the Wadhwani Foundation involving five premier academic institutions in India, namely BITS Pilani, IIT Bombay, IIM Ahmedabad, SP Jain Institute, Bombay and IBAB, Bangalore. Under NEN, we have set up a Centre for Entrepreneurial Leadership and also conducted a number of workshops to develop entrepreneurial leadership as well as facilitate entrepreneurial activities among our graduate engineers. As part of NEN, we have recently set up a tele-medicine project in a nearby village. Our Goa campus has developed a number of information systems through mobiles called Avishkar Project. Through this, the rural people can get information on various subjects related to agriculture, education, health, governance, etc.

Inculcating Knowledge And Skills Among Children : S S Minhas, Principal, Guru Harkrishan Public School, Vasant Vihar, New Delhi

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March 5, 2009

Guru Harkrishan Public School, Vasant Vihar, New Delhi, is not just a school, but an institution with a vision of fostering an environment where children are free to learn not just the basic skills and concepts but also discover and develop their hidden potential. As enshrined in the school`s motto `Vidya Vichari Tan Parupkari`, meaning he is learned who does good to others, the aim is to produce ideal members of the society

In what ways does GHPS render excellence in all aspects of education?
The school is dedicated to providing the highest possible levels of excellence in all aspects of education including academic, culture and ports. Guru Harkrishan Public School is not just a school, but a movement with a vision to nurture the future. It creates an    environment where the child is free to learn not just the basic skills   and concepts but also discover his hidden potential and develop it to   ts fullest extent. It strives to create situations which extends his field of vision so that there is an awareness of the future and a sense of readiness to face the world. Responding    to a very important social and educational need, the school has introduced a scheme of special education for       children with learning disabilities. The objective of the scheme is to help such children overcome their learning deficiencies and gradually integrate their education with the mainstream by providing a congenial environment as well as using specialised and scientific techniques.
What pattern of curriculum isfollowed by the GHPS?
The school follows the pattern as laid down by the Central Board of Secondary Education with some modifications. e have a provision to keep Punjabi as an optional language in Class 10 CBSE examinations. Divinity   s taught as a compulsory subject in all classes. Introductory computer education is given to all students from Class I-VIII. Information Technology as a subject has been introduced as per CBSE norm in Classes 9 and 10, if a student shows aptitude he/she can keep it as an optional subject too Can you elaborate on ‘Divinity’, which   orms an integral andessential part of the school curriculum?
Along with scientific education, we also endeavour to impart a sound sense of spiritual values based on glories. Divinity is an integral and essential part of the school curriculum. All students are required to undergo a course in    ivinity, which is treated as a regular subject. Apart from classroom teaching, students are encouraged to   participate in various competitions in Gurmat quiz, declamation, Gurbani recitation and kirtan, and religious trips to historical places.
What initiatives have been taken by the GHPS for integrating ICT in its system?
In the present day scenario we cannot do away without integrating information and communication technology in   our curriculum. Our school is taking various initiatives to install ICT system in the campus. Recently we entered nto a collaboration with a private company on trial basis and would install and implement ICT system in       ur classes in due course of time. It is proves successful, we would further upgrade it. We also use SMS’s while   conveying information to the parents of our 3000 students.
How do we see the impact of ICT integration in teaching learning process?
The ICT integration in modern system of education has enhanced the motivation, concentration and effectiveness of a teacher. The focus now is on the student rather than the teacher. With ICT, it is learning by    doing, seeing and observing. This transformation shall bring in better learning techniques, be more gainful with its stress on creativity and problem solving, develop reasoning and communicative skills, etc. Integration of ICT is known to have a positive impact on students achievement and motivation. In your view, what major challeges are likely to be encountered while integrating ICT in school education? The hurdles or challenges varies from school to school and also depends on the location of the schools, that is whether it is in an urban or   rural area. Some of the immediate hurdles faced are:-
a) Educational technology courses are taught in a rather traditional way and shows less proof and evidence of implementing in some schools
b) The lack of trained and    qualified teachers to work in common schools owing to various reaasons
c) Lack of availability of proper infrastructural facilities in most of the institutions
d) Lack of budgetary planning and interest of the school managements as well as of that of the head of the school in some cases
e) The mismatch between available hardware and software to develop the required learning resources
f) Lack of availability and supportfrom the technical staff as well as for the fear of experience cost of maintenance.
g) The time duration of these ICT educational courses are too short to inculcate knowledge amongst the students and it need to be improved so that maximum students are benefited
h) The syllabus of education is not as per ICT system and is given less emphasis in using computer based knowledge
i) ICT basics are taught to teacher trainers focusing on technical parts only and hence some schools have shortage of trained staff members in information technology How can capacity of teachers be built in rendering technology
mediated education? Schools play an important role in imparting effective and quality education. The major challenge is to have trained staff with missionary zeal with skills to impart ICT education;
infrastructure; finance; separate laboratories as well as the interest to introduce it in a congenial atmosphere. Teachers already engaged should be made to go in for compulsory training and refresher courses in IT so that ICT could be implemented most efficiently. All institutions must encourage teachers to learn computers, the latest in information technology and encourage inter-school seminars, workshops as well as various periodical refresher courses. We need to develop amongst the teachers the ‘will to learn, will to do, and will to acquire .

