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MRCE: Nurturing Future Leaders

MRCE

Industry-oriented courses, good placement record and innovative teaching-learning methodology have helped Malla Reddy College of Engineering to become a renowned name in higher education sector, says Dr P John Paul, Principal, Malla reddy College of engineering (MRCE), in an interview with Elets News Network (ENN).

In order to make students technically competent, what latest methodologies are adopted at Malla Reddy College of Engineering to improve teaching –learning process?

Dr P John Paul, Principal, Malla reddy College of engineering (MRCE)
Dr P John Paul, Principal, Malla reddy College of engineering (MRCE)

The classroom brings together students from different backgrounds, abilities and personalities. Being an effective teacher, therefore, requires the implementation of creative and innovative teaching strategies to meet students’ individual needs. It is necessary for teachers to make dull academic concepts interesting with visual and practical learning tools. It helps students to understand practical implementation of theoretical concepts. teachers should also encourage students work together as a team. they must also focus on student- centric learning rather than teacher-centric. In addition to that, teachers must ask thought-provoking questions which inspire students to become independent learners.

In line with industry requirements, how is the institute inculcating skills into its students to make them future-ready?

Practical learning is the need of the hour. Our institute focuses on making students industry-ready from day one by imparting the required skills. Dynamics of learning mechanism in technical education has undergone significant transformation. Keeping rhythm with rapidly transforming learning environment, engineering colleges are incorporating innovations to their pedagogy such as application-based education by interacting with industry and training institutes closely. It helps us to bridge the gap between industry and academia.

How does the institute help its existing faculty members to enhance their skills?

Malla Reddy Engineering College always encourages its faculty members to participate in technical workshops/seminars across India to upgrade their skills. We also support faculty members in publishing a research article in reputed national/international journals every year. Our college interacts with industries on regular basis to provide hands-on training to the faculty members within college premises. Other than that, college supports its faculty members in converting their innovate ideas into product and obtaining patent rights for the same.

What initiatives have been undertaken by MRCE to impart education to the students belonging to weaker sections of the society?

Malla reddy College of engineering provides quality education to the students of weaker section in the society. We help such students by providing then monetary benefits and programmes to enhance their skills. The college has constituted a committee in this regard to monitor the day-to-day activities. Malla Reddy College of engineering also offers various government and other scholarships to such students. the State Government offers scholarships to students belonging to economically weaker section of the society on merit-basis. in addition to that, the college offers hostel facility with lesser fee to the students.

What is the vision and mission of the institute to deliver education at par with the Global Standards? Our vision is to emerge as a centre of excellence for producing professionals who shall be the leaders in technology innovation, entrepreneurship, and management and in turn contribute for advancement of society and human kind.

Our mission is to provide an environment of learning in emerging technologies, to nurture a state-of-art teaching learning process and r&d culture, to foster networking with alumni, industry, institutes of repute and other stakeholders for effective interaction, and to practice and promote high standards of ethical values through societal commitment.

UK Board announces Class 10, Class 12 Results

Uk Board REsults 2019

UK Board Result 2019 for Class 10, Class 11 and Class 12 has been announced by the Uttarakhand Board of School Education (UBSE) on May 30, 2019 (Thursday) in a press conference.

76.43 per cent students have passed in Class 10 whereas 80.13 per cent students have cleared the Class 12 board examinations in Uttarakhand.

Students can check the results by visiting board’s official website uaresults.nic.in. Apart from this, the UK Board Result 2019 will also be available for download on the official result portal for exams conducted in Uttarakhand.

UK Board Class 10 Class 12 Results 2019: Follow the steps to check

Step-1: Visit the official website: ubse.uk.gov.in or uaresults.nic.in

Step-2: Click on the result link for Class 12/ Class 11/ Class 10 Exams

Step-3: Enter the admit card details

Step-4: Results will be displayed

Step-5: Download and keep a print out for reference

UK Board had conducted the high school and intermediate examinations from 1 to 26 March, 2019. This year, 1, 49,950 students had registered for 10th exam and 1, 24,867 students had applied for Class 12 exam.

Notably, the UK Board results have been announced late in comparison to last year, when it was declared on May 26, 2018. In fact, UBSE is one of the last state boards to release the board exam results this year.

