DCB Bank and Slonkit have partnered to create a digital and cashless ecosystem for educational institutions across India. Slonkit partners with colleges from all major cities and towns in India under the Slonkit Campus Partnership Programme (SCPP).
Under SCPP, students are empowered with a Slonkit VISA Card linked to the Slonkit mobile app. The Slonkit Card can be used anywhere in India – both online and at merchant outlets. Students can pay their college fees and make miscellaneous payments using the Slonkit Card. They can also avail exciting offers at national and hyperlocal merchant outlets. The Slonkit app enables students to create budgets and to track and analyse their expenses across categories such as food, travel, shopping, entertainment, etc.
In addition to empowering students to practice money management, Slonkit also transforms colleges digitally and facilitates seamless management of the administrative function. Slonkit also enables these colleges to monitor “expense” reports at “in-campus” merchants. It empowers colleges with a robust digital channel to communicate with students in real-time. Students receive these communications as notifications on the Slonkit mobile app. RFID-enabled Slonkit Cards can equip educational institutions to manage access and attendance easily as well.
Commenting on the development, Praveen Kutty, Head – Retail and SME Banking, DCB Bank said, “Financial prudence is a means to enjoy a good lifestyle. It is important to inculcate this habit at a young age. Slonkit enables teenagers and young adults to practice smart money management and financial prudence. Allying with educational institutions will drive adoption of this nifty digital and cashless payments solution for individuals and institutions as well.”
Speaking about the partnership, Javed Tapia, Founder, Slonkit, said, “Slonkit caters to the essential yet unaddressed area of teaching financial prudence to the next generation. It engages students digitally and empowers them to learn and practice smart money management. Slonkit enables education institutions to seamlessly manage fee collection, in-campus payments, attendance, and communication with students. With DCB Bank, we will create India’s largest cashless ecosystem focussed on the education sector.”
Dr Deblina Saha Vashishta, Management Faculty and Academic Consultant, Bangalore University
The definition of STEAM has transformed into creative opportunities and combination to form newer subjects that are not restricted to the traditional Science, Technology, Engineering, Arts and Mathematics, writes Dr Deblina Saha Vashishta, Management Faculty and Academic Consultant, Bangalore University for Elets News Network (ENN).
In recent times, STEAM has become a widely known term for teachers, parents, homeschoolers or anyone who is associated with education. The society has been primarily driven by Science and Math.
Over the years their applications have also gained momentum in the form of Technology and Engineering. From here begins the journey of Innovation which is now the indispensable part of learning. At the same time, keeping in view the dynamic and unpredictable nature of the economic climate, Art and Design have also gained substantial importance.
It is expected that our economy will be transformed gradually by Art and Design in the 21 st century as it was done by Technology and Math previously. Hence the metamorphosis of STEM to STEAM where S stands for Science, T stands for Technology , E stands for Engineering , A for Arts and M for Math.
Every education system and the educator associated with the system puts an effort to produce successful professionals like Engineers, Designers; yet a huge shortage has been found in the skillsets at the global level which have led to the redefining of the educational priorities and hence opting for STEAM learning. This kind of learning not only induces theoretical concepts in the minds of the students but it also inculcates the ability of reasoning, problem solving, innovating and creating.
The United Nations Sustainable Development goals emphasize on quality education along with Global Citizenship and promotion of science and technology innovation and cooperation between countries. The major reason for this is the findings by the UN which imply that STEAM learning fosters skill enhancement in the learners, and also plays a crucial role in reducing poverty and inequality in developing countries. Countries all over the world including the United States, Japan, Finland, Great Britain, France, Norway and many more have been implementing STEM learning since long and the status of this kind of learning in these countries has become remarkable and significant. Majority of the nations worldwide, are adopting STEM learning by setting up curriculum that adheres by STEM methodology and also persuading their respective governments to make the transition in their education system.
Some inspiring and motivating instances are like development of Micro: bit by BBC in the UK and introduction of National STEM frameworks for 2020 by Japan. Micro-bit is a small economic code able device through which teachers link STEM to real life problems. This project was rolled out to one million children by the UK in 2016.
