Cloud Computing – Unlocking vivid career roles

Interviews

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October 11, 2022

With the increased use of technology, the huge amount of data is generated that needs to be kept safe and that too with a cost-effective method. Here, comes cloud computing into the picture. Cloud computing offers opportunities for innovation and benefits in the classroom that are both safe and cost-effective. The advent of technologies like cloud computing, Artificial intelligence, and Machine Learning has increased the chances of innovation in the education landscape. Today, mere teaching and learning with the traditional methods are not sufficient, students need to critically think, evolve and innovate in the classroom to upskill themselves with 21st-century skill sets. Sheeba Chauhan of Elets News Network had an exclusive conversation with Bhavesh Goswami, CEO, & Founder, CloudThat to discuss the possibilities that cloud computing offers to the education space. Edited excerpts:

You have more than 17 years of experience working in the cloud computing space. What are the major challenges and opportunities you faced throughout your journey?

I moved back to India from the US in 2011 after working on the initial development team of Amazon Simple Storage Service (S3) in Seattle to launch their first service of AWS and worked for Microsoft on some of their initial cloud products. Then, India hardly had any cloud momentum. AWS had no office in India, Singapore housed the nearest AWS office, and Microsoft Azure was not available in its current form. Also, Indian IT giants like TCS, Wipro, and Infosys had no cloud division.

The initial challenge for us was to train the workforce of these organisations in the cloud. We were the first cloud training organisation in India to accept this challenge and have helped 5 lakh professionals to get trained in the cloud computing domain.

In the present context, the cloud space has matured, and the services have expanded exponentially. AWS has over 200 services and releases over 2000 major features each year. The biggest challenge is to help organisations to gear up to meet the rapid changes witnessed in cloud space. Most organisations are finding it tough to ramp up to the rapid changes. We at CloudThat are on a mission to build a robust cloud ecosystem in India with our cloud training and consulting expertise.

How do you rate India’s readiness for the adoption of technologies like Artificial Intelligence (AI) & Machine Learning (ML) in the education department?

While the Ed-tech industry has embraced AI/ML innovations with open hands with Edtech leading the deck in AI adoption, the general education ecosystem is far behind. CloudThat itself with the partnership of Microsoft conducted a unique program called “Week of AI” where we educated over 2 lakh aspirants in AI in just a quarter.

But still, we lack. This is evident from the recent NasscomZinnov report. India is projected to face a shortage of 14-19 lakh tech professionals by 2026 and primarily the dearth of skills is witnessed in niche areas like Artificial Intelligence Big Data Analytics and Cloud Computing.

Reskilling the workforce and upskilling the fresh aspirants is the key to addressing this AI skilling challenge. Research says, if we can succeed in this mission, by 2035, Artificial Intelligence has the potential to add the US $1 trillion to the Indian economy. Moreover, fostering a robust AI ecosystem relies on how universities, research-based companies, start-ups, and policymakers gear up to adopt these technologies.

What are the job opportunities that can be attained by upskilling oneself in the cloud computing space?

To nurture a career in the cloud computing space you are primarily expected to have sound knowledge of programming languages, database administration & programming, Artificial Intelligence & Machine Learning foundation, and a comprehensive understanding of various cloud technologies and providers. Once you gain competency in these skills vivid career roles open that include Cloud Architect, Cloud Engineer, Cloud Software Engineer, Cloud Consultant, Cloud Security Analyst, Cloud Network Engineer, and Cloud Administrator.

Interestingly, the IT giants in India like TCS, Infosys, Wipro, and others have realised the need to have a different pay band for cloud professionals. For instance, According to TCS chief human resources officer, Milind Lakkad, they are hiring 77,000 freshers in the FY-2022, and in that they are offering a higher pay scale for candidates with proficiency in Digital Skills like Cloud. Further, as a fresher, you can earn anywhere between 4 lakhs to 10 lakhs rupees and for experienced professionals, the sky is the limit.

What are the key considerations a user should make before choosing a cloud computing platform?

Any organisation must ensure the following factors are considered before deciding to choose a cloud platform.

• Types of Cloud – You must weigh the pros and cons of choosing a public cloud, private cloud, or hybrid cloud for your business needs. Also, it is recommended to take up a multi-cloud approach to avoid the pitfalls of vendor lock-in.

• Pricing – It is important to pay attention to the pricing of each of these cloud models and smartly take a decision that suits your budget.

• Disaster Recovery & Governance Policies – Get clarity regarding the Disaster Recovery policies offered and how your vendor implements governance policies.

• Service Level Agreements – Read the Service Level Agreement documents thoroughly.

• Data Governance & Information Security Policies – Understand the data governance & security policies put forth by the vendors and seek clarifications if needed.

With the advancement in industry and changing needs of the education sector, how is CloudThat innovating in its product portfolio?

Every day, principals face new challenges in their efforts to create a strong student education ecosystem. One of the most difficult tasks I’ve had in my journey has been planning and streamlining a more comprehensive and all-encompassing curriculum. To address this, I have formed alliances with academicians & industry experts and developed customised outcome-based education that will map competencies and standards to improve learning outcomes. Today, this is commonly referred to as VESASC Autonomous courses, which have gained strong popularity among students.

In the evolving landscape of education, like recent amendments in NEP, introduction of CUET for admissions, and a lot more. How are you planning to adapt to these changes? What are your plans for expansion of your institutions?

The Cloud industry is growing exponentially, and the dearth of skilled professionals is evident in every sector. We have realised that there is a huge gap between the skills imparted in academia and what is expected by the industry and have initiated a unique career transformation and job guarantee program that is offered to final-year graduate students so that by the time they graduate they will have a career path defined with a job offer in hand or otherwise we will refund their fees.

For the corporate sector, we have our unique Capability Development Framework (CDF) which can assess the cloud skill gaps of their workforce and thus help them strategise and roll out upskilling programs to be cloud-ready.

To date, we have trained more than 5 Lakh professionals on cloud and other niche technologies like AI & ML, Analytics, DevOps, and Kubernetes.

Today with cloud computing booming already 85 per cent of organisations have moved their IT resources to the cloud with a ‘cloud-first’ approach. The demand for cloud certifications in AWS, Azure, and Google clouds is skyrocketing, and multi-cloud and virtualisation are seen as the future of the cloud arena. In this context, CloudThat has strategically entered authorised training partnerships with Azure, AWS, and VMware.

