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D E Shaw plans US$200-mn education blitzkrieg

D E Shaw, a global private equity firm with US$36 billion in assets, is understood to be planning around US$200 million investment in the Indian education sector by taking up strategic positions in companies offering e-learning, distant learning, vocational training and the like.

According to industry sources, the infrastructure must be set up within five years to provide education for predicted growth in student numbers and also the over 100 million children who are out of school. The government has called on the private sector to help fill this demand-supply gap.
 
'However, one of the principal supply side constraints for private schools is the access of educational infrastructure required for a new school and companies such as Educomp intends to target this gap,' an industry source said. The spokesperson for D E Shaw could not be reached for comments.
 
D E Shaw is expected to leverage one of its portfolio firms, Excelsoft, as a vehicle for acquisitions in this sector in addition to making direct PE investments.
 
D E Shaw recently picked up 35% stake in Mysore-based Excelsoft from UTI Ventures for US$31 million.
 
Excelsoft provides a range of customised learner-centric systems, test and assessment systems and desktop tools. The company adopts a product licensing approach on which services and consulting add value and stickiness.
 
'Excelsoft has created intellectual property in the area of e-learning technologies and combines its strengths in software development, instructional design and e-learning content development to deliver e-learning solutions,' an industry analyst said.
 
This company has been keenly focusing on the test and assessment platform which are key enablers for universities.
 
Industry sources indicate that D E Shaw's next significant investment in this sector is expected to be in Manipal Learning, which is rolling out extensive initiatives.
 
This Bangalore-based firm has campuses in Karnataka, Sikkim, Nepal and Malaysia and is stepping on the accelerator for distance learning and vocational training programmes.
 
This company had earlier raised US$70 million from Capital International and IDFC Private Equity during the second half of 2006.

 

Strict regulations required for enforcing anti-ragging measures: Committee

Expressing disappointment over some degree of helplessness shown by the regulatory bodies in eliciting information from educational institutions, the Raghavan Committee has asked the regulatory bodies to prepare specific and strict regulations to enforce anti-ragging measures in the Higher Educational Institutions.

It has also called for steps to ensure that educational institutions become zero tolerance campuses in respect of ragging.

The Committee, led by Dr R K Raghavan, has been appointed by the Supreme Court for monitoring the measures to prevent ragging in higher educational Institutions. At a meeting yesterday, representative from the UGC informed the Committee that a separate Cell has been constituted in the Commission to look up the matters relating to ragging in Universities and colleges.

The Raghavan Committee felt that release of grants under various schemes of the UGC should be linked with the compliance by institutions with the Supreme Court directions in this regard. Incentives by way of higher grants should be provided by the Commission to the higher educational institutions which ensure that ragging does not take place in their campuses in any form, it felt. It also asked statutory regulatory bodies to direct educational institutions to incorporate in admission notices appropriate messages regarding 'zero tolerance' towards ragging.

The Committee reiterated that as the Supreme Court has upheld the recommendation that ragging lowered the standards of higher education, each regulatory body responsible for maintaining standards of higher education was required to ensure that the directions of the apex court were strictly complied with. It also observed that in cases where institutions do not take adequate steps to redress such grievance, the regulatory bodies must conduct enquiries through fact finding committees.

Since the new academic session is likely to commence shortly, the Committee urged the Centre to take immediate steps to take up intensive multimedia publicity campaign in order to reinforce anti-ragging measures as directed by the Supreme Court. Representatives from the University Grants Commission, All India Council for Technical Education, Medical Council of India, Dental Council of India, Nursing Council of India attended the meeting.

China’s investment in education accelerating overall economic growth

China's increasing investment in its educational system will accelerate the move toward rapid wage growth, higher levels of consumer demand, slowing population growth, and overall economic development, according to a new report from the Manufacturers Alliance/MAPI.

The report, 'China's Educational Performance: Implications for Global Competitiveness, Social Stability and Long-Term Development,' is the latest in a series of MAPI research notes on the evolution of the Chinese economy and its impact on the emerging global economic order.

Economist and report author Cliff Waldman notes that since the 1990s, when China made higher education a priority, the share of graduates from senior secondary schools who continued on in higher education has risen significantly, from nearly 50% in 1995 to 75% by 2006.

China's progress in higher education enrollment places it in the midrange of the enrollment status of major developing and industrialised nations. The gross enrollment ratio in tertiary education reached 20% in 2005 from 6% in 1999. China's percentage is above India's 11% and Vietnam's 16%, yet remains well behind that of Japan at 55% and the United States at 83%.

Still, the United States and Japan have reason for closely monitoring China's progress, especially in the important engineering discipline, in which both countries find skill shortages. In 2006, 36% of Chinese undergraduate degrees and 37% of graduate degrees were awarded in engineering, a linchpin in any technologically sophisticated economy.

Clearly, China's double-digit gross domestic product and manufacturing growth rates have created a very strong demand for, and now supply of, engineers, MAPI reports. Comparable data for 2004 show that only 6.2% of US undergraduate degrees were in engineering. This, Waldman says, should serve as a 'wake-up call' for the United States and other industrialised powers to invest in science and engineering education.