So the developing nations like India, Africa are also working hard to induce and promote STEM in their educational programs. But at the same time, there are many challenges like poverty, lack of interest among children for the STEM classes, gender inequality and stereotypes that make the universal implementation of the program difficult. Along with this the other challenges to be overcome are infrastructure, curriculum and to have trained teachers to provide best guidance and support and funding.
For successful implementation of such learning programs in countries where poverty persists at many levels the awareness for the same has to be made clearly stating the importance and the expected transformation in the economy. The learning has to be made interesting for children by introducing various innovative, creative areas and learning with fun.
The Introduction of A-Arts
It has been found that STEAM learning cultivates creativity stimulated by the arts which play a valuable
role in addition to conventional STEM subjects.
Major features of STEAM learning
1. Enterprising and Strategic Learning
2. Foster Analytical and Reasoning Skills
3. Focus on Implementing Learning with Real World Applications
4. Focus on Collaborative and Protean Approach
5. Encourages Unconventional and Independent Thinking
The best aspect of STEAM learning is the degree of sovereignty given to the students. Each learner has the full freedom to choose the issues that appeal them the most and work on projects based on them. This inculcates the independent and free thinking to decide on the objectives and methodologies to achieve them. The artistic component makes such learning more exploratory and experimental. Complex topics related to subjects like Math, Science, and Programming become accessible and enjoyable when approached with a creative mindset.
Evaluation of the projects is not based on fixed criterias instead they are valued with a subjective approach where creative expressions are given weightage. This leads to open ended creative learning in the form of prolific play and inquest. Given the freedom and flexibility, learners learn to customize and adapt the best solution to fit into a problem. STEAM learning also paves a way for the visualization of the larger picture of the concepts prevailing in the real physical environment. Projects like basic robot construction, website development, development of statistical analysis software, or architectural designs boost the confidence among the learners to face the real time and real life situations.
In this kind of pedagogy and learning style no student is penalized for making mistakes, rather, failures are considered to be a productive opportunities that lead to success. Students have the privilege to learn at their own pace and according to their skill levels. The fact that every student is unique and creatively innovative is the major essence of STEAM learning. There are no boundaries or constraints imposed at the intellectual level and hence the learners feel free to exchange their ideas with lateral thinking. Visual presentation is the keyword in today’s era and the artistic component helps learners achieve that with respective subject knowledge. Both the components-artistic and technical go hand in hand and that helps STEAM learning to evolve as a dynamic and interesting learning program.
The unbiased representation of all the subjects encouraged by STEAM makes it an all rounded program that helps with an holistic development of the students.
It is very essential that students as young as eight years should be given exposure to STEAM learning as previous research have shown that this is the average age when children exhibit interest in STEM fields and hence get fascinated by technology and gadgets. How to transform these students from technology users to innovators and creators all what STEAM learning focuses on.
As many developing nations are now producing scientists and engineers it is time STEAM learning should be a part of the school curriculum with the support from the Government and different education societies. There should be emphasis on innovation, teamwork, logical reasoning and holistic development. STEAM learning is the way that can revolutionize the education system globally by fostering creativity among the students against rote learning.
The Central Board of Secondary Education (CBSE) has released the admit card for class 10 th and 12 th board exams.
Students going to appear for the board exams in regular mode for class 10 and class 12 will be needed to visit the website, cbseonline.ernet.in for downloading the admit cards or intimation letters for board exams. Every student must keep in mind that the admit cards are not available on the official website: cbse.nic.in, they will be redirected to the aforementioned portal for the same.
Earlier this week, the CBSE had released admit cards or hall tickets for students appearing in class 10 and class 12 board exams in private mode.
Along with exam dates, venue and time of the examination will also be mentioned in the admit card. No candidate will be allowed to appear for the exam without a valid admit card.
The practical exams of the candidates appearing through private mode will be conducted at the exam centre only.
For the candidates appearing in regular mode, the class 10 exams will begin from February 21 and for
class 12 exams, it will start from February 15 onwards.
1. City Montessori School, Lucknow Year of Establishment: 1959 Head of School: Dr Jagdish Gandhi Curriculum/Board Followed: ICSE and ISC Admission Period: December onwards Website: http://www.cmseducation.org/ Core belief: Create world unity through education and to nurture thoughtful and proactive world citizens and leaders committed to the service of humanity.