Education abroad- challenges and opportunities

Interviews

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digitalLEARNING Network

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October 11, 2022

In the first quarter of 2022, 133,135 students left India for academic pursuits, an increase from 2020 when 259,655 students studied abroad. Students opt for undergraduate and higher education courses abroad, to shape their career and have global exposure. Though, pandemic has served a pinnacle of opportunities for the candidates through online mode, who wants to have international degree. Whilst students who were there physically have to suffer when pandemic hit the world. Global exposure is as important as studying in India. Based on a recent survey about the education abroad Sheeba Chauhan of Elets News Network interacted with Abhinav Mital, Founder, The WorldGrad and explored the myriad opportunity that the world offers in the education segment. Edited excerpts:

The proportion of UG students considering a hybrid learning option is highest among those considering Australia and the United Kingdom (86 per cent). Why hybrid courses have become popular amongst students?

The most common difficulties students face when considering studying abroad are fees, transitioning to a new educational system, and cultural differences that come with moving to a new country. By completing a portion of an abroad degree from home, a student often saves 20-25 per cent on overall costs, becomes more familiar with the academic environment, and is able to demonstrate their dedication to studies without a doubt. Students with hybrid education have better time management skills. Hybrid learning allows for greater savings as well as instant learning. The ability to attend courses from faraway locations using internet-enabled devices has made life hassle-free for students.

Employment opportunities are the most crucial part after graduation or post-graduation. How do you think studying abroad increases employment opportunities for fresh graduates?

International programmes offer students a one-of-a-kind and diverse learning experience. They can get a good education, learn about a new culture, meet new people, and learn new skills and languages. A study abroad program can also help students advance their professional chances. Studying for an overseas degree is an achievement in and of itself. A degree from a prestigious foreign university can give the student’s CV an edge when searching for jobs. One can also include any course placements, internships, or work experience. It provides students with a fresh viewpoint and opens up professional opportunities they had never considered or heard about before. Studying abroad exposes learners to various fields and industries and assists them in developing a global perspective. Furthermore, having studied overseas, students are better prepared to handle difficult professional duties in any field.

Employers frequently look for a candidate’s confidence, adaptability, flexibility, and practical expertise. All of these qualities can be acquired when living and studying in another country. Students learn critical life skills and the capacity to deal with unforeseen circumstances while making their way through a new nation and its culture.

I feel studying for a degree abroad is a wise investment because it can help students find a better job and pave the way to a more fulfilling career and life.

Australia is 32% of UG students; top destinations. What makes Australia the top destination?

Australia is a secure and hospitable destination to live and study, constantly ranking among the world’s safest countries. The best learning outcomes are those that are active, engaging, and relevant. Australian universities are known for providing high-quality education through industry-focused courses that place a greater emphasis on real-world learning than theoretical knowledge. The learning models are specifically developed to assist students in becoming industry-ready and realising their career goals. Full-time employment among graduates of higher education institutions in Australia climbed slightly to 68.7% last year. Also, the Australian government recently announced a major extension of post-study work rights for international students, giving the extra-nudge.

Many Indian students choose to study in Australia because of the country’s pleasant, laid-back atmosphere, great education system, and high standard of living.

With the coming of hybrid models, do you think online degrees abroad will be at par with offline degrees?

Over time, the education industry has evolved. The sector’s growth has been facilitated by the pandemic-induced digital world. Edtech businesses have risen to prominence since then, facilitating remote education. As previously stated, our recent study found that more than 80% of undergraduate (UG) students and 75 per cent of postgraduate (PG) students are eager to continue their international studies through a hybrid learning model. According to the response, finding career chances is still the most essential factor for students, followed by costs. This proves that while students choose part-online education, they also want to study offline and with their respective peers face-to-face.

How is The WorldGrad helping students choose the best option abroad? Will hybrid models impact your business?

Our objective is to improve student access to high-quality education, which means we need to broaden the possibilities for students who want to study abroad. It is not only about establishing more universities but also about offering different modalities or paths for students to study at those universities. We are the first to offer a hybrid route to overseas degrees, in which a student can complete up to one year of their degree through The WorldGrad and the rest at an overseas campus of their choice. Students can customize the length, courses, and scheduling of their studies with us, resulting in flexible and unique pathways based on their readiness to migrate overseas. We also provide students with direct connections to the same universities and institutions in other countries if they so desire.

Firstly, we assist students in selecting the best path for them, for which we rely on our highly qualified academic counselors. Once enrolled, the student will learn in our bespoke online environment with tailored academic help from teachers in India and overseas. This permits individuals to bridge scholastic gaps and become used to academic standards in other countries.

Our principal objective is to equip children for academic success in a global setting. We see the hybrid approach as an addition to the traditional offline curriculum model. We intend to increase students’ opportunities to get academic experience.

Having such a successful company makes students’ dreams a reality. What are your expansion plans for this year and beyond?

We at The WorldGrad aspire to provide students with online access to globally renowned foreign universities. So far, we’ve gotten an incredible response, which has inspired us to grow. By expanding in India, we will create more platforms. Australia’s Online Education Services (OES) is a well-known online education enabler, and their recent investment in The WorldGrad has aided in the platform’s expansion, allowing more students to study overseas at prestigious universities. With this initiative, we hope to establish 50 academic program partners in the next 12 months. Furthermore, we have successfully introduced the “UK 1 Year Program,” which allows students to complete their 40-week first year of any undergraduate degree in just 26 weeks online. Additionally, one-on-one coaching ensures that students are prepared to finish their remaining coursework on campus. Over the next 18-24 months, we will add 500 professionals to our team, including instructors, administration, recruitment, content developers, and branding.

Breaking through the mind block of student choice-based enrollment

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digitalLEARNING Network

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October 11, 2022

21st-century students know what they want and nobody can stop them. Rightfully so, as the educational landscape is poised to grant students autonomy and freedom like never before! But what does having a student’s voice look like? Well, it looks a little bit like inclusion, integration, transformation, and empowerment. This means, aspects like what to learn, how to learn, when to learn, where to learn, and from whom to learn, are decided by the student. Across the globe, institutions have been exercising the student choice-based enrollment system. However, in India, the process has not been adopted largely for two reasons.

1. For a student in higher education, the choices that govern the academic journey are very limited.

2. Once a student joins an institute, he/she attends classes continuously until the last semester of study.

The objective of this article is to break through the mind block of a student choice-based enrollment system.

