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Progress towards attaining MDGs

    By
    digitalLEARNING Network
    -

    At the midpoint to reaching the Millennium Development Goals for 2015, the world's nations, particularly the poorest ones, have made substantial but uneven progress. In its annual report released on July 2, 2007 the United Nations focuses on the countries' successes and setbacks.

    The MDGs are global targets agreed to by world leaders in 2000 on how to improve the lives of poor people. The new report from the UN found impressive gains in reducing poverty worldwide but much less progress in most of the other goals, including slowing climate change and other steps to protect the environment.

    Ensuring environmental sustainability

    By
    digitalLEARNING Network
    -

    Vikas Joshi believes that any e-Learning solution should have tools, which facilitate creation of highly interactive and effective online training rapidly. In 2007, Raptivity, the industry-leading product of his company won the e-Learning Guild Platinum Award in Simulations Tool category and Gold Award in Games Tool category for Highest User Satisfaction. An IIT(B)ian and a MS from Syracuse University, the man has been recognised as a Thought Leader by the global Who’s Who of TraningIndustry.com, a leading US-based organisation. Vikas Joshi, the Founder, Chairman, and Managing Director, Harbinger Group and the Thought Leader speaks more about how his leadership at Harbinger has resulted in groundbreaking product innovations in the e-Learning industry.

    You have authored a book on e-Learning mantras. So what are the strategic mantras for e-Learning in your view?

    When I wrote this book four years back, I focused on the pitfalls e-Learning must avoid. Thankfully, the e-Learning industry has changed and will continue to change rapidly.

    Now it is an imperative that e-Learning has to be exciting, interactive, visually appealing and should hold the learner’s attention throughout. To achieve this, e-Learning courses should consist of interactive elements such as games, simulations, active videos, puzzles, quizzes and more.

    While keeping this in mind, one has to also ensure that the training delivers true learning outcome to help the learner be more effective and perform better. Which means, simply jazzing up e-Learning is not enough. A strong foundation of instructional design is essential to interactivity

    At the same time creation of such training should not be time consuming and expensive. Therefore, one important strategic mantra for effective e-Learning is to adopt technology and methods that can help create interactive e-Learning rapidly.

    Can you throw some light on some of your authoring and collaboration tools?

    Harbinger has a whole suite of e-Learning products, with a user base in over 30 countries, and growing rapidly. Harbinger’s industry-leading product Raptivity is the world’s first rapid interactivity builder. Raptivity facilitates the creation of learning interactions rapidly without programming. Raptivity consists of a library of pre-built interactions based on the best practices in instructional design.

    In 2007, Raptivity won the e-Learning Guild Platinum Award in Simulations Tool category and Gold Award in Games Tool category for Highest User Satisfaction.

    Elicitus, Harbinger’s award-winning authoring tool  helps users create visually appealing e-Learning courses easily. The Elicitus SlideConverter converts Microsoft PowerPoint files to e-Learning courses.

    These products are compliant with the international e-Learning standards such as AICC/SCORM.

    On the server side, Harbinger offers the Elicitus ProgressTracker, which is a tracking system, as well as Offline Content Player for offline learning.

    Do you think e-Learning can deliver productivity improvements? People really think that the need should be about performance improvement and say that e-Learning improves employee performance.

    Absolutely! Good interactive e-Learning built on sound instructional design that makes optimum use of available media, has plenty of scope in what it can accomplish. Interactive learning speeds up the learning process and has a lasting effect on learners.

    You also have some offline products for the e-Learners having no bandwidth for courses. How effective are they in comparison to the online products? What about their compliance to industry standards?

    Yes, Harbinger has developed Offline Content Player. It supports full integration with online learning and has download and synchronisation capabilities. The player provides the critical tracking functionality, something that is indispensable for those delivering e-Learning in a distributed mode through CD-ROMs.

    We are proud that we are currently writing standards for offline courses along with the Aviation Industry CBT Committee (AICC). The AICC, an international association of technology-based training professionals, develops internationally accepted interoperability guidelines.

    What are the parameters you judge and cover about the enterprise world or your customers while delivering the e-Learning solutions ?

    We believe that any e-Learning solution should have tools, which facilitate creation of highly interactive and effective online training rapidly. We also believe the tools should be easy to use and users need not have specialised programming skills to use these tools. Use of such tools then should reduce the overall content development time and cost.