200000 Public domain books available for research and purchase

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March 5, 2009

The University of Pennsylvania Libraries has begun working with Kirtas Technologies to make 200,000 titles available to the public in a unique arrangement. Using existing information drawn from Penn's catalog records, Kirtas will sell out-of-copyright books through its own online retail site. What makes this initiative unique is that the books can be offered for sale before they are ever digitized, eliminating up-front printing, production, or storage cost. 'This partnership allows us to gauge reader interest in on-demand digitization and printing services,' said Carton Rogers, vice provost and director of libraries at UPenn. 'That frees us from difficult selection decisions and lets the digital collection grow in response to user demand. The model is efficient and minimizes the risk as we develop new ways of addressing information needs.' Through the Kirtas retail site, customers will be able to search for a title, and when found, place a 'digitize for me' request. The desired book will be pulled from Penn's shelves, digitized, processed by Kirtas for optimal reading and printing, and a newly-printed copy will be shipped to the initiator. Or, the customer can purchase access to an online-only version of the book. Once the book has been digitized, it will be returned to the library shelf.

'The Penn Libraries have been delivering digital content from their collections for over a decade,' said David McKnight, director of the Rare Book and Manuscript Library. 'We started with extremely rare material, and now we will have the capacity to digitize nearly any book in our collection that's in the public domain.' Public domain books are those that are out of copyright, essentially any title published before 1923. It is estimated that there are several million such titles in existence. The Penn Libraries will also earn income on orders of its books. Distribution rights are non-exclusive, so the books can be made available through the Penn Libraries, as well as other distribution channels at the library's request.

DepEd partners with Microsoft for ICT-empowered learning

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March 5, 2009

Education Secretary Jesli Lapus said, 'We wish to equip Filipino students with skills that will make them leaders in the 21st century world. To accomplish this, we must improve our basic education and utilize ICT to transform it.' According to Lapus, Partners in Learning increased technology access for public schools throughout the country and enabled school administrators and educators to train in effectively integrating ICT in classroom teaching. 'The first five years of Partners in Learning have given us the amazing opportunity to work together with schools and teachers in changing the way students learn and ensuring an improvement in student performance,' said Rafael Rollan, Managing Director, Microsoft Philippines. 'We believe that a sound, IT-enhanced educational system will produce individuals who are skilled, globally-competitive, and able to make meaningful contributions to our community,' said Rollan. 'Filipino students will one day be helping our country be competitive too and Partners in Learning started this journey by expanding learning beyond the four walls of the classroom today.' In the next five years, Partners in Learning will focus on identifying, sharing and scaling practices and behaviors that improve learning outcomes, through three program areas that have the greatest potential to empower and transform education: Innovative Schools, Innovative Teachers and Innovative Students.