Overcoming myths with facts

The mind block associated with implementing a student choice based enrollment system can be attributed to certain myths that have been cultivated over a period. The first one is the notion that students are not mature or savvy enough to make their own choices and hence require definitive structure and guidelines. The second one is that the choice-based model will require support of more faculty members and additional classroom infrastructure.

The third one is that there isn’t an IT system in the market that will be able to manage and govern such dynamic operations. However, research indicates otherwise.

Students, when given the opportunity to do so, are more likely to adopt a positive, cultural change. This is because new age learners are comfortable enough to make decisions regarding their academic journeys. Secondly, the choice-based model will significantly reduce the demand and burden on teaching faculty and classroom infrastructure, as resources are optimised. Thirdly, IT systems such as Camu are compatible with all types of pedagogical approaches, making it easy for institutions to preside over.

Decoding the landscape

The National Education Policy 2020 promotes the use of a student choice-based enrollment system, which is expected to gain recognition by accreditation bodies, and possibly be mandated soon.

Furthermore, the Ministry of Education recently announced the Academic Bank of Credit, designed as a digital bank that can hold the credits earned by a student in any course. A major instrument for facilitating multidisciplinary and holistic education, it paves the
way for seamless student mobility.

With multiple entry and exit points, students can easily switch between or within higher educational institutes through a formal system of credit recognition, credit accumulation, credit transfers, and credit redemption.

Introducing the formula for success

A student choice-based enrollment system is governed by the following criteria.

• The academic year is divided into an odd and an even semester.

• The curriculum structure is the flow chart for each student, and they will traverse it as per the regulations.

• There is no class timetable; each student has a personal study plan.

• Lecture schedules are created before the end of the previous semester

• Students may choose their courses and teaching faculty.

• Students are in different classes for each period, based upon their course registration

• Students can complete their courses in fewer or more semesters, depending on their study plan.

• Students can transfer in and out of the institution at any point and carry their credits.

• Students are responsible for meeting of graduation criteria

Building the roadmap for change

Institutions must keep the following aspects in mind when guiding the change toward a student choice-based enrollment system.

1. The existing curriculum design can remain as is but will require understanding and awareness from faculty and students.

2. Lecture scheduling for a semester must be done beforehand.

3. Based on the lecture schedule, students will need to register for the courses and also select teaching faculty where possible.

4. Students will have to register for the new courses and the arrears.

5. An IT system must be put in place to allow for course registrations.

Listing the benefits of an IT system

Did you know that IT systems have been available since the early 1990s with institutions offering a choice-based model for student autonomy and empowerment?

The impact of this superior EdTech solution is as follows.

1. Allows course registrations based on the published lecture schedule.

2. Enables students to register for courses as per the following rules:

a. available in their curriculum
b. not qualified previously
c. without conflict in timing
d. as per the credits to be earned in each category
e. as per the pre-requisites, co-requisites, and anti-requisites

3. Implements a CoE module, wherein exam registrations can be skipped. The course registrations will form the base for pre-exam activities

4. Facilitates quick results, so that course registration for the next semester can start immediately

Camu has a brilliant track record (both locally and internationally) of having successfully implemented a student choice-based enrollment system in several institutions.

Views expressed by AR Swami, Co-Founder & CEO, Camu.

“NEP deserves applause for putting across a vision for the future-ready citizens”

Interviews

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digitalLEARNING Network

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October 11, 2022

Digital revolution has helped in rectifying long-standing problems in the Indian higher education system and making our students more future-ready with the right skill sets that are needed in the industry. Sheeba Chauhan of Elets News Network interacted with Dr Indu Rao, Director-ASC, Vellore Institute of Technology, Vellore to explore the future opportunities in the digital driven education. Edited excerpts:

The higher education curriculum is set to dive into multidisciplinary directions. Do you think, it will hamper the focus of students to focus on a particular profession like engineering?

No real-world problem can be solved using one discipline. Therefore, it is the need of the hour to prepare students who can solve real-world problems which are more dynamic than ever before. A multidisciplinary education curriculum will help prepare engineering students to get a holistic perspective for understanding the needs of society as well as industry, hence it is one of the most welcoming move.

Your institution is thriving to give the best engineers to the industry. What according to you could be the possible solution to bridge the knowledge gap between industry and academia?

Faculty development is the best solution as we are increasing our gross enrollment ratio at the national level.We need more qualified faculty for the increased number of students at our institutions. At our institution, we work towards faculty development and faculty empowerment such that they can excel in teaching, research, consultancy, student proctoring, and counseling. We conduct more than 100 programs every year for our faculty, which include their health and well-being, new digital technologies, and the latest industry perspectives, both during induction and throughout the academic year. The holistic development of faculty leads to the holistic development of students.

We have some major institutions that are setting the benchmark for developing the best engineers. What are your plans to equip your students with future-ready skill sets and qualities to excel immensely in the industry?

We provide a fully flexible choice-based credit system, industry certifications, state-of-the-art technology in classrooms and lab infrastructure, and highly qualified faculty for developing industry ready skills. There is an efficient proctoring system, international exchange programs, more than 100 student clubs and committees for all round development through extra-curricular activities, and an opportunity to develop social and leadership skills.

India is getting applause for its New Education Policy globally. Please elaborate on the Pros and cons of NEP 2020.

NEP deserves applause for putting across a vision for the future ready citizens of the country through an improved education system. The most desirable aspect of the NEP are the multidisciplinary, industry focus, value-based education with global relevance and yet grounded in Indian ethos. It calls for use of digital technologies and online learning which can help to provide quality education to the masses at reduced cost. It provides flexibility to students to choose between courses as well as institutions through exit-entry options. The challenge of course lies in implementation because our workforce as well as infrastructure across the country is not yet ready for it.

What suggestion would you give for implementing the NEP?

NEP requires a change in the recruitment policies of heads and key decision-makers of institutions. We cannot implement a new policy with leaders who are themselves not equipped with the skills required for futuristic education. Students coming into the education system today are very different. Industry and societal expectations of them are also different. We need leaders in the education system who themselves have a multidisciplinary background, international and industry exposure, academic teaching and research background, with a track record of impeccable integrity and value systems. Only then, we can bring in the right people, processes, and systems in institutions that will help implement NEP.