    What do you think as the big issue in the field of enterprise e-Learning? How do you think the success of e-Learning should be measured?

    The biggest challenge in e-Learning today is to keep learner interested and enthusiastic through the entire duration of the course. This can be achieved through high cognitive level interactions, use of games, active videos / audios, puzzles, simulation and so on. However, sometimes this is compromised due to time and cost constraints during course creation.

    The success of e-Learning should be measured by whether there has been a meaningful learning outcome at the end of the learning experience. An unmistakable indicator that training has been useful is when learner performance improves, either back at the job or back in the classroom.

    How is the market for your innovative e-Learning products abroad in comparison to India? How do you plan to tap the Indian market?

    Our e-Learning products are well appreciated across the globe. We have customers in over 30 countries worldwide, belonging to a variety of verticals including Education, Pharmaceuticals, Healthcare, BFSI, Manufacturing, Automobile, Government and NGOs, IT enabled services to name a few. e-Learning Guild Platinum Award and Gold Award for Highest User Satisfaction are testament to the global appeal of our products.

    We also have done well in the Indian market. Top IT, BPO, and Insurance companies like Infosys, Wipro, Bajaj Allianz, Reserve Bank of India etc have been making robust use of our e-Learning products.

    As our products already provide support to Indian languages such as Hindi, Tamil, Marathi and more, we see India as a huge opportunity. We have plans to penetrate this market further with our increased sales team and also looking at signing up resellers.

    What in your opinion would be the critical concern for e-Learning in future? Where do you see e-Learning moving in another five years?
    As we speak, e-Learning is going through a paradigm shift. Learning is never going to be the same again. As bandwidth capabilities improve, games, simulations and videos will take the helm in e-Learning interactive content. This is where we come in, by making the future of e-Learning realisable in a rapid e-Learning environment as well.

    Harbinger Systems enjoys the status of a ‘Thought Leader’ in e-Learning. Your comments on this!

    We enjoy challenging ourselves all the time. Our vision is to be the global leader in learning technology innovation. When TrainingOutSourcing.com, a global community of training professionals, recognised Harbinger among t

    Standford University launches m-Learning project in Africa

    By
    digitalLEARNING Network
    -

    Standford University has launched a project International Outreach Program (IOP) s changing the way universities think about distance learning. The University has launched the project, the Dunia Moja Project – “one world” in Swahili in collaboration with its three partners universities in Tanzania, Uganda, and South Africa.

    The mobile learning project enables scientists and students to access environmental-science course materials and interact with each other using high-tech mobile phones. Both Ericsson and Sony Ericsson are collaborated with Stanford to provide mobile smart phones equipped with video cameras, audio recorders, and Internet capability, as well as technical and other support for the pilot version of the course. Students at Makerere University, Mweka College of African Wildlife Management, University of the Western Cape, and Stanford University use the phones to access the course website, send text messages, and post media to mobile blogs.

    World Bank supports Indonesia’s Teacher Improvement Program

    By
    digitalLEARNING Network
    -

    The World Bank Board has recently approved US$ 86 million in support of the Government's plan to improve the skills and performance of teachers, widely recognized as a key challenge to improving education standards in Indonesian schools.

    The Better Education through Reformed Management and Universal Teacher Upgrading Project (BERMUTU), at a broader level,  supports the Government's December 2005 Teacher Law which aims to improve the qualifications and classroom performance of Indonesia's 2.7 million teachers,  who make up at least 70 per cent of the country's civil service. The program is expected to address critical challenges in Indonesia's education system, reflected most sharply in recent studies which show Indonesian students score less in scholastic tests like maths and reading. The program will support reforms for university-based teacher education, build capacity of the national accreditation board, provide incentives to universities to train teachers through distance learning and scholarship programs. Teacher absenteeism is another reason students do not learn.

    Equality of sexes is considered as smart economics

      By
      digitalLEARNING Network
      -

      A hot topic at summits of global leaders over the past few years has been how the global community is doing in its efforts to meet the eight 2015 Millennium Development Goals (MDGs). Those that draw the most attention are the MDGs dealing with poverty, hunger, health, education, and the environment. But little discussed is MDG3, which calls for redressing gender disparities and empowering women.