'Research has shown that the growth in the science and engineering work force is one key element contributing to growth in product and process innovation,' he said.

The report also discusses the impact of education investment on labour market and demographic trends. There is evidence that the positive impact of education on labour market prospects and wages has been increasing over time in China.

'Efficient and productive education investments will only accelerate the already speedy upward climb of Chinese wages, particularly for skilled workers,' Waldman concludes.

Educomp, Everonn expand in Andhra

Educomp Solutions Limited, an e-learning solutions provider based out of Haryana, and Chennai-based Everonn Systems India, a knowledge management, education and training company, have received letters of intent (LoIs) from the Andhra Pradesh government for implementing computer-aided learning in the state under the built, own, operate and transfer (BOOT) model.

An agreement with the state school education department would be signed shortly, the companies informed the Bombay Stock Exchange (BSE) on Thursday.

While Educomp will implement its learning programmes in 890 high schools, Everonn will offer programmes in 405 schools.

With this order, the number of schools in the Educomp portfolio has gone up to 7,289 and it will now work with 12 states in the country. The total number of schools in Everonn's portfolio will increase to 3,569.

New HRD Ministry scheme on niclusive education for special children

India is set to upgrade its commitment to high school education for the disabled from merely 'integrating' them into an existing mainstream to making the environment 'inclusive'.

A new scheme drafted by the human resource development ministry has for the first time placed the onus of ensuring a dignified environment for education on institutions rather than on students, top officials said.

Although Indian law and the education policy forbids institutions from discriminating against disabled children, a student once admitted is responsible for 'fitting' into the existing school environment.

The Centre now plans to replace the Integrated Education for Disabled Children programme, launched in 1974, with the Inclusive Education for Disabled Children at the Secondary Stage scheme.

As the name suggests, the new scheme will target only secondary education, unlike the existing one that covers all school education. A similar scheme for primary education is in the pipeline.

The government keeps no record of the number of disabled students in schools but activists say the number of children of school-going age who suffer from disabilities may be more than 20 million.

The new scheme envisages a change in curriculum to include course content aimed at sensitising students to the needs of the disabled.

Schools

US educationist claims to have the answer to UK failing schools

Schools in Britain are going nowhere fast. This week the Government announced that hundreds of secondary schools would have to close if they didn't improve their GCSE results. One in five pupils still starts at secondary school with poor basic skills, and last month Ofsted announced that standards had 'stalled'.

The education watchdog now plans to give failing schools more inspections, but a top US educationist believes that could be barking up the wrong tree. He says we know perfectly well how to fix schools. We just don't choose to do it. Instead, we pass over all the things that have been shown to work in favour of random hunches, short-lived fashions and empty political posturings.

Robert Slavin is a leading educational psychologist who has arrived in the UK to head up the newly formed Institute for Effective Education at York University. He directs a similar centre at Johns Hopkins University in Baltimore, and is famous for a ground-breaking school reform programme that now runs in 1,200 schools in the US.

In his new job, Slavin plans to direct attention to what works in education, and persuade schools to implement it. He is deeply frustrated by how no school system in the world is yet rooted in policies based on hard evidence.

'Our problem isn't a lack of knowledge about how children learn, or what effective teaching methods are,' he says. 'Our problem is a lack of knowledge about how to help teachers apply research-proven methods every day.'

'Research tells us a lot about effective education. Yet until those well-established principles are formed into detailed and replicable programmes, and evaluated in comparison with traditional methods, we're unlikely to make systematic, broad-scale progress.'

Slavin's own school reform package is exactly such a programme. Success for All promotes early educational success for children, particularly those from deprived backgrounds, by concentrating on basic literacy. It was started in 1987 in the US, and 10 years later arrived in the UK, where it was tried out in Nottingham, and where some pupils quickly made a year's progress in one term. Now it is used in 90 schools in this country, all in deprived areas, and between 2004 and 2007 the pupils in those schools made almost three times more progress in reading at Key Stage 2 than pupils in other schools in England.

Success for All uses phonics, setting, regular assessment and paired learning to ensure that all children get a good start in school and no one is left behind (see box), and more might have been heard about it here except that a sudden enthusiasm for one of its key elements

Pennsylvania distance learning brings flexibility to state-wide training

Conducting disaster preparedness meetings among 14 Pennsylvania universities no longer requires hours or even days of travel time for university administrators. Instead, the Pennsylvania State System of Higher Education (PASSHE) is using interactive collaboration software from Wimba to conduct some of its state-wide staff meetings and training sessions.

The Wimba Collaboration Suite that PASSHE is using offers an array of interactive software tools that allow users to meet online outside traditional meeting room settings and classrooms. Using Collaboration Suite tools, staff can interact online while viewing meeting content in a variety of formats, including slides and video, and can chat, send instant message exchanges, listen to audio comments added to content, use an online 'white board', share applications online, conduct polls, listen to podcasts, and more.

Wimba was recently adopted by all 14 universities in PASSHE, the largest education provider in Pennsylvania. The software has been used in classrooms throughout some of the organisation's member universities for some time, but its online collaborative abilities are now offering administrators a handy tool for reducing meeting travel time across the state.