Reimagining higher education with multidisciplinary approach

Interviews

By

digitalLEARNING Network

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October 11, 2022

Education provides an opportunity to reflect upon the social, economic, cultural, and moral issues in the society. It is one of the prominent sector that needs enhancement and enrichment. Today, Indian education space is flooded with sundry opportunties after revamp of National Educational Policy. Ministry of Education is also on a spree to develop mega education ecosystem for the betterment of lives. The landscape is evolving and so are the challenges and opportunities. To delve deeper into the current scenario of higher education, Sheeba Chauhan of Elets News Network interacted with Dr. K Karunakaran, CEO, Hindusthan Educational Institutions, Coimbatore. Edited excerpts:

UGC plans to merge university entrance exams into one single exam i.e CUET. What is your take on the “one nation, one entrance exam” criteria?

The move toward ‘one nation, one entrance exam’ was in line with the National Education Policy (NEP) 2020. The Common University Entrance Test (CUET) is being introduced by the Ministry of Education (MoE) for admission into all UG Programmes in all Central Universities and in the future for all the other Universities. As per MoE, the Common University Entrance Test (CUET) is an effort to bring all entrance exams under a single umbrella and equal opportunities to candidates across the country, exclusively for rural and other remote areas to corroborate better connections with the Universities.

A single examination will enable the candidates to cover a wide outreach and be part of the admissions process to various Universities. On one hand, it’s a move to eliminate the need to appear in multiple entrance exams, which reduces the burden on students to a great extent. Furthermore, the opportunity to obtain coaching for the entrance tests and the board in which the students complete their school education is constantly varying.

In the current scenario, for courses other than professional courses, there is no entrance test in many states and private universities. It’s a burden for XII students who are urged to appear in both board exams and entrance exams.

Recently, IITs announced to introduce medical courses. Can multi directional courses degrade the education standards of such premium institutes?

During the last few years, several IITs have started research centres and separate schools that merge medical science with technology. This aims to build an “interdisciplinary ecosystem” of research in medical technology (MedTech) and innovation.

The students will be exposed to real-world problems in the healthcare sector and will have immersive learning to identify problems to address. Medical students will have the opportunity to earn minors in science and engineering disciplines, which will effectively mitigate the gap between both disciplines. This will enable a multi-disciplinary approach to learning and in executing that learning to seek research-oriented solutions to healthcare needs.

In my opinion, academic standards will not degrade. Instead, there will be much hope for multi-disciplinary research and innovation.

It is witnessed that there is a huge gap in learning practices for fresh graduates to perform well in the industry. How could we bridge the gap between colleges and cubicles?

Yes, there is a gap in the skillset required from fresh graduates as per the industry expectations. With workplaces and jobs transforming rapidly, skillsets need to be ramped up quickly to meet demand. To solve this gap, its mandate to maintain effective collaboration between the industry and the colleges so that the students can be employable, and the industry also benefits.

Academic institutions and industries must coordinate in order to design their curriculum with inputs from the industry, which enables students to be exposed to the industry during their studies in the form of a compulsory internship or industrial training.

India is getting applause for its New Education Policy globally. Please elaborate on the Pros and cons of NEP 2020.

Pros: Liberal, Progressive, and Outward-looking

The NEP empowers students with the freedom to select how they want to proceed academically. With an emphasis on digital and research-based learning, it also pushes toward global norms. There are numerous modifications I could discuss, but I’ll limit myself to the ones that really strike out to me.

1. Academic Credits Systems: This is an excellent initiative that will allow students to learn at their own pace. They are not required to finish the entire course. They can take the minimum number of credits necessary to pass the course, earn credits, abandon the course, and then resume it whenever they want (within reason). They can also transfer their credits between universities.

2. Multi-disciplinary: The great change in the new policy is that you can mix and match subjects in higher education. The students will have the freedom to choose the subjects they wish, rather than selecting predetermined groupings. It is comparable to creating their own degree.

3. Globalisation of Education: Now, the top-rated foreign education institutes can open their colleges in India, while top-rated Indian Educational Institutes can go global. Of course, this will come at a price but it will also (hopefully) push Indian universities to compete with the best in the world. This will promote curriculum globalisation by exposing gifted Indian students to a variety of disciplines and courses.

4. 6% of GDP on education: I Hope this actually happens. The words have been spoken. Let’s see how and where the money is deployed. But surely it is a welcome sign. Education is the most valuable asset that a country can develop.

Having said that we need to see if the government implements the policy effectively. It is a bold and challenging policy and it needs competent people to execute it efficiently. I hope the government executes this and handles this with the same zeal as it handles elections.

Cons: need for dynamic system

In a constantly changing world, the institutions along with curriculum and the teaching process have to become dynamic in order to keep up with developments. This is not at all easy to manage as some of the changes may not be known in advance. The use of technology and AI and machine learning tools can potentially be used to make predictions about what to expect in the future. While the NEP mentions the need to be ready for change, not enough emphasis has been placed on how this will happen.

Matching job opportunities

While educators would like students to learn for the pure pleasure of learning, the reality is that a large number of students prioritise education with the goal of obtaining a well-paying profession. Job opportunities at each of the exit points must be arranged in advance to ensure that everything goes smoothly and that students can make informed decisions about when to leave the college system.

Tailored to individual needs

These days with individualised medicines based on genetics being the rage of the town, can we also consider allowing individualised learning opportunities? Although the NEP does provide some individualisation, much more must be done to ensure that this is the case for students. In order for students to learn at their own pace rather than having to keep up with the rest of the class, the courses must also be customisable. Despite the difficulty of the situation, it is crucial that we remain focused on and make progress toward our goal.

So, how should youngsters plan their future? The future is promising, notwithstanding some unanswered questions. Before entering college, students will be better prepared, have the chance to explore their hobbies and interests, and develop better study habits. They must also keep an eye out for new job chances that may arise as the environment changes and exercise caution around any changes. The NEP appears to be a terrific deal all around.

School students present new ideas on geospatial technologies

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digitalLEARNING Network

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October 11, 2022

Students from 18 schools across the country presented new ideas on how geospatial technologies can be embedded to address local challenges like protecting the heritage, soil fertility, crop diversity, clean city, water management, women empowerment, waste management, digital India, clean energy, climate change and so on to achieve sustainable development goals (SDGs).

Teams from 18 urban and rural schools across India showcased the use of geospatial information and technology in understanding local issues and its use in planning and implementing at a special event titled ‘Geo-enabling the global village with Generation Z and Alpha’ of the Second United Nations World Geospatial Information Congress (UNWGIC).