      The latest issue of the IMF's quarterly magazine Finance & Development spotlights gender equality, asking why it matters. People can learn that not only is MDG3 a vital development objective but it is also key to achieving several others

      IGNOU to popularize science in India

      By
      digitalLEARNING Network
      -

      Indira Gandhi National Open University (IGNOU) is planning to undertake capacity building for about 2.5 lakh science teachers with the help of United Nations Educational, Scientific and Cultural Organisation (UNESCO).

      The announcement was made by IGNOU Vice-Chancellor V. N. Rajasekharan Pillai at the “Brainstorming Session on Science Education”. The Vice-Chancellor has declared that IGNOU was probably the best vehicle so as to undertake science popularisation throughout the country because of its available technological resources and networking.  It was also suggested that stress need to be laid on devising modules for improving the scientific attitude of students. More emphasis was also required on courses for improving the quality of science and mathematics teaching in the country. Moreover importance should also be given to altering the kinds of courses to match the changing needs of the country and the world at undergraduate and postgraduate level across disciplines.

      A Centre of Excellence in ODL in the Make : Higher Education, Vice Chancellor, Tamil Nadu Open University, India

      By
      digitalLEARNING Network
      -

      Dr M.S. Palanichamy who has assumed his office in 2003 is the First Vice Chancellor appointed by the Government of Tamil Nadu in Tamil Nadu Open University and is heading the University having. In Tamil Nadu Open University, he is taking steps to provide Higher Education including areas widows, housewives, working men and women, disabled and those who are denied Higher Education due to family and social reasons. He has established study centres at 10 important towns of Tamil Nadu and 300 Information Centres at Taluk levels and is taking keen interest to provide education through Radio Channel

      In emerging trends of e-Learning, where do you place TNOU? What are the innovative e-Learning solutions, best practices or policies specific to the University that make it a glorified learning destination?
      Before I answer this question, let me put it in perspective. The Tamil Nadu Open University was established by an Act of the State Legislative Assembly in October 2002. After I assumed office as the first and founder Vice- Chancellor in February 2003, I would say the momentum in establishing the University began in right earnest. Now, the University offers more than 300 Courses in about 75 Programmes across a wide range of disciplines and at various levels and streams such as vocational, professional, traditional, etc. The University now caters to about 60,000 students distributed across the State through hundreds of learning centres. As regards our instructional delivery, as of now, it is predominantly print-based as is the case in other Open and Distance Learning (ODL) systems in the country. We use self-learning  oursewares since  he inception of this  nstitution, which is a record of sorts in the State. Having created courses in print in self-learning format, which is webready, we are right now at the stage of augmenting the learning experiences of our students through multi-media stand-alone CDs, which could be used both for  synchronous and asynchronous environments. More than 100 such CDs are being created now while plans for the rest are in train. This should clearly suggest that we don’t see e-Learning in its restricted sense of learning materials
      available on the web. We use e-Learning in its generic sense of providing electronic learning support to students  rrespective of who and where they are.
      In that sense, besides learning CDs, we are putting in place mechanisms for  electronic networking of learning centres for better efficiency in the delivery oflearning experiences. This includes the 24/7 HelpDesk, touchscreen facilities,
      networking of student management. Looking at these developments vis-à-vis the fact that the University is barely 5 years old, the TNOU is much ahead of
      its other ‘older’ ODL competitors in the State.

      What is distinctive about learning in other places than in the educational institutions, like learning while on move? How might the change evolve through the increasing use of digital technologies?
      Learning is more important than the mode through which one learns. It is time we demystify the claim that a student studying on-campus could be better than the one off-campus. Let us rub it in our minds that it is the student who learns with or without the teacher. The mode therefore to me is immaterial. Added to this is the factor of clientele. What I mean is you could easily categorise the students in an oncampus situation in terms of age, prior qualifications, etc. This is not possible in the ODL contexts and the TNOU is no exception to this rule, considering the fact that our students are more matured than their counterparts in the on-campus situation. So, I feel ODL has emerged as a seamless provision of education, quite contrary to the often-repeated and clichéd statement that ODL is only for those ‘who missed the bus’. No longer.

      What are so far the consequences of an ICT-integrated curriculum and the use of ICT for the future professionals?
      Consequences are that these professionals are well-informed. At the professional and personal levels, ICT-integrated curriculum has achieved what remained for years as unattainable in the teaching/learning contexts. Let me explain. It is not uncommon to hear statements such as curricula should meet not only the societal requirements but also personal learning styles. With the use of ICT, the issue of incorporating what is absolutely necessary and removing what is dispensable and thus making the curricula fit for purpose as well as meeting the varied learning styles through multi-media has become almost non-existent. This is a real boon for teachers and learners and in fact, for all the stakeholders. Nonetheless, the division this creates between information haves and information have-nots is to be addressed on a war footing.

