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COVID-19: Punjab govt shuts educational institutions

By
digitalLEARNING Network
-
Amarinder-Singh ji

Chief Minister Amarinder Singh ordered massive restrictions nationwide starting Saturday, amid a surge in Punjab coronavirus cases, including closing all educational institutions by the end of the months and limiting the capacity of cinemas. and shopping centers.

The prime minister also called on people on Friday to minimize social activities in their homes for the next two weeks to break the chain of transmission. No more than 10 visitors should be entertained in the houses, he urged.

“All educational institutions, except the medical and nursing schools, will remain closed until March 31,” an official statement said. There will be a 50 percent capacity restriction on cinemas and no more than 100 people in a mall at any one time. A total ban on all social gatherings and related events has been ordered in the 11 worst affected districts, except funerals / cremations / weddings, which are allowed with only 20 people present.

Also read: Punjab govt constitutes school education reform teams

This will apply from Sunday. In these neighborhoods, they remain under a 9:00 p.m. night curfew. At 5:00 a.m., the Prime Minister has ordered cinemas, multiplexes, restaurants, shopping malls, etc. stay closed on Sundays. However, home deliveries are allowed subject to night curfew. Essential industries and services can operate, but other than that, all restrictions are strictly enforced, the chief minister said.

Also, starting next week, every Saturday from 11:00 a.m. at noon, there will be an hour of silence across the state to remember those who lost their lives to COVID-19 and did not have a vehicle available at the time. The situation will be reviewed after two weeks, the prime minister said and chaired a meeting of the COVID working group with senior officials. As of Thursday, the infection rate in Punjab was 2,05,418, while the total death toll was 6,204, according to a medical bulletin.

Why yesterday’s skills aren’t enough for business schools to survive in today’s digital transformation?

By
digitalLEARNING Network
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Dr.-Pratima-Sheorey

Owing to such a change, “modern organisations’’ have become synonymous to “technology-driven organisations.” This is what is called Industry 4.0, says Dr. Pratima Sheorey, Director – Symbiosis Centre for Management and Human Resource Development (SCMHRD) in a conversation with Elets News Network (ENN).

In the past two to three decades, technology has been changing at an ever-increasing pace. Digital transformation permeates all fields of life and work. Technology and digitisation are necessities rather than a luxury and have therefore become all pervasive. This applies to the field of business and management too. With time, technological changes have caused a marked change in the employment and occupational pattern. Owing to such a change, “modern organisations’’ have become synonymous to “technology-driven organisations.” This is what is called Industry 4.0.

As technology continues to transform business functions and related fields, there also arises a corresponding need for the business schools and management institutes to prepare their students for these changes and equip them with the skill sets to cope with the ongoing changes. Since these institutes play a key role in determining the future workforce, they also play a crucial role in having it adapt to changes faster and even leverage them. Alongside bearing the onus of a changing workforce, the schools need to embrace technology to not just stay competitive but also to churn out a technologically agile work force. The institutes, therefore, need to look beyond their traditional knowledge and incorporate new skills into their systems for the following reasons.

Also read: How Indian Institutes are Empowering Education by Collaborating with Foreign Universities?

Change in Work Structure

The earliest example of technology impacting business has been manufacturing technology. It has led to automation and robotisation. Such manufacturing advances have eliminated several blue-collar jobs and have replaced them with fewer but more highly skilled jobs and will continue to do so in the future. A similar pattern is observed in office automation, wherein computers and management information system (MIS) are altering the nature of office work. This changing work structure often remains unaccounted for or is not considered in-depth when discussed or taught in the classrooms of B-schools.

Virtual Organisations

As mentioned earlier, technology has changed the nature of work. The extent of this is seen in virtual organisations where employees do not need to be present at the same location to work in collaboration. These have become a separate kind of organisation by itself and have been gaining prominence in the past decade, and off late have received a thumbs up during the pandemic.

The workflow and structure of these is again very different from conventional organisations which the new workforce must be accustomed to.

Facilitating Workflow

Technology in the first place, was introduced to organisations to make work faster, more efficient and easier. The purpose remains the same till date. Technology must be developed to bring traditional functional knowledge within the business and create programs that the employers and employees will want. While technology is developed by computer scientists, it is the employees and the managers that have to outline its functions and working. This again necessitates that the people in managerial roles understand technology, it’s scope and possibilities.