PES College of Engineering: Imparting Quality Education

The PES College of Engineering (PESCE), Mandya, is one of the premier engineering colleges, established in the year 1962 by Peoples Education Trust, Mandya, formed by philanthropic farmers of Mandya district on a “no profit” basis. The institute established by the great visionary, Late Sri K V Shankaragowda, former Education Minister, Government of Karnataka, with a vision of providing quality education to young rural aspirants in Engineering & Technology. At present, PESCE is headed by Dr H D Chowdaiah, Educationist & Visionary.

Since its establishment, PESCEis affiliated to University of Mysore, Mysuru, the and then it is affiliated to VTU, Belagavi. Later PESCE recognized and conferred Autonomous status during 2008. PESCEis selected by World Bank and MHRD-Government of India under TEQIP (Phase-II & III) project for its exceptional academic excellence. The institute management has redefined its Vision & Mission as, “It is committed to develop student potential through high quality teaching-learning processes and state of the art infrastructure” and is determined to improve the academic standards and campus environment to impart quality technical education to make students of PESCE Professionally  Excellent, Socially Committed Engineers in synonym with PESCE through the experimental learning with modern teaching tools and structured inputs.

MESSAGE

SahakariRatna Dr H D Chowdaiah
B Sc (Agri), D Litt
Ex. MLC & MLA, Chairman, PET, Mandya, Karnataka

“Education is simply the soul of a society as it passes from one generation to another”. It is our deepest desire to serve the society by moulding the technocrats and business leaders of tomorrow. To this end, we have endeavored to create a world-class educational institution that is complete in every way. Be it facilities or faculty, curriculum or career guidance, we seek to offer the very best to our students. Education that is thorough, purposeful and meets the requirements of today’s job market; education that disciplines and inculcates values; education that is in tune with the changing dynamics of today’s competitive world – that is the kind of education that PES College of Engineering, Mandya, Karnataka, offers.”

Shoolini University — Redefining Education, Transforming the World

There has been an exponential growth in the sphere of higher education in India since the independence. In the last few years… private sector has contributed a lot, but the country is still far from realising its full potential. From merely 18 universities at the dawn of independence, the country now has a total of 907 universities, as per the data available till March 31, 2019 with the government. These include 399 State Universities, 126 deemed to be universities, 48 Central Universities and 334 Private Universities.

Vipin Pubby, Director-External Relations, Shoolini University
Vipin Pubby, Director-External Relations, Shoolini University

Data shows that it was after the emergence of private universities in the last two decades that the Gross Enrolment Ratio (GER), hovering around 14 per cent in 2010, zoomed up to 23.6 per cent in 2015 and 25.2 per cent 2016-17. The country is aiming to reach 30 percent GER by 2020. During the first five decades of independence, higher education was the sole monopoly of the Government. It was reluctant to throw open the avenue to the private sector which resulted in limited opportunities for students aspiring for higher education.

It was only in last few years of 20th century that efforts were initiated in the Parliament to set up private universities but again there was stiff resistance. Since education is in concurrent list with powers vested both with the Centre and the States, some States took the initiative and began granting permission for setting up private universities.

The growth since then has been phenomenal. Several States granted permissions to set up dozens of private universities and some of the States set up regulators to ensure that these universities followed proper procedures and maintained basic standards. The number of students in higher education has swelled to nearly 25 million but the number is going to rise further in the years to come and private universities have played a stellar role in making it possible.

Most such private universities have contributed to the higher education scenario but some have excelled. Himachal Pradesh-based Shoolini University, for instance, is yet to turn 10 but has been punching much above its weight. The University, which has created a niche for itself, has attained a H-index of 45, which is second best after IIT Indore and highest among 380 universities established in and after 2009. The H-Index reflects the output based on the total number of publications and the total number of citations to those works, to provide a focused snapshot of an institution’s or individual’s research performance.

Not just that, its faculty and students have already filed over 300 patents which involve preliminary investigations by authorised agencies into the exclusivity and viability of the patents filed. Shoolini University’s Vice Chancellor Prof PK Khosla said that during the last financial year, faculty and students of the University had filed over 180 patents and added that “we are confident that this figure is either the highest or the second best among all the Indian Universities, though official data is not available in this regard”. Official confirmation, however, is still awaited. But to be ranked among the most prestigious institutions of the country, including IITs, IIMs and other central institutions like NIPER, is in itself a remarkable achievement.