      How can education prepare individuals and society to benefit from ICT that increasingly permeate all realms of life?
      How can ICT bring about a better balance between equity and excellence in education? While I reiterate the last sentence in the previous answer, I must also say even where facilities for ICT are available, teachers are still skeptical of their use. Various reasons could be attributed to this factor ranging from insecurity, ideology, etc., to indifference and apathy. First of all, teachers need to be prepared for the use of ICT which could be done only through a nationwide movement. Convincing the teachers and the students of the useof ICT, however, is only half the battle won. By creating the necessary infrastructure, the rest also could be won. As regards equity and excellence, if
      technology is properly deployed, the best of teachers could be made available to all students, no matter who and where the students are. This is but one example though.

      What are the challenges you face in achieving the targets that  you have set? What has been your forte so far?
      The TNOU, like any other ODL institutions, is heavily dependent on outsourced content. However, content creation is just a part of the whole operation of learning delivery. At present, therefore, the University is concentrating on putting together a strong core group, an absence of which has so far been a bottleneck to finish the projects in time. Once this is achieved, creation of quality content (i.e., learning objects) should not be a problem. Our forte has been self-learning materials in print and support services. Now, we want to get the same recognition for e-Content as well.

      What are the new programmes being planned? What do you see the University five years hence?
      We intend to make a departure from the imitative, traditional offerings and in so doing we want to be a catalyst for social transformation livelihood improvement. We see the TNOU not only as a University but also as a developmental agency. In other words, we are planning to launch Programmes at various levels that are innovative and need-based. An example could be that the rural youth on completing the Programmes designed for them could become skilled workers. To that extent, we already have several Programmes. However, to meet the growing workforce requirement satisfactorily, we intend to add several more. As per our roadmap, we will be the Centre of Excellence in ODL in India in about 5 years hence, working in purpose-built wireless environments catering to the needs of a wide variety of student clientele.

      By
      digitalLEARNING Network
      -

      Meghalaya, one of the Seven Sisters state is always recognised for its beauty and grace and has now and again been alluded to as ‘the abode of clouds’. The state’s literacy rate figures 63.31% according to the census report of 2001. The state has one central university located at Shillong, besides a few professional colleges. Like all other states in the country, Meghalaya has also adopted the policy of free and compulsory education for its students up to the age of 14. The state also follows a uniform system of education i.e. the 10+2 system as followed in other states of the country.

      Robert Garnett Lyngdoh, the Minister of Higher and Technical education, Meghalaya, discusses more about education, technology and policy matters of this beautiful State. 

      Could you please give a brief introduction on the education scenario in Meghalaya, with particular emphasis on technology? Is higher education affordable to all? How is the job market for college graduates? Does Meghalaya also put emphasis on technology aided education in higher education?

      Over the last few decades, Shillong has earned itself a reputation as the hub of education in the North-Eastern region. Students come from all the States in the North-East to pursue their studies here. It is precisely for this reason that the Central Government set up the North Eastern Hill University in Shillong, to cater to the growing needs of the students of the region. Presently, two new institutions are coming up in Shillong, viz., the North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMS), a referral hospital and post-graduate institute on the lines of AIIMS, and the Indian Institute of Management (IIM). Besides these, a number of private institutes, like NIIT, APTECH, etc., have also set up centers in Shillong. 

      The Govt of Meghalaya has been laying special emphasis on technology in the State. As you can see from the above, there are ample opportunities of pursuing further studies within the State and the cost of education in the State is affordable. The College graduates in the State have the opportunity to undergo value added training programmes, either while pursuing their degree or post-degree. However, due to the fact that employment opportunities in the private sector are limited within the State, most are absorbed in various industries outside the State. The State Government has made tremendous inroads, over the last few years, to ensure that the products of the Schools and Colleges are technology savvy and the Government has spared no efforts to ensure that the state of art facilities are provided to the students both in the urban and the rural areas.

      In your tenure as an education minister, how do you review the implementation of educational policies and practices?