Efforts in mapping chemical fertiliser use in farms, as well as their production against organic fertilizer usage along with their production, were showcased. Students also highlighted initiatives of mapping rural biodiversity loss over time, as well as mapping of local recyclable products to source them effectively and increase their usage.

The young teams focused on SDGs of zero hunger, gender equality, decent work and economic growth, sustainable cities and communities, responsible consumption and production, climate action, and life on land. The event could show the way to localize the implementation of the SDGs through geospatial thinking.

Stefan Schweinfest, Director UN Statistics Division, said that SDGs is not just a document but it is a proper action plan to engage with each other, work together and bring solutions for a better world.

“All the projects are truly incredible and great examples for localising the SDGs. Rather than competition, the purpose of this session is to interact with each other, make friends and discuss how to take the ideas forward in the future so that you can be a UN representative for SDGs,” he added further.

Dr. Subha Pandey, Scientist, Department of Science and Technology (DST), who chaired the session, elaborated on the DSTs activities and emphasised geospatial technology use at school and community levels to localize SDGs.

The Second United Nations World Geospatial Information Congress (UNWGIC 2022) is being held at Hyderabad International Convention Centre (HICC), India, from 10 to 14 October 2022 with the theme ‘Geo-Enabling the Global Village: No one should be left behind. It has been convened by the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM) and organized by the Department of Economic and Social Affairs of the United Nations and hosted by the Department of Science & Technology (DST) – Ministry of Science and Technology, Government of India.

Revolutionary trends in higher education

Interviews

By

digitalLEARNING Network

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October 11, 2022

Massive unemployment followed post-pandemic, and during pandemic, amendments in the education system can be a panacea to all. The evolving concept of multidisciplinary framework is another great step taken under the NEP , that can create immense opportunities for students after completing their degrees. Sheeba Chauhan of Elets News Netwrok (ENN) interacted with Dr. Anita Kanwar, Principal, Vivekanand Education Society’s College of Arts Science and Commerce to elucidiate on the current scenario in higher education system. Edited excerpts:

The education sector has evolved largely, from ensuring that no student is left out of schools to bridging the digital gap in government colleges; every thing is taken care of by the government of India . The sector that needed much attention, is finally grasping the utmost pace, with some major alterations. Higher education is also at the focus, we have recently witnessed some major changes that are introduced by University Grant Commission (UGC) for the Higher Education Institutions (HEIs) in India.

Riding the digital transformation and innovation, educators are also looking forward to the continuous development. Though there are some pitfalls, the glad tide is that it is gaining the traction of improvement. Some of the recently announced frameworks for higher education, be it CUET (Central Universities Entrance Test) or ‘Single Entry, Multiple Exit’ , these are bringing new light and enhancement to the quality education.

Under the implementation of NEP, “Single Entry, Multiple Exit System” emerged as the game changer for the education system. What are your thoughts on the same?

The multiple entry system is likely to reduce the pressure of pursuing a course with an opportunity of zero-year loss in the academic journey. It will give students more freedom and flexibility, allowing them to switch courses if they want to learn about a different industry. This is likely to revolutionise India’s higher education system, as only interested students will complete the degree through a multiple entry and exit point system. With continuous reforms in this direction, this game-changing move will make our higher education system more like the global format. Given the facts stated above, a multiple entry and exit system appears to be a very positive change. However, a more in-depth examination of the concept raises only a few questions. However, a more in-depth examination of the concept reveals a few practical issues. Curriculum development is a significant challenge in implementing this system. What level of proficiency will a student achieve after one or two years of a degree program? As a result, the curriculum must be revised to include the specialised competencies, knowledge, and skills required in a specific subject area. Overall, implementation will be difficult.

When it comes to things like transfers across schools or states, blockchain can eliminate much of the overhead associated with this process and streamline verification procedures, saving educators and administrators time. A college enrolling a transfer student might use blockchain to authenticate their record and the courses they studied with a few simple clicks. The same idea applies to sharing records with an employer.

You have a robust campus and infrastructure developing engineering graduates. Engineers are one of the professions that gathers much traction these days. With the emerging technologies all around, what according to you can be the next set of skill sets that engineers must have?

According to emerging technologies, the next skill set for engineers to focus on is digital data management and analysis. Data management in business includes metadata management, data quality management, and data security management. Furthermore, due to the complexity of data and data applications in the smart data era, data engineering must integrate both AI and human wisdom to maximise its effectiveness.

Launch of the Autonomous Courses, how the new programme aims to bridge the skill gap among the fresh graduates?

Massive unemployment has occurred as a result of massive automation and the pandemic. The current skill gap exists between what students learn after graduation and what employers require. Following the pandemic and the changing job market landscape, VESASC with its autonomous courses has focussed on providing a curriculum centered on new-age, industry-specific skill sets. Recognising the significance of overall student development in transforming students into future ready professionals, the core curriculum emphasises technical and vocational education combined with new-age skills to aid employment. To pave the way for a reformative educational culture, the education ecosystem must adopt an interdisciplinary approach as well as adaptable and diverse curricula that provide a creative blend of theoretical and practical topics with multiple exit options. Institutes have already begun to implement practical research and development study programs. Many talents must be developed in the areas of sector-specific, core, professional, and technical skills.

What is the purpose of the innovation and start-up cells of Vivekanand Education College?

Our innovation and start-up cell’s main goal is to create a vibrant ecosystem by connecting academia, financial institutions, industries, and other institutes. Along with the placements, we are also focusing on instilling a culture of innovation-driven entrepreneurship.

Your journey must have been fascinating and challenging. Enlighten us through some of your life hurdles and successes that you came across in the immense world of education.

Every day, principals face new challenges in their efforts to create a strong student education ecosystem. One of the most difficult tasks I’ve had in my journey has been planning and streamlining a more comprehensive and all-encompassing curriculum. To address this, I have formed alliances with academicians & industry experts and developed customised outcome-based education that will map competencies and standards to improve learning outcomes. Today, this is commonly referred to as VESASC Autonomous courses, which have gained strong popularity among students.

In the evolving landscape of education, like recent amendments in NEP, introduction of CUET for admissions, and a lot more. How are you planning to adapt to these changes? What are your plans for expansion of your institutions?

We are collaborating closely with academia and industry experts to develop new courses for the upcoming academic year that are in line with NEP and market demands. We have already announced addon and value-added certificate courses to enhance the teaching and learning experiences of our students.