The University is now rubbing shoulders with world class institutions and matches global standards in several research parameters. Unfortunately the parameters adopted for rankings in the country place low premium on research and related activities like publications and citings in journals as compared to the norms abroad. The parameters on which international ranking agencies such as Times Higher Education (THE), Quacquarelli Symonds (QS) and Academic Ranking of World Universities (ARWU) operate are metrics such as research, reputation and internationalisation. On the other hand the rankings systems for Indian universities primarily focus on teaching and less on research.

Besides Shoolini, some other private sector institutions are also doing well but it would be a good idea to give more autonomy and make the system less regulated for those institutions which are performing well. There is also the need for corporate and industry to step in and contribute towards the higher education through innovative ideas and finances. There is a long way to go to provide access to good education to the millions of youngsters. It can be done through a collaborative effort of the public and private sector.

(Spl. Note: The writer, Vipin Pubby, is the Director, External Relations, Shoolini University. Views expressed are a personal opinion).

Upcoming trends that will shape the future of education for children

Education trends

Technology is likely to shape the lives of this generation especially when it comes to their education. Here’s taking a looking at some ground-breaking trends that will help shape the future of education and in turn the future of children in the coming years, Minal Anand, Founder & CEO, GuruQ for Elets News Network (ENN).

Minal Anand, Founder & CEO, GuruQ
Minal Anand, Founder & CEO, GuruQ

Technology is advancing at a rapid pace. It has influenced every sector, and education is no exception. By 2025, 1/3rd of the global population is going to be made up by the youngest generation: Generation Alpha, also known as the iGeneration. Generation Alpha is considered to be the children born between 2010 and 2025.This will be the first generation entirely born in the 21st century. These children are considered to be the most technologically savvy demographic till date.

Ed tech platforms

In the whole bid to help shape the future of education for children, new age EdTech platforms are contributing in many ways. With online tutoring picking up rapid pace, there are unique digital platforms that help students connect with the right tutors. It provides students with the option of taking classes anytime, anywhere through its Online and Offline Class option. It also aids in personalising the learning experience through a total customisation of the mode, time and place of learning. It offers students complete control over their pace of learning.

Classroom of the future

Education is no more tethered to classrooms. Students have diverse opportunities to learn through various e-learning tools that offer more opportunities for remote, self-paced practical learning.Students will be able to move seamlessly from a traditional to a global virtual classroom. While it’s already happening, soon, it will be commonto see children learn the theoretical concepts in classrooms while the practical knowledgewill be taught using technology.

AI, VR, MR

The students from Generation Alpha are going to benefit in a huge way from the emerging technology and innovations. Technologies such as Augmented Reality, Virtual Reality, Mixed Reality (AR/VR/MR), robotics, and Artificial Intelligence (AI) are already changing education.The beauty of trends like VRin education is that in 10 minutes, it provides an experience of a subject that a textbook cannot. These technologies can enhance the understanding of course material so that students can easily and quickly grasp concepts.

Customised learning

E-learning tools are helping develop personalised learning paths for children as per their abilities. As technology continues to permeate education, the concept of personalised learning is gaining traction. Personalized learning involves using technology to give students more control over their education experience. Children get to choose the time, place, path, andpace of his or her learning.

Wider choice

In the coming years, students will get a chance to make the most of advanced technology. They will be able to modify their learning process with tools of their own choice. There will be different devices, different programs and techniques. Trends like Blended learning, BYOD (Bring Your Own Device) are all set to help children shape their future in a big way.

Future proofing

Today, the freelance sector has come up in a big way. People are no more restricted to working from offices and some prefer working from the convenience of their homes, coffee shops or coworking spaces. To make today’s children future ready for these changes, there is already focus on adapting to project-based learning and working. They are now learning to apply their skills in shorter terms to a variety of situations.

In the coming years, children are likely to see more of anytime, anywhere education. With the massive reach of the Internet and the ubiquity of smart devices, there are going to be so many tools to help children in their academic life. It is upto teachers, tutors, facilitators and parents to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to every child everywhere.