2. Seth M R Jaipuria School, Lucknow Year of Establishment: 1992 Head of School: Sharad Jaipuria Curriculum/Board Followed: ICSE and ISC Admission Period: December – January Website: http://school.jaipuria.ac.in/ Core belief: serve the highest interests of nation-building that can ensure vast synthesis of knowledge and harmonious perfection of the individual.
3. Seth Anandram Jaipuria School, Lucknow Year of Establishment: 1974 Head of School: Poonam Kochitty Curriculum/Board Followed: CBSE Admission Period: December – January Website: http://jaipuria.edu.in/lucknowschool/ Core belief: Strive towards excellence in all aspects of education by adopting a holistic and dynamic curriculum and providing an emotionally stable and morally invigorating environment to all learners.
4. Radcliffe School, Lucknow Year of Establishment: 2009 Head of School: Amit Rai Curriculum/Board Followed: CBSE Admission Period: December – January Website: http://www.radcliffe.in/ Core belief: To provide accessible, affordable and value-based education with deep rooted ethos of Indian tradition enabling children to face the upcoming challenges.
5. VIBGYOR High, Lucknow Year of Establishment: 2004 Head of School: Rustom Kerawalla Curriculum/Board Followed: CBSE Admission Period: December – January Website: https://www.vibgyorhigh.com/lucknow.php Core belief: Furthermore, holistic education is the fulcrum of VIBGYOR High. The Sports and Performing Arts curriculum ensures the overall development of our students.
6. The Millennium School, Lucknow Head of School: Dr Manjula Goswami Curriculum/Board Followed: CBSE Admission Period: December – January Website: https://www.vibgyorhigh.com/lucknow.php Core belief: It is vital to instill in students a strong set of core values. This in turn will help shape their lives and the world around them.
7. La Martiniere Girls’ College, Lucknow
Year of Establishment: 1869 Head of School: Aashrita Dass Curriculum/Board Followed: ICSE and ISC Admission Period: December – January Website: http://www.lamartinieregirlscollegelko.com/ Core belief: Create a warm and joyful learning environment that inspires students to develop a love for learning and helps them perform at their highest potential.
8. Study Hall Educational Foundation, Lucknow Year of Establishment: 1986 Head of School: Shalini Sinha Curriculum/Board Followed: CBSE Admission Period: December – January Website: http://www.studyhallfoundation.org/index.php Core belief: To bring the benefits of education to all levels of society throughout India, by establishing primary, secondary and higher secondary schools.
9. Delhi Public School, Indira Nagar, Lucknow Year of Establishment: 1999 Head of School: Mukhtarul Amin Curriculum/Board Followed: CBSE Admission Period: December – January Website: http://www.dpsindiranagar.com/ Core belief: To provide a stimulating learning environment with technological orientation; which
maximizes individual potential and ensures that students of all ability levels are well equipped to meet
the challenges of education, work and life.
10. Lucknow Public School, Lucknow Year of Establishment: 1988 Head of School: C P SINGH Curriculum/Board Followed: ICSE and CBSE Admission Period: December – January Website: http://thelps.edu.in Core belief: Education should awaken young minds and introduce them to the various facets of knowledge, evoke their imagination and creativity, as well as give students freedom to explore new
vistas.
M Tech and MBA, both the paths seem to be equally promising, but, the current trend shows that youth is more inclined towards the persuasion of MBA rather than M Tech, due to attractive salaries its reach to wider horizons. Therefore, a big question emerges in every youth’s minds that after completing graduation whether to be an engineer or a business administrator.
M Tech degree gives you an opportunity to multiply your knowledge or one can say to dig deeper in a particular stream and helps you to hold more command in the same. On the other hand, pursuing MBA is considered as a deviation in the career for a tech graduate but the fact is that acquiring an MBA degree helps to learn newer ways to generate economic perspective for the people.
It simply means to be into a “real game” together with vast career options. Despite opening new panorama and creating things through technical skills, there’s worrying need for technically qualified people with M