The colossal change in the higher education curriculum

Interviews

By

digitalLEARNING Network

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October 11, 2022

The education has been on a turbulent ride ever since the introduction of the National Education Policy, 2020. The segment that is facing the storming waves of changes and challenges is higher education.Improving education scenario will automatically direct a nation towards the growth and development. The digital revolution has also tangented the paths for novel opportunities and a place where majority of populace can enhance and connect with educational paradigm with easy access. Change is the only constant and now, we are heading bullishly towards it. The major objective is transforming the higher education with digital revolution. To explore the same, Sheeba Chauhan of Elets News Network interacted with Dr. Sendil Kumar, Dean & Director, Health Science, Vinayaka Mission Research Foundation, Salem. Edited excerpts:

UGC plans to merge university entrance exams into one single exam i.e CUET. What are your take on the “one nation, one entrance exam” criteria?

The idea sounds great and in the long run, can lead to uniformity and equity among all students. However, in the current scenario, where there is no uniformity in curriculum and even accessibility to education between different sectors like the rural and the Urban, The rich and the poor, and even between genders it will be fair to implement the “one nation, one entrance exam”.

All the school teachers should also be well trained and of equal calibre to mentor students to take up the common exam without stress.

Once the NEP is well in place, which would take at least another 5 years and equality starts prevailing then we can consider CUET. If not it will lead to demotivation of students, and will develop a lack of confidence in the students.

Recently, IITs announced to introduce of medical courses. Can multi directional courses degrade the education standards of such premium institutes?

In my view, multi directional courses can never degrade the education standards but instead paves way for multidisciplinary research and more innovative ideas.

The point is that whatever courses any esteemed institution starts, they plan a curriculum that incorporates a multidisciplinary approach, and these premium institutes like IIT are ideal for multi directional courses as they have the needed infrastructure, Funds, and manpower resources. UGC is emphasising Universities to start multidisciplinary courses and IIT can pave the path for other Universities to follow them.

It is witnessed that there is a huge gap in learning practices for fresh graduates to perform well in the industry. How could we bridge the gap between colleges and cubicles?

Industry-Academia collaboration is the key to developing the technical and discipline-specific skill sets and helps in creating better employables. The theoretical knowledge that our students gain from lectures and books will not suffice for them to excel once in the job. The academic environment like the colleges might not completely represent the real-world scenario of where the students would be employed. Hence, competency-based education where the required sets of technical skills are imparted in a structured way should be in place and the Industry academia collaborations play a vital role in exposing the students to real-life situations and also making them understand what is expected of them once they become employees.

For example, in our college, we have Industry designed and Industry specific courses i.e.the curriculum is prepared by industry experts, and the sessions are taken either by them or our faculty, and certification is also given. These kind of courses make them job ready.

India is getting applause for its New Education Policy globally. Please elaborate on the pros and cons of NEP 2020

New Education Policy is definitely a welcome move in the education sector. This is bound to bring a transformation in the way of teaching and learning for the betterment of society. Emphasis on critical thinking and more holistic, learning is the need of the hour in our education system and we would be achieving it by this Policy. The Major reforms of flexibility will turn students to be very skilled and employable. As stated in the vision of the policy an education system rooted in Indian ethos is sure to transform India into a global knowledge superpower. Universal Access, school education in the mother tongue or regional language, Non- commercialisation are definitely the Highlights of NEP but the only concern could be in the Implementation of the whole process.

Online assessment is a new approach for assessments after COVID. Do you think depending on technology even for higher education students is reliable?

Creating a technology-enabled learning ecosystem in our universities is a must for upscaling our universities to global standards.

Online assessments are a welcome move and a flexible option preferred by faculty as it is less time-consuming and by students, because it is easy to score. When it comes to reliability,its definitely a doubt, currently a lot of software and apps are available for conducting Online exams like Kahoot, Quizzit, etc, but cannot be adopted for a blueprint question paper that we follow in our schools or colleges.

With technological advancements, it’s definitely possible to make conduct online exams similar to offline exams both in terms of reliability and authenticity.

“Education is best served when it is based on the foundation of uniformity and equity”

Interviews

By

digitalLEARNING Network

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October 11, 2022

The higher education landscape is facing the most unprecedented changes lately. The major shift that occurred is after the launch of the New Education Policy 2020 and then the most unexpected pandemic that hit every sector very hard. There is a wave of evolution and emergence of various new programmes, schemes and opportunities in the space of higher education. The industry stakeholders and education leaders have their own views and thoughts on the evolving realm. With regards to the same, Sheeba Chauhan of Elets News Network interacted with Dr. Narasimha Sarma N V S, Director, Indian Institute of Information Technology (IIIT), Tiruchirappalli to have educator’s perspective on the recent changes. Edited excerpts:

UGC plans to merge university entrance exams into one single exam i.eCUET. What is your take on the “one nation, one entrance exam” criteria?

We all are aware that until 2022, every Central University has its own distinct mechanism for providing admission to the students into their UG programs. For bringing more unification in a refined manner in this process, the MoE (Ministry of Education) has introduced CUET which will be conducted by NTA as a common exam for UG admissions by the Central and many other Universities across the nation.

I personally feel as an educator that education is best served when it is based on the foundations of uniformity and equity. In this aspect, the one nation and one entrance can serve various purposes in a gradual manner in the long run. In the current scenario, I would like to stress the fact that first of all, education should serve as a tool for bringing parity and equality for all the aspirants, or we can say to all the students.

Yes, this policy can provide all the students who idealise certain dream institutions and universities to convert their aspirations into a reality by taking on the brighter side. As the excessive weightage given to the marks obtained in class 12th is going to be no more the yardstick or defined standard criteria for higher education.

If you still take the chance, prepare well so definitely it can be rendered a rank in any of your dream universities with equal chances or probability. It doesn’t mean that exactly we are not giving any priority to marks obtained in class 12th as the syllabus itself would be based on the class 12th, which can be used as tiebreakers as announced by the University of Delhi if the same marks have been obtained by two candidates in CUET.

But yes too much or excessive weightage will perish which may pave the way for equality and opportunity for the students. Also, structural changes created through this policy need action on various fronts. If applied and implemented in the desired manner, it can be a way forward for the educational transformation in India to make UG admissions more balanced in the future.