TSWREIS: Catering to educational needs of children in rural India

Dr R S Praveen Kumar

Telangana Social Welfare and Tribal Welfare Residential Education Institutions Society (TSWREIS) will be able to impact the lives of students in rural areas of Telanagana at large, says Dr R S Praveen Kumar, Secretary, Telangana Social Welfare & Tribal Welfare Residential Education Institutions, Government of Telangana, in fireside chat with Sudhakar Rao, Director-Branding, ICFAI Group, during 9th Higher Education and Human Resource Conclave Hyderabad.

What is the inspiration that helps you keep running the mission of catering to the dire educational needs of children hailing from the remote areas of Telangana?

There is an urgent need to include children belonging to the backward sections of the society to the mainstream. It is necessary to make them the part of problem solving exercises.

What inspired you to choose social welfare despite being an IPS officer?

Firstly, during the Telangana agitation I came across incident of several students committing suicide due to lack of education and correct role models in their lives. Secondly, it was due to my mother. One day when I visited our village after becoming an IPS officer, my mother said “should I feel proud as my son is an IPS officer or should I feel ashamed as still most of the persons in his village are either labourers or stone-cutters”. This is when I thought to spread my learning among backward sections of the society.

While enabling students to become globally competent, how your teachers have been managing a work-life balance?

Our teachers enjoy what they do. They find a sense of purpose by contributing to this noble cause. One of the significant things that changed the outlook of our teachers is that the kind of teachers’ training provided to them. We don’t do our teachers’ training programmes within the institutional settings. A significant portion of our teacher’s training happen among the communities. We take them to villages and encourage them to immerse between the communities. It helps them to understand our students’ needs.

A lot of schools are focusing on entrepreneurship to have fresh ideas from students, what steps have been taken by the TSREIS Schools in this regard?

We are focusing on the practical aspect of entrepreneurship. We have established sanitary napkin stores and canteen in our schools where the supplier or the contractor is not a renowned person of these fields. Pass out students of our schools are the suppliers for these stores or canteens. So, this is the one such step to nurture entrepreneurship. We also call renowned industrialists to our schools regularly for interactive sessions with students so that they tend to understand an entrepreneur’s life.

Hands-on-learning brings balance between education & enjoyment: Pravesh Mohey

Pravesh Mohey

“The present teaching system involves lectures, readings, demonstrations, and audio-visuals but we have understood that it doesn’t help in enhancing grasping power of a child. Instead, hands on learning, teaching others, group discussions have a higher retention rate. And this has been proven as well that by involving kids in learning process balances education and enjoyment simultaneously,” said Pravesh Mohey, Regional Manager – Marketing & Sales, Butterfly Edufields.

He was speaking at the 11th School Leadership Summit 2019, Chandigarh, on the topic: ‘Bridging the Learning Divide – Experiential Learning is the Way Forward’. The summit was organised on April 12, 2019 by Elets Technomedia, a premier media and technology research organisation.

Explaining about his company’s narrative in providing hands-on learning experience to students, Mohey said, “We at Butterfly intent to address and bridge this learning gap by offering affordable Hands on Solutions in Science & Math.  This might not answer all the whys but will surely bring out the fear of ‘why’ among children”.

As per the National Training Laboratories, Maine, USA – the average retention rate among students is highest with Hands on Learning – 75% whereas with discussion it is 50%. On the other hand, it is 30% with demonstration and 20% with audio visual whereas shockingly it is lowest in reading and learning with just 10% and 5% respectively.  The data was revealed in an industry presentation given by Mohey during his address at the summit.

Explaining the reason for the name ‘Butterfly’ and his company’s vision, Mohey said, “We know the evolution of caterpillar to a butterfly. Every child has that potential and should get that opportunity to evolve like a butterfly from a caterpillar. We want to develop every child in a way that he gets a chance to learn from different formats”.

“Just like caterpillar every child has the potential to transform into a unique individual. Our vision is to make learning more enriching, engaging and fun for all sections of children in developing world and around. When children apply what they learn, they become doers and that’s what we want in the world right now. Doers are the ones who succeed in their chosen fields in the future,” he added.