Partners in Learning paved the way for the implementation of projects that provided resources and development training for schools, teachers and students. More than 20,000 educators have been trained on Digital Literacy and ICT Integration, 21st Century Leadership, and advanced ICT courses. In March 2008, 28 educators graduated from a master's program in Instructional Design Technology and more Partners in Learning teachers trained abroad on curriculum delivery. Educators who have undergone training become tech coaches, voluntarily cascading their knowledge and conducting training sessions for their colleagues. A portal has also been developed to enable teachers to share lesson plans and best practices. The Partners in Learning online community presently has over 40,000 members comprised of teachers, school administrators, principals, ICT coordinators and other education stakeholders. In addition to training, Partners in Learning has made software available to public schools through Fresh Start, which provides Microsoft Windows licenses for donated computers, and Partners in Learning School Agreement, which offers special pricing on Microsoft Office applications. Furthermore, DepEd and Microsoft rolled out a platform of services for all DepEd schools nationwide called Microsoft Windows Live@edu initiative. This gives participating schools access to free services which include e-mail hosting, database integration, data repository, and learning resources. Currently, over 20,000 teachers have their own DepEd e-mail accounts.

Alumni creates fund for enhancing IIM-Ahmedabad brand

Higher Education

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March 5, 2009

IIM-A will now get support not just from its fraternity but even from corporates and high-networth individuals to help it maintain its brand image in both domestic and international market. The alumni network of the institute is planning to approach Indian corporate houses as well as country's high-net individuals with the request to contribute towards the endowment fund of US$ 50 million that will be spent on enhancing the brand value of the institute, one of the few 'Made-in-India' symbols of excellence. The institute's alumni, most of whom are already placed in senior positions across business houses, have also been approached with the request to contribute their 3-day worth salary towards the fund.

Sharing the details, PGP 1985-batch alumnus KN Vaidyanathan, who is also trust advisory committee member, said the process of approaching the donors in the two categories that have been identified will begin in April. 'We have put in place everything and will go to the market next month. We are targeting three potential contributors, which include IIM-A alumni, corporate and high-networth individuals to contribute towards creating the endowment fund of US$ 50 million in two years.' The institute is gearing up to celebrate its golden jubilee year in 2011. The fund thus created will be used for strengthening its brand value so that it could be made a globally-recognised B-School. The fund will be spent in attracting young faculty, supporting them in research activities and in encouraging collaborative programmes by inviting the best of visiting faculty from internationally recognised B-Schools and IIM-A faculty. The fund will also help in conducting course and write case papers and research papers. The IIM-A Alumni Trust, set up in 2006 with the aim of working towards enhancing institute's brand image, has earlier given soft loans to shortlisted candidates for institute's flagship programmes last year who were faced with the deadline for paying up the admission fee in the face of a stand-off between the institute and Union HRD ministry over reservation for OBC candidates in 2007.

Mitsubishi launches classroom projectors

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March 5, 2009

The XD221U is Mitsubishi's new single-chip DLP model designed specifically for classrooms. It offers an XGA resolution (1,024 x 768), a brightness of 2,300 lumens, and a contrast ratio of 2,000:1 (on/off). It also offers enhanced presentation capabilities, including a closed captioning decoder, a 10-watt speaker, and audio mixing features. It includes three eighth-inch stereo minijacks for playing multiple audio sources simultaneously (such as pre-recorded audio and a mic), with the ability to adjust volume levels for each input.

Other specs include a 4,000-hour lamp life in economy mode; manual focus and zoom; two mini D-sub 15-pin RGB ports, S-video, and composite video; and BrilliantColor color enhancement. The XD221U measures 14.9″ x 11.8″ x 9.4″ and weighs in at 7 pounds. The new WD3300U and XD3200U are installation projectors designed for larger venues, such as auditoriums and lecture halls. The XD3200U offers a brightness of 4,500 lumens, an XGA resolution, and a contrast ratio of 2,500:1 (on/off). The WD3300U is a higher-resolution WXGA (1,200 x 800) widescreen model, offering a brightness of 4,000 lumens and a contrast ratio of 2,300:1 (on/off). Both also include a motorized focus and zoom lens, a 10-watt mono speaker, and a 4,000-hour lamp life in economy mode. Inputs include DVD-D with HDCP, HDMI, BNC, RGB (mini D-sub 15-pin), S-video, and composite video. They also include RS-232C and USB. The XD221U is available now through Mitsubishi education channel. The WD3300U and XD3200U are also available now.