Let me highlight certain aspects through various lenses which I should not forget to mention here. Education has a multidimensional stakeholder approach and for that, we have to emphasise the various aspects from the administrator’s perspective, institutional perspective, and of course most importantly from the learners’ and students’ perspectives.

As an administrator, it can be mentioned easily without much complicacies that it would be good and easier to monitor and regulate with needful efficacy.

From the institutional perspective, if we talk about the education sector it’s very heterogeneous in nature when it comes to the ground realities. Certain educational institutions will follow it stringently but there may be a group that will not be adhering stringently with the desired practices. Yes, the process may become more regulated and easy to implement but 360-degree monitoring doesn’t seem viable at a very preliminary stage.

The market has its own mechanism and can have vested interests. It can derive the probabilities and opportunities for profitability and exploitation at every stage and policy changes can be the best opportunity to serve them at the best.

We are very well aware that how there has been a boom in the market for various competitive examinations in India. The market acts smartly when it harnesses the benefits of the opportunities available to it for maximising profits.

The colleges, schools, and other Institutions, when started to conduct the exams and prepare the questions paper, it was motivated by the market for all-in-one solutions readily available to all. Millions of copies were sold and we came with the emergence of the market for ready made solutions for cracking the toughest exams. Let’s not put much time on that practice that how many students actually got benefitted out of that practice of the ready made all-in-one solution series and materials.

Yes, I am not denying that it should not be the criteria but what I want to say here is we are not completely ready for one nation and one exam at present. Rather it will further give a boost to the existing market for all in one series and markets with the vested interest to exploit the maximum by one exam and one solution.

The fundamental approach seems justifiable as the stress related to the 12th class should be managed and oriented properly so that one exam of life should not become a most crucial decisive factor for your children throughout their life. Rather it would be giving a second chance to them to rework their dreams and aspirations. It may be also crucial to address the challenges associated with the subjective biases in integrated courses such as Physics, Chemistry, Maths (PCM), Physics, Chemistry, Biology (PCB), Arts/humanities, Basic Sciences, and social sciences.

But let’s not forget that the issue which we are trying to address through one nation and one entrance should not fall into the trap of creating the opportunity lags again. Like JEE and NEET, it could be conducted at least in various slots so that in a real sense it should become an inclusive and sustainable opportunity for attaining higher education in the future. In my personal opinion, it would be fine if we gradually start it taking in varied ways with a more logical and inclusive approach. The policymakers and administrators should understand the pros and cons and then proceed with this aspect in the 360-degree aspects.

Recently, IITs announced to introduce medical courses. Can multi directional courses degrade the education standards of such premium institutes?

On this aspect, I would like to mention that the recent announcements by the CFTIs regarding introducing medical courses should be considered as a welcoming step. It should not be portrayed in the wrong fashion by the vested interest. These premier institutions can provide the best technological platform and help the nation to address various challenges faced by the economy in terms of the lack of technology, technological feasibility, and redundancy.

The motive behind integrating medical with engineering was altogether different and it seems to be portrayed completely differently. Because healthcare systems are vast and complex, introducing the same at the research level in the premier engineering institutions can help us to work on multiple aspects and necessary tasks such as developing artificial organs, building machines to aid in the diagnosis, providing technical support for medical technology, training clinicians in machine use, and even more.

The world is talking about AI-driven solutions and we must acknowledge the role of technology in medicine and the medical sector. The engineering endeavours clubbed harmoniously with precision medicine can do wonders. Let’s acknowledge that the developing technologies such as medical diagnostic machines, medical instruments, artificial organs, joint replacement parts, and prosthetic devices all with the goal of improving the health and quality of life for others.

We have to portray this correctly in the minds of the public and also the decision makers and critics. When this idea was conceptualised the major intention was to develop and promote multi-disciplinary and collaborative research endeavours. It was thought that the interaction point should be at somewhere at either in master’s level or Ph.D. and super-specialty for creating a harmonious integration for these courses with a combination like health and technology interaction and nexus.

I should mention here proudly the efforts by our Indian labs and native technologies which have set an example to the world leaders and pharma giants that any health emergency can be managed and tackled even when confronted with various challenges. What can be more exemplary than the COVID vaccine which was provided to a majority of the Indian Population eligible to receive the dosage.

Pharma and health sector market is fragmented which can lead often to monopoly trade practices. Monopoly becomes a challenge when we are dealing with lifesaving technologies, drugs and interventions to mention a few here. Technical support and collaboration with the medical sector by envisaging medical expertise can be the best way to break the Monopoly by some of the famous MNCs.

Rather than degrading the educational standards of the premier Institutions like IITs, NITs, and IIITs, I feel that this can be promotive for market equilibrium accompanied by technical, economic, and allocative efficiency in the consumption and production of healthcare services in India.

The technological innovations at each stage of the product life cycle can be crucial. The collaborative efforts and education of the engineering and medical sector can contribute to significant cost reduction during the production process, and manufacturing. The cost of clinical trials and needful laboratory and real-time testing would decline significantly if the technology and methods are designed indigenously.

The market will be more fair and balanced from both supply and demand perspectives. The gap needs to be filled in the desired manner. The information system available in the healthcare facilities can be improved if desired interaction can be facilitated between the mentioned sectors. People will have a positive idea for availing healthcare rather than abstaining from the healthcare as it would be simpler, easier, painless, and most importantly affordable which can help the nation to achieve the Sustainable Development Goals (SDGs) and Universal Health Coverage by 2030 as mentioned by the UN.

It is witnessed that there is a huge gap in learning practices for fresh graduates to perform well in the industry. How could we bridge the gap between colleges and cubicles?

For bridging this gap between the Institutions and Cubicles, what I feel is let’s focus on training first the teachers or trainers in the Industrial employability and engagement orientation. By giving appropriate training to the faculty, we can help in addressing this gap significantly. They should be trained for practice and professing hand in hand. As academicians, initially the teachers were not deeply orientated or trained for the industry. Once a teacher joins the profession, they should be trained and oriented towards industry exposure and engagement at least for the first three years of their career.

They should be encouraged and motivated to regular interaction with industry so that they can explore the vast potential of the industrial sector. However, this process would go hand in hand and needs to be balanced from both sides harmoniously.