Further, highlighting the importance of answering questions of kids, Mohey stated, “We cannot make a kid understand something by simply telling it – Ye Aisa hi hota hai (it is like this only) rather it is important to explain ‘why it is so’.  So at butterfly, we make sure to appropriately explain “why” to the kids.”

“Interestingly, so far, Butterfly has been able to impact the lives of 11, 00,000 students, touched 9,000 schools, covered 18 states and expanded in 3 countries. Skills like scientific temperament, observational and critical thinking, curiosity and perseverance have been inculcated by the students while involved in hands on learning,” he added.

In Butterfly Edufield’s presentation – it was reported that an improvement of 40 percentile in Science was recorded in schools where Butterfly Edufield’s Hands on Activity related to Conductivity, Electric Circuit was done whereas a 25 percentile improvement was measured in Maths subject in which Hands on Activity related to geometry was conducted.

Delhi University admission process to begin from May 30

The Delhi University (DU) is most likely to kick-start the admission process from May 30, 2019 (Thursday) onwards. According to the officials, this is the most delayed admission session of DU till date.

The university officials, reportedly, held a meeting on May 27 and decided to commence the registration process from May 30 and it is likely to go on for next 15 days.

The report further says that the University will announce the cut-offs almost a week after the registration process ends.

Varsity’s admission portal will showcase all the relevant details to the candidates like: no of seats available in the college and the course they are applying for. Further, it will also carry details about how many students have applied for those seats and how fast the seats are filling up.

However, the Delhi University is yet to finalise on the test agency that will be conducting the entrance exam for admission to various courses. It has been the major reason behind the delay in admission.

Reportedly, the National Testing Agency (NTA) is almost finalised for the same. However, the official confirmation is yet to come on the same.

Notably, in 2018, DU began the registration process on May 15, days before the CBSE results were announced.

But this year, CBSE, following the High Court directive, announced the results of Class 12 examination on May 2. This was done in record time of 28 days. Traditionally, the Class 12 results are announced in the third week of May.

Maharashtra Board 12th result announced

Results

Maharashtra Board 12th result has been announced by the Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE) today i.e. on May 28 around 11 am. The result is now available on the official website by 1 pm.

The students can check the results on the websites: maharashtraeducation.com, mahresult.nic.in, and mahahsscboard.maharashtra.gov.in.

MSBSHSE HSC 12th result: steps to check

Step-1: Visit any of the aforesaid website

Step-2: Click on the download now result link

Step-3: Enter the required details like registration number and roll number

Step-4: Results will appear on the screen

Step-5: Download it, and take a print out for further reference.

In 2019, Over 14 lakh students registered for the class 12 exam in Maharashtra. The board appointed 30,000 to 40,000 teachers to work as an invigilator and participate in the evaluation process. Maharashtra board had also taken a slew of measures to curb cheating in the exam including CCTV monitoring and impose section 144 on the day of the examination.

West Bengal HS Class 12 exam results announced, 86.92 Per Cent Pass

WB HS Result 2019
WB HS Result 2019

WB HS Result 2019  | West Bengal Council of Higher Secondary Education (WBCHSE) has declared the Higher Secondary or Class 12 examination results on May 27, 2019 (Monday). The results were announced by WBCHSE President Dr. Mahua Das in a press conference.

86.92 per cent students have passed in the West Bengal Higher Secondary Examination this year.

Students can check the West Bengal HS Results on the board’s official website: wbchse.nic.in and wbresults.nic.in.

West Bengal HS Result 2019: Follow the steps below to check!

Step 1: Go to WBCHSE official website: wbchse.nic.in or wbresults.nic.in

Step 2: Click on the HS Result link.

Step 3: Enter required details.

Step 4: Submit and view your result.

Step 5: Download the file for future reference.

Apart from this, candidates also have the option of viewing results via SMS, and mobile app.

This year the Class 12 board examinations in West Bengal started from February 26 and commenced on March 13. In which, a total of 8, 16,243 candidates had appeared for the
examination. The number of girl aspirants was 63,413 more than the number of boys this year.

Notably, WBCHSE had imposed some stringent restrictions to prevent Question Paper leakage through Whtsapp. The authority even issued guidelines restricting students to bring any kind of electronic gadgets in the examination hall, disobeying which can even result in cancellation of the registration of the respective candidates.

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