      The Education scenario in the State does need a new impetus to propel it forward to meet new challenges of the future. Students have to be given the right skills to enable them to successfully meet the needs of the future. Besides this, there is an urgent need to make sure that classroom lessons are practically implemented in the community. Towards this end, the Government has adopted new paradigms by taking innovative approaches and qualifying hands on experiences and field studies as an imperative where the students would gain additional knowledge through field experiences. The Operational Values, where students implement what they learn by working with the community, and Project Sustainability, where in departments give impetus to vocational training, are some of the steps being taken by the department to propel this dream forward.

      How is education in Meghalaya preparing individuals and society to benefit from ICT?

      The synergy that we see through the education department and the IT department will ensure that the students are exposed to the realities of cutting edge technology. The schools right from the elementary sector, are equipped with computers installed through the Computer Aided Learning (CAL) under the banner of the SSA. The Secondary schools through the EFC award and the CLASS project are also implementing computer learning processes. Besides, we have a project under EDUSAT, which would be used for classroom teaching using high end technological tools. The students are, therefore, well equipped to tackle the challenges of new technology.

      What are so far the consequences of an ICT-integrated curriculum and the use of ICT in occupational practice on the attainment targets of education in your State?

      We have made a beginning by equipping the students with tools to ensure they have an edge in the new learning processes. The fact that a large number of students from the State are working in BPOs/KPOs and software development parks outside the State speaks volume of the achievement of the state. We are further endeavoring to benchmark the educational standards to higher levels so that placement offers would increase in the future.

      The Central Government set up the North Eastern Hill University in Shillong, to cater to the growing needs of the students of the region. The schools right from the elementary sector, are equipped with computers installed through the Computer Aided Learning (CAL) under the banner of the SSA. The Secondary schools through the EFC award and the CLASS project are also implementing computer learning processes. Besides, we have a project under EDUSAT, which would be used for classroom teaching using high end technological tools. The students are, therefore, well equipped to tackle the challenges of new technology.

      One of the trends in Centre-State relations has been the increasing financial dependence of states on the Centre. Don’t you think this need to be changed? How can States tackle this?

      Due to the resource constraints of small States like ours we have no other option but to depend on the benevolence of the Central Government for acquiring the necessary hardware and software to be utilised by the student community. There is no immediate formula to overcome this malaise and no cut and dried solution right now. Bold policy initiatives to involve the private sector could be one way out, but, considering the fact that the private sector is still very small in the State, this will take time.

      How do you see the role of private sector participation in the state’s educational activities? How much support do you get in this line?

      We would like to encourage the private sector to come to our State and set up joint ventures especially in areas, which are more job oriented and demand skills where we can leverage on. Partnership under the ITES banner has a lot of incentives as elaborated under the IT Policy, 2004.

      Within the ambit of present Centre-State relations guaranteed by the Constitution and in practice, what are the limitations that you face in your functioning as an education minister?

      In the field of education, the State is still very dependent on the Central Government for financial support.The emergence of private individuals, as well as private institutions and universities, is a recent phenomenon, which has to be closely monitored and gauge

      Designing the Z Axis, the Eureka Way : Capt. Kamaljeet Singh Brar, CEO, Designmate

      By
      digitalLEARNING Network
      -

      Capt. Kamaljeet Singh Brar, CEO, Designmate`As the only animation house in the field of educational content, we have been able to compile a huge volume of data- 135 gigs of top drawer quality animations. Eureka, Designmate`s core product and the dynamic teaching aid, with its 3D animation, helps students in grasping complex scientific concepts relatively faster.`

      ,

      The present day innovations (like that of Designmate`s) in education, challenge the present pedagogy and schooling system. What are you views on this?

      Your statement is both true and false. Eureka, our futuristic software, or an innovation as you put it, does not really challenge the pedagogy and schooling system. Whatever innovation that any producer introduces has to be within the present system, to be acceptable. We as content producers or generators do have to contend with the inherent resistance, which is a part of the dynamics associated with any change.

      The basic concept of Eureka is to be a tool for the teacher, to put across complex topics, for easy comprehension. Individuals, especially children, find it difficult to perceive and conceive in the 3rd dimension

      The resistance that we face is, when some misinformed teachers forget that we have an aid to help them teach, they at times feel that we threaten their existence!

      How did the Designmate journey begin? What made you interested in the educational content sector?