Wimba is also used academically throughout PASSHE's member schools. The organisation first implemented Wimba Classroom in 2004, where it was adopted by a handful of professors. The software can work seamlessly within existing online courses, making it easy for instructors to add Wimba to their instruction materials. And Wimba can convert Microsoft Word documents into course content or can be used to create and administer tests, quizzes, and exams. 'Today, Wimba is used in hundreds of courses, by thousands of students,' Hails said.

Hails said he has also recently used Wimba for basic staff training of various groups and task forces who will be using a newly installed Microsoft SharePoint server. 'There's no way we were going to have staff come to Harrisburg just for a 45-minutes training session.'
One feature Hails said he hasn't seen in any comparable product is Wimba's integrated ability to handle traditional land-line phone calls, not just voice over IP connections. Lots of [users]… needed the [conventional] phone bridge” for PASSHE meetings, Hails said. 'That made a real difference for us.' Also, Wimba 'seems to really understand higher education,' Hails added.

India gets INR12 bn British aid for education

The Department for International Development of Britain Wednesday announced aid worth INR 12.6 billion for universalising elementary education in India. The funds will go to India's flagship programme Sarva Sikha Abhiyan (SSA), DFID's permanent secretary Nemat Shafik said while launching their country plan.

'India is making waves as a new global power. But we should not forget the other faces of India. More than 400 million people in India live in extreme poverty and another 500 million who live on between US$1 and US$2 a day,' Shafik said at the residence of British High Commissioner to India.

'I feel strongly that education is the key to a brighter future for India. Our support to SSA will help in getting all girls and boys into schools, helping India and the world, to meet the education millennium development goal target by 2015. And in doing so we will empower today's children to lead India to a future where all participate in its growing prosperity,'she added.

DFID's support will be used to persuade all children aged between 6-14 are enrolled and regularly attend primary schools. There will also be a focus on getting more children from marginalised social groups into education and improving the quality of education.

During his visit to India earlier this year, Premier Gordon Brown had said that Britain will spend 825 million pounds in next three years, of which 500 million pounds will be on health and education in the country.

Commenting on DFID aid, Finance Secretary D Subba Rao said: 'In terms of money, international aid coming to India is very less. But its not money which is important but international aid agencies like DFID are important in improving the condition of people.'

An all-girl IIT to face faculty crunch

The Human Resource Development (HRD) Ministry's proposal to set up an Indian Institute of Technology (IIT) exclusively for girls has intrigued the faculty and management of existing IITs.

However, sources in the Planning Commission say they have not received any formal communication from the HRD Ministry to allocate finances for the an all-girl IIT. 'The project could be at the concept level. We have not received any communication from the HRD ministry so far on this subject,' said a Planning Commission member on condition of anonymity.

HRD minister Arjun Singh recently indicated his consent for a girls-only IIT named after Indira Gandhi, with support from Prime Minister Manmohan Singh for the project. The move is in sync with President Pratibha Patil's suggestion to the government on March 11 to set up an IIT exclusively for girls. She had also suggested that the all-girls IIT be built in Amravati, Maharashtra, her former Lok Sabha constituency.

President Patil's proposal suggested that the all-girls IIT offer only 'integrated' courses so that students immediately after school can join the institute and pass out with post-graduate degrees after five years. Currently, the existing seven IITs have some five-year integrated courses on offer, but Patil wanted to make them mandatory across all streams.

An IIT-Kharagpur management official, who requested anonymity, opined: 'An all-girl IIT is fine. But with so many new IITs in the pipeline, getting quality faculty will be an issue.
We usually follow a 1:10 ratio between teacher and student, which will get diluted if there are so many IITs and fewer quality faculty.' With the government's plan to set up new IITs, besides converting the institute of technology at Banaras Hindu University into an IIT, the total number of IITs will increase to 16.

A similar sentiment was echoed by an official of IIT-Delhi, who informed that there has not been much of a growth in the last two years in the number of girls pursuing engineering. However, compared to the last 10 years the growth is significant.

Currently there is no all-girls IIT in India and none of the seven existing IITs or the eight new ones in the pipeline is named after any personality. At the existing seven IITs, girls make up for almost 10% of the overall student strength. The new IITs, too, which will admit 120 students each, will have around 15 girls, indicating that education at IITs is still a male-dominated pursuit.

'As there have always been a limited number of girls pursuing engineering, setting up an all-girl IIT may encourage more girls to pursue engineering as a career. But the quality parameters should be strictly adhered to during the selection procedure, otherwise IIT brand could be diluted,' pointed out a professor at IIT-Kanpur.

Among existing engineering colleges exclusively for girls, there is only one Cummins College of Engineering for Women in Pune. The college accommodates over 650 students and offers Bachelor of Engineering in four engineering degree courses. The all-girl IIT is likely to be launched during the Eleventh Five Year Plan (2007-12) itself, subject to clearance from the Planning Commission.

Genpact-NIIT JV to set up NIIT Institute of Process Excellence

Genpact, which manages business processes for companies around the world, and NIIT today announced the launch of a joint venture

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