MOOCs

From the point of view of the business school itself, technological knowledge helps it to expand its reach. This happens in the form of MOOCs which have been garnering interest since the end of the last decade. Reputed universities and business schools from across the globe are utilising these as a tool to provide a glimpse of their education to learners from all over the world and from different backgrounds. Some have also started giving online degrees based on the completed MOOCs. To be able to utilise the courses and deploy them in the best possible manner, institutes need knowledge of the digital realm.

Changing employment norms by way of gig employment

Since on demand service, behavioral targetting and customisation became popular – the same concept has entered the engagement with the workforce. It is important to understand that gig employment aided by the gig economy is gaining a hold and is likely to impact the employment modes. Companies would of course prefer on contract specialist or even generalists to optimise resources and costs and yet get a quicker turnaround of tasks. Ability to understand the changing nature of work is the need of the hour and therefore schools need to sensitise the students regarding the same such that they are better prepared for all eventualities.

Education

Lastly, something that has been talked about quite frequently of late, is technology in day-to-day education of the students. The pandemic has emphasised the utility of technology in not only aiding distance learning but also in holding the students’ attention and helping them grasp concepts better. Only the institutes that have been able to efficiently cope with the shift to the digitisation of learning and will continue to prosper in the future.

Digital transformation has taken several forms today including Virtual Reality, Augmented Reality, Blockchain and so on. It has also become so deeply rooted in the way business is carried out to an extent where it is being used to automate contracts. In such a scenario, it becomes vital that business schools put sufficient focus on digitisation of business for the benefit of the workforce as a whole and for their own future. The key to keeping up with technological changes will be finding ways to marry the various forms of technology to suit the needs of the organisation – be it an educational institute or a corporate unit.

London universities welcome record number of Indian students

By
digitalLEARNING Network
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Indian students

International students increasingly look to London as their preferred study destination. 2019-20 is an exceptional year for international students in the British capital, strengthening the city’s position as the best study option on the world stage.

According to new data from the Higher Education Statistics Agency (HESA), the total number of international students in London universities rose to 135,490, an increase of 8.4% over the previous academic year at the highest level in existence. . It is also an increase in the number of international students in London for the seventh year in a row, demonstrating the growing attractiveness of the British capital for future international students.

Indian students who chose London saw the largest increase. India rose from third place in 2018-2019 and became the second largest international student market that year. The data shows that 13,435 Indian students are enrolled in London universities, an impressive 87% compared to 7,185 students last year. China retained its first place while the United States fell to third place.

Also read: Ireland govt announces scholarships for Indian students

It’s an impressive growth period for India, which rose to second place this year after falling to fourth place in 2017-18 before moving to third place the following year. Figures for 2019-2020 show an unprecedented 152% increase compared to 2017-2018.

Indian student applications may have been encouraged by the UK government’s reintroduction of the two-year postgraduate visa for international students, which allows foreign graduates to seek employment longer after graduation.

Lalage Clay, Director of Education and Talent at London & Partners, said: “These new figures clearly confirm the status of one of the world’s leading universities in London. The staggering growth in the number of Indian students who have chosen London shows the great opportunity that study in the British capital offers, as well as the possibility of staying in the UK for two years after graduation. Whether in fashion or finance, accounting or art history, prospective international students know that when they choose London, they are choosing a world-class education and cultural experience, not like the others. “

Pokhriyal: B. Arch admissions’ criteria revised

By
digitalLEARNING Network
-
Pokhriyal g

The Union Minister of Education, Ramesh Pokhriyal Nishank, announced on Twitter a revised admission criteria for the admission of B. Arch. Following the publication of the result of the JEE Main 2021 Paper 2 (for the B. Arch and B. Planning courses), the Minister of Education announced that the minimum requirement of 50% had been eliminated.

Pokhriyal wrote on Twitter: “In light of the COVID19 pandemic, admission to the B. Arch course has been relaxed for the 2021-2022 academic session. Minimum requirement of 50% in PCM and a total of 10 + 2 in relaxed state to be able to pass only grade 12 with PCM / diploma subjects of 10 + 3 with mathematics. “

Also read: Pokhriyal: School dropout rate of girls lower than boys

The student may note that the above-mentioned admission criteria apply to admission to B.Arch degree programs as set forth in participating institutions JEE Main 2021. Admission to B. Arch programs at IIT is based on an exam AAT. For AAT, applicants must qualify for the JEE Main 2021 Paper 1 exam and qualify for the JEE Advanced 2021 exam.

Changes to the admission criteria for AAT 2021 approvals have not been confirmed. Students are encouraged to check the official website for the latest information. The IITs will share the eligibility criteria for admission to the IITs following the publication of the detailed JEE Advanced 2021 brochure.

NEET PG 2021: Correction window for application form starts today

By
digitalLEARNING Network
-
NEET PG 2021 window

Applicants who have registered for the NEET PG 2021 exam can correct their application as the correction window for them will open from today March 19, 2021. Applicants should visit the official website of the National Examination Council of nbe. edu.in to modify your applications.

Applicants for NEET PG 2021 should note that the correction window will be open from today, March 19, and will remain open until March 21. Applicants must therefore make the necessary changes to their application within this time frame.

Online submission of the NEET PG 2021 application form began on February 23 and continued until March 15.

The NEET PG 2021 exam will be held on April 18, 2021.

The last edit window to correct incorrect images for NEET PG 2021 will open from April 2, 2021 and will run until April 4, 2021.

Tickets for the NEET PG 2021 exam will be issued starting April 12, 2021.

NEET PG 2021 results are expected to be announced before May 31, 2021.

The NEET-PG exam is an aptitude test prescribed as a single entrance exam for admission to various MD / MS and PG degree courses under Section 61 (2) of the National Medical Council Commission Act of 2019 with 10 (D)) from Indian Medical Council Act of 1956.

Applicants should note that NEET-PG 2021 is the only aptitude test for admission to MD / MS / PG degree courses for the 2021 academic session which includes:

1. All India 50% quota seats for all States/Union territories of India.

2. State quota seats for all States/Union territories of India.

3. All Private Medical Colleges, Institutions & Universities/Deemed Universities all across the country

4. Armed Forces Medical Services Institutions.

5. Post MBBS DNB Courses and Post MBBS

AICTE: UGC, AICTE, NCTE to be merged this year

By
digitalLEARNING Network
-
AICTE 2021

This year will see major structural reforms in the education sector, notably the merger of regulators that led to the establishment of the Higher Education Commission of India (HECI), said AICTE chairman Anil Sahasrabudhe.

According to the National Education Policy (NEP) 2020, HECI will be a single umbrella organization for higher education.

“All regulatory agencies, including the All India Council for Technical Education (AICTE), the University Grants Commission (UGC) and the National Council for Teacher Education (NCTE), will be merged into HECI. This will take effect this year, ”Sahasrabudhe said.

Also read: AICTE: Mathematics and Physics not compulsory for engineering aspirants

Speaking at the one-day national conference on “Key Features of the Manual Approval Process (20212022) for the Reestablishment of Technical Education and NEP Implementation,” he said the NEP had several features that would benefit students, faculties and institutions.

“Create a window full of possibilities. For example, the top 100 institutions in the national ranking can join forces with foreign institutions that are among the top 500 in the world ranking for collaboration and academic and research associations, ”he said.

Sahasrabudhe blamed some media for the “confusion” that mathematics, physics and chemistry are not required for admission to engineering and technology, saying, “This is absolutely fundamental.”

You can’t get an engineering degree without it, he says.

In an effort to provide more flexibility in admissions, students from other fields can attend engineering schools but must take a course in physics, mathematics or subjects they did not study in high school, he added.

“You have to take these bridging courses to get engineering degrees,” he said, speaking to reporters later.

EdTech start up raises iNurture raises Rs 71 crore

By
digitalLEARNING Network
-
iNurture

Edtech iNurture, which offers university programs in India, has raised Rs 71.5 cr, or nearly $ 10 million, thanks to what appears to be bridge funding from Kimera Ltd, a Dubai-based family office.

iNurture allocated 71.49 821 Series C CCDs to Kimera at Rs 10 each to increase the total. According to Crunchbase, Kimera is a four-year family office that provides investment and financial planning advice.

The Bengaluru-based company had raised around $ 4 million, or Rs 30 cr, from Kimera in June last year, and a month later it had raised Rs 10 billion in debt financing from its current investor BlackSoil Capital. In the past, iNurture has also received funding from Bertelsmann India Investments, Ascent Capital and GVFL Ltd. collected.

The twelve-year-old company, which was founded by Ashwin Ajila, offers industry-relevant graduate degrees and courses in cooperation with recognized universities in India. It uses its industry connections to enable guest lectures, internships, industry tours, live projects, and job placement assistance.

Also read: Edtech startup Quizizz raises $12.5 M in Series A funding

As of July 2020, the company has partnered with over 35 universities across India, has over 50 programs on campus, and over 10,000 students take these courses.

iNurture has also partnered with global universities offering digital business, sports, luxury and hospitality management programs, including various courses in emerging technologies.

While iNurture said its sales exceeded Rs 150 cr in fiscal 20, documents filed by the company show that it had operating sales of Rs 79.67 cr for the fiscal year ending March 2020. The good news is that the company had optimized its efficiency and posted a profit of Rs 1,100 crore and an improved EBITDA margin of -12.05% in fiscal year from 19 to 8.06% in fiscal year 20 It should be noted that the losses for in fiscal 19 they were close to 11 billion rupees.

Prof (Dr.) Sanjiv Marwah, Director, JK Business School: Onward To Opportunity: How PGDM Course will lead to success in the Post COVID-19 Era

By
digitalLEARNING Network
-
Prof (Dr.) Sanjiv Marwah

With the markets growing at a spectacular rate especially the Indian market becoming technologically advanced and skilled-driven rather than just promoting degrees from premier institutes, the 2 years of PGDM courses are now walking hand-in-hand with just what the industry requires. The bright side to the coronavirus outbreak in the education sector is the smart switch many management institutes have made with business school students and staff coming together to support each other through the crisis. To ensure proper student engagement responding to such disruption, top management colleges offering PGDM courses are shifting to blended learning tech-savvy modules involving practical and theoretical curriculum so that students can keep up with their studies without any hitches.

Below mentioned are some of the insights and reasons on why a PGDM degree will help students lead a successful career in the post-Covid era: –

• Strategic and innovative thinking skills: Managing strategy and innovation are one of the skill sets which are in burgeoning demand. It includes skills like analyzing data or information, thinking creatively, and developing objectives and strategies. These skills differentiate a PGDM hire from other courses in such a domain.

• Digital transformation and technological upskilling: We all have witnessed that many early-stage startups and other companies, resorting to digital transformation to cope with the challenges during the pandemic. In the coming year’s upskilling in terms of technology will play a crucial role in the coming years for any organization to succeed.

Also read: ITM Group launches PGDM

• Adaptability and Flexibility: In the new normal, the trend of remote working will surely go up. Thus, it is very important for students to embrace the new normal and prepare themselves to adapt to such a working environment. This is the reason blended learning is the emerging concept in the B-Schools as it equips students with the reality of the virtual world.

• Industry Integrated Syllabus: Unlike most other management courses, PGDM programs are updated every year or so to deal with the industrial trends. Some of the benefits of pursuing such updated courses are that students learn the new and ongoing concepts and practices of business management and entrepreneurship.

• Corporate Ready: Pursuing a PGDM course doesn’t simply allow you interpersonal growth but also to imbibe knowledge about business management. The advantages associated are multi-fold and multi-dimensional and most importantly it prepares you to be corporate ready. Entering the corporate world with management education and the fundamental knowledge about modern business management will propel your growth towards your professional life.

• Young Entrepreneurs: The two-year post graduation programme covers a wide range of topics that help individuals develop business skills such as leadership, communication, critical thinking and decision-making vital for today’s competitive environment. Many aspiring individuals assume a great business idea is enough to be a successful businessman. However, an advantage of doing a PGDM as an aspiring entrepreneur is that you emerge with a strong, workable idea for your successful startup, such that investors would be willing to invest in.

Shiv Nadar University gets Institution of Eminence status

By
digitalLEARNING Network
-
Shiv Nadar University

Eminent Higher Educational Institution, Shiv Nadar University has received the status of “Institution of Eminence” from the Indian government.

The institute announced that it had signed a memorandum of understanding (MoU) with the Ministry of Education to grant it the status of “institution of eminence (IdT)”.

IBE institutions enjoy full academic and administrative autonomy and are also responsible for making India a global brand in education.

These institutions can also partner with the top 500 higher education institutions abroad without prior approval from the government. Shiv Nadar University is one of the youngest on the list, which includes institutes such as IIT Bombay and IIT Delhi.

Shikhar Malhotra, Pro Chancellor of Shiv Nadar University, said that this achievement was the result of the combined efforts of all members of the community, including students, faculties, staff, parents of our students, our alumni, and our partners.

Also read: Shiv Nadar University tie up with Annenberg School of Communication, Pennsylvania

Shiv Nadar University (Delhi NCR) was awarded “IoE” status after an assessment by the government-appointed Committee of Authorized Experts (ECE).

The assessment included various legal and procedural requirements in accordance with UGC regulations and guidelines. It took into account all aspects of the university’s operation, including but not limited to the curriculum, research, faculty, campus infrastructure, student selection parameters, and the institution’s long-term vision.

Shiv Nadar Foundation founded by HCL group founder Shiv Nadar founded Shiv Nadar University in Delhi-NCR (Greater Noida) region in 2011.

Rupamanjari Ghosh, Vice Chancellor of Shiv Nadar University, said: “We will continue to equip people with the skills, knowledge, art and scientific thinking necessary to meet the world’s most pressing social and industrial needs.”

Shiv Nadar University (Delhi NCR) was recommended by EWG as “IoE” in August 2019 after the introduction of the “Institutions of Eminence” program in 2017 by the University Grants Commission (UGC).

The 20 “IoE” were selected from a total of 114 applications from public and private universities. Shiv Nadar University is also among the select group of institutions in the country that received the prestigious Atal Incubation Center Scholarship from the Indian government NITI Aayog in the first round in 2017.

Ramya Chatterjee: Redefined the concept of virtual classrooms

By
digitalLEARNING Network
-
Ramya Chatterjee

Kneura combines the best of communication tools with the best of pedagogical tools, says Ramya Chatterjee, CEO, Cybernetyx during an interview with Elets News Network (ENN).

How Kneura will redefine the concept of virtual classrooms?

The current virtual classroom implementations are mostly based on video/audio calls to deliver lessons to the students. However, a classroom is a space to not only deliver lessons but also to foster curiosity and participation from students, and also mediate in their learning journey. This becomes nearly impossible in prevailing virtual classroom setups due to lack of tools and functionality to do this.

We have tried to redefine the concept of virtual classroom from ground-up by replicating the features and functionalities of the real classroom through a virtual teaching and learning platform.

Besides, with Kneura we have tried to quantize learning outcomes for the students irrespective of when, where and how they are learning. Kneura combines the best of communication tools (video conference with integrated live collaborative whiteboard) with the best of pedagogical tools (adaptive learning and feedback, self-learning apps, digital course creation and delivery etc.).

How can Kneura help teachers in impacting quality education and in the new education era?

The AI-assistive tools in Kneura give access to teachers to create course ware and lessons ahead of the classroom, without any barriers of physical location, time, and device. They can send resources, assignments, and assessments to the students and share the obtained marks, instantly.

Also read: Ankit Sanan: Virtual classrooms are need of the hour

Without spending too much time, teachers can formulate different kinds of questions with AI-question generators like multiple-choice questions, true-false, picture select. This way, conducting assessments becomes easier and frequent.

The NEP 2020 advocates the usage of technology in education, how can Kneura bring all the components of blended learning to students?

As NEP advocates the holistic, flexible, and multidisciplinary need of education, with digital curriculum and pedagogy in schools, and integrated, enjoyable, and engaging methodology, Kneura brings all these components together wherein students can connect, learn, and revise resources as per their learning curves.

Students can access the shared digital courses, attempt assessments, and submit assignments, on their separate dashboards. Kneura facilitates Communication Wall wherein students can write their query and teachers can clarify the doubts using different forms of content anytime.

Can EdTech firms retain the momentum of 2020 in 2021 as schools are set to reopen?

Offering holistic learning that ensures an uninterrupted learning with enhanced learning outcomes has always been in demand. Even before the pandemic, educators were looking for LMS and Classroom Management Systems, but the ease of use and affordability remained a barrier to quick adoption. COVID-19 has acted as an accelerant to adoption of technology in the education sector and helped overcome the inertia.

Recently, many EdTech firms came into existence focussing mainly on online content delivery and online tutoring, but once things will be back to normal the sustainability of that business model will come under tight scrutiny.

What are your expansion plans?

Kneura was introduced in India, Indonesia, Thailand, Philippines and SA markets in mid of last year as a Beta launch to gather early customer feedback. We expect to on board 5,00,000 students on Kneura platform by the end of this year. Also, we expect to partner and bag some large orders from key educational institutions in our target countries from phase I. With Kneura 1.0 version launching soon, we will expect to open new markets globally with Kneura and take our product to millions of students and 100K+ institutes in the coming times.

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