      You maybe aware that Designmate produced India’s first 3D animated musical. Prior to that, we were one of the first to do 3D graphics work for Ad Clips. My studio had the expertise to produce the best and most complex animations that could be done. When it came to marketing our ability, we loose out to bigger brand names that soon entered the arena. For survival, we soon found ourselves doing sub contracted work for studios that took the credit without having the ability. As a smaller studio, we were doing only the complex work, not getting the monetary due and worst of all, could not claim the credits for the work. I have lost count of the Hollywood movies for which I have done the animations, but Designmate’s name does not feature in any of the credits. Most of the output has little repeat value, despite the enormous expense.

      It is because of this that we decided to focus on generating content that had repeat value, for which we could retain the IPR, but yet recover our costs by reducing the price, by increasing the user base. Eureka educational movies are a result of that decision.

      What are your core products? And what makes your core strength?

      Designmate’s core product is animation. We are the only animation house that is in the field of educational content. We have been able to compile a huge volume of data – 135 gigs of top drawer quality animations.

      Our strength is in the dedication of a very fine team of professional that we have been able to build up. We started almost seven years ago, which is a long time in this industry, but we are able to keep abreast of the hardware and software developments in this trade. This I feel is our biggest strength; to provide to our users the latest in technology.

      What are the specific issues within the sector of ICT enabled education in schools that you think your product can address?

      Eureka is a state-of-the-art product. It incorporates the latest technologies that are available for ICT enabled education. It is a dynamic teaching aid, around which a school can build up its infrastructure. The school can start by using Eureka on one machine and gradually expand the use of ICT. Eureka, with its 3D animation, will help the students to grasp complex scientific concepts relatively faster; this in turn will enable the staff to cover the syllabus faster and better; thus giving the school time for other non formal, but never the less important educational activities. There is also a limit to the number of models and aids that a school can accumulate. Eureka portrays every experiment and every item of equipment given in the text book. The animations in Biology are accurate and true.

      Dr APJ Abdul kalam, the President of India, recently awarded Designmate as the best employer of 2006 in India for hiring the highest number of persons who are differently-abled (67 out of more than 100 employees). For this company, the only ability required is knowledge of the English language. And it is no problem if one doesn’t know the language, because the company runs its own English training class for employees free of cost, Brar explains.

      ,

      What is the biggest setback to the digital educational content Industry in India?

      Infrastructure is the biggest setback. Lack of power and broadband connectivity are the two biggest stumbling blocks. Until and unless these two utilities are in place, we are touching less then 4% of our population; ipso facto all talk of ‘bridging the digital divide”, etc. is empty and hollow.

      Second is the mindset of the decision makers. In education and parenting, one needs to steer clear of a major stumbling block – we tend to give the child what we feel is good for the child; We tend to overlook that our ‘feeling’ may not be relevant.

      What is the USP of Designmate, and how far that has been able to position you uniquely in the market?

      The simplicity and ease of usage is Eureka’s USP. The software can adapt in a 5 star environment or in a single classroom village school – literally ‘under the banyan tree’ with the same facility and utility.

      Have you ever tried to read the e-Learning market in India in terms of potentials, chances for deep penetration, proving the winning status to your company, etc.? Where do you find yourself in this evaluation, if actually did?

      Deep penetration in India is possible only by getting entry to Government schools. It is our vision that our software should be in every Government school in India, especially the ones under the banyan tree. But we are unable to offer this price for 1000 – 2000 schools. We have the product, its front-end, back-end bi-lingual facility can revolutionise Government funded education in India. So we are trying.

      Learnsmart launches online academic tool for Indian students

      By
      digitalLEARNING Network
      -

      Learnsmart India Private Limited has launched an online diagnostic and self-assessment tool for Indian students of Std III to X.

      Learnsmart is a joint venture initiative by Hyderabad-based service-oriented architecture (SOA) and web services integration provider BodhTree Consulting, and Unified Council, a provider of educational assessment services. Christened 24X7guru.com, the tool combines Unified Council's education content and BodhTree's online diagnostic and assessment engine. Students can evaluate their learning proficiency by answering questions about the subjects they study in school. The portal then scores those answers and demonstrates to students their strengths and weaknesses. Initially, 24X7guru.com will offer student's online assessment services for CBSE-based science and mathematics. A student can take as many as 45 such tests per year by paying Rs 3 to Rs 5 per day, depending on the class.

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