Minister accuse Norfolk education chiefs

K-12

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March 5, 2009

Schools secretary Ed Balls last night accused Norfolk's education chiefs of failing to 'do the right thing' by students and businesses as they rejected the chance to bring forward millions of pounds of school building schemes. The Department for Children, Schools and Families (DCSF) yesterday announced it was bringing forward UK

Intel Chariman calls for investments in education

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March 5, 2009

Intel Corp. Chairman Craig Barrett urged the tech industry and nations to 'innovate and invest' to spur economic development and solve global challenges. Calling innovation and technology 'the backbone of the modern economy,' Barrett told an audience at CeBIT 2009 that investments in information and communications technology (ICT) will help ensure economic prosperity as the world undergoes a digital transformation. 'There are three gauges nations can tune to compete,' said Barrett as he kicked off the world's largest technology trade show. 'Investing in good education produces smart people. Investing in research and development produces smart ideas. And, creating the right environment in which smart people can develop smart ideas. These steps would stimulate economic growth, jobs and new opportunities including future collaborations among private industry, government and academia.'

Barrett's conclusions are drawn from observations visiting more than 30 countries a year as a 'technology ambassador' and as chairman of the United Nations Global Alliance for ICT and Development. Countries that invest wisely in technology are better equipped to deal with those challenges, he said, while countries that ignore or delay such investments are increasingly likely to find themselves at a global disadvantage. 'In the current global economic climate, thinking long-term is more important than ever,' said Barrett. 'Today, we can lay the groundwork for growth. Many nations and businesses try to save their way out of a recession. It is much better to invest our way out.' Barrett believes that investing in new ideas and inventions not only stimulates job creation, but also increases productivity, leads to new forms of energy and smarter energy consumption, improves health care and medicines, and gives consumers more benefits for less cost. Barrett stressed the need to invest in education as the foundation of a strong economy, especially as developed nations shift from production societies to knowledge-based ones. He also said developing countries can build on that foundation by accelerating the use of computers, the Internet and other technologies in classrooms so young people are prepared to compete for careers in the 21st century. Investments in education are especially imperative given that more than 75 million primary-age children throughout the developing world are not in school and need help getting an education, according to Barrett.

Computers gifted to a Manipal school

K-12

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March 5, 2009

Dr. Thingnam Kishan may no longer be present in flesh and blood, but his legacies remain and continue to inspire the people of Kasom Khullen, where he had served though only for a short while. Fulfilling the dreams of the late Dr. Thingnam Kishan, SDO of Kasom Khullen, the X-treme Wave has installed ten computer sets and other equipments at Kasom Khullen High School yesterday with assistance from ICT Scheme, department of Education (S), Government of Manipur. 'The scheme of installing Information Communication Technology (ICT) at Kasom Khullen had been initiated by the late SDO, Dr Thingnam Kishan, who knew the socio-economic conditions of the people. The ten computer sets and other equipment installed are the brainchild of Dr Thingnam Kishan, who wanted to improve the condition of the poor people here,' said K Khangam, headmaster of Kasom Khullen High School.

Today, we are a step nearer to our goal of educating the children of the subdivision,' the headmaster said while remembering Dr. Kishan and his initiatives in changing the condition of the people of the subdivision. It is worth mentioning that ten computer sets, ten computer tables, ten UPS, ten pen drives, ten head phones, ten packets of A4 size paper, five packets of A4 size photo paper, 4 software E-content boxes, two CDs recordable media (tube), two DVDs recordable media (tube), one scanner, one printer, one net gear, 1 cartridge set, 1 eternal hard drive (160 GB) and 1 web cam have been installed at Kasom Khullen High School yesterday. The computers installation function was held at Kasom Khullen High School with S Wungwung, Headman of Kasom Khullen village, K Seityajit, social worker and K Khangam, Headmaster of Kasom Khullen High School as the chief guest, guest of honour and president, respectively. Remembering Dr. Kishan as a pioneer in revolutionizing computer education to the students and public of Kasom Khullen area, the students, teachers and the public present in the function observed a two-minute silence in fond memory of Dr. Kishan and prayer for his soul to rest in peace.

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