Yes, being teachers they should be eager to explore the industrial aspects, however, the industry should be also willing to provide the necessary hand holding as well. The Industry should also step forward and take its own initiative in training the faculty and students. Just like the initiatives of corporate social Responsibility, the industrialist and manager must invest their time in teaching, training, and hand holding at each stage. The cost incurred here at the initial stage of training can be a lucrative investment in the long run period for both industry and academia along with the whole nation.

The interaction needs not to be always physical rather it can be supplemented with barrier-free interactions by using virtual platforms as well. With the advances in technology, now these interactions can be more real-time based due to the availability of various alternatives which are hassle-free and can be easier with multiple platforms where either group work can be assigned or some task-based work can be given to explore the vast potentials which can be realised with this interaction.

Leisure can be clubbed with learning where people can join each other and some destinations can be explored along with the training to make it more fun rather than routine. It would happen in a way where learning by following the integral education.

Tamil Nadu Higher Education – Breaking the glass ceiling

Article

By

digitalLEARNING Network

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October 11, 2022

Tamil Nadu’s system of indigenous education has always been held in high regard and documented by multiple historians for its curriculum and pedagogic strategies. It is not limited to peer learning, but also encourages the use of memory as a modality of knowledge, and problem solving through the creation of riddles. The survey of indigenous education in the Madras Presidency 1822-26, was one such documentation.

Till 1813, the East India Company refrained from investing in the development of indigenous education but subsequently, after the Charter Act of 1813, they began to invest in indigenous as well as English-oriented education. They realised if they wished to rule for a longer time, they needed to know about local traditions, cultures, or languages. So that they could effectively rule the country. Thomas Munro, the erstwhile Governor of Madras, institutionalised state education by establishing the Board of Public Instruction in 1826. The newly designed rules and regulations significantly altered the nature of the curriculum, pedagogy, teaching learning material, and role of teachers that were unique to the indigenous education system of Tamil Nadu.

The Contemporary Alignment

With 59 Universities out of which 18 featured in the top 100 NIRF rankings, Tamil Nadu has been developed as an education hub in the country for higher education. Every year, students from across the country come to Tamil Nadu to pursue various degrees, especially in Engineering, Medical and Management. IIT Madras, Christian Medical College Vellore, NIT Trichy, Loyola College, Presidency College, Asian College of Journalism, and SRM Institute of Science and Technology among others have blessed the state with its unique offerings. Having consecutively topped the NIRF Ranking in the last 4 years, IIT Madras has given the state another reason to be considered the best Indian state in terms of providing quality education.

Today, Tamil Nadu is India’s one of the most literate states. It enjoys the privilege of being one of the most developed states in the country in the field of higher education. The literacy rate of the state is 80.09 per cent as per the 2011 Census of India, which is above the national average. The government of Tamil Nadu has been making substantial investments in education over the years and has brought several key policies and programs to further uplift the status of higher education in India. As per the All India Survey on Higher Education- (AISHE) 2019-20 report, Tamil Nadu’s Gross Enrollment Ratio (GER) has reached the 50 per cent mark — nearly double the country’s overall GER. The state has been repeatedly featured on the top list of the AISHE report.

Recently, the Government of Tamil Nadu launched Tamil Nadu Higher Education Assurance Scheme with the objective of increasing the girls’ GER in higher education. Through this scheme, all those girls who study in government schools will be provided with a monthly deposit of Rs 1000 in order to encourage and help them to pursue higher education. With an outlay of 698 crores for the implementation of this project, around 6 lacs girls will be benefited from this scheme.

Education has always been an integral part of Tamil Nadu. The knowledge fame and wisdom rich Sangam literature of ancient Tamil Nadu is a testimony to the same. It portrays the education status of its time with remarkable vividness. From Thiruvalluvar’s Tirukkural to Elango Adigal’s Silappathigaram, Manimegalai by Sittalai Sattanar to Tolkappiyam by Tolkappiyar, these sagacious writers and authors supplemented the great Sangam literature with their text. Their contagious knowledge found greater expression in the writings of the medieval era of Tamil society. Mahendravarman composed Mattavilasa Prahasnam to Amoghvarsha’s Kavirajamarga, Sivakasintamani by Thiruthakkadevar, to Amukthamalyadha by Krishna Dev Raya; these works of literature of the medieval period shows the way forward to the indigenously developed and flourishing education of the Tamil society.

NEET Conundrum

The state of Tamil Nadu has always followed an idiosyncratic path while developing its social, cultural, and political economy. From giving 69 per cent reservation to the backward people of the state as against the national mandate of 50 per cent to the persistent vigour of following its own approach in administering medical education and exams, the state has always tried to break the glass ceilings wherever existed. And, its reservation policy has been kept in the 9th schedule of the constitution, which protects any laws from judicial scrutiny.

Last year, the Tamil Nadu government passed a bill with the aim to exempt the state from the requirement of the National Eligibility Cum Entrance Test for admitting students into the state’s medical college. The bill proceeds on the assumption that medical college admission will come under a concurrent list (entry 25 of list 3) and therefore, the state can also enact a law regarding admission and amend any central laws or admission procedures. Tamil Nadu proposed that the state has invested heavily in medical education and infrastructure and aims to afford easy access to weaker sections. This has so far preserved the efficiency of its health care system. The bill which was formulated on the recommendation of A K Rajan Committee, awaits presidential assent.

To Tamil Nadu’s disarray, NEET has become the only means of gaining admission to medical institutions, including private colleges, after the Supreme Court’s categorical view that tests like NEET or IIT JEE alone could help maintain the standards.

What lies ahead?

Promoting academic excellence through curriculum reforms and faculty training across higher education institutions (HEIs) in Tamil Nadu has always been a focus area of the state government. With the aim to internationalise HEIs in the state, the state government has taken many initiatives and policies in this regard. Recently, it partnered with British Council to enhance English communication skills and teaching methodology in the state. This Operational Alliance Agreement (OAA) will be a new addition to British Council’s work Towards setting standards in quality of teaching and communication in Tamil Nadu. The British Council and Tamil Nadu have successfully collaborated over the past 12 years and enhanced their core competencies and areas of mutual interest. Tamil Nadu’s government has renewed emphasis on capacity building in higher education, through its unique initiative, dedication, commitment and management. It is consistently excelling in both the number of students enrolling for higher education as well as the quality of education.

With time, Tamil Nadu will continue to show the light and lead India in terms of knowledge and wisdom. Also, will address the aspirational goal of 21st-century education where innovation and creativity in learning take centre stage, which has already been outlined in the National Education Policy 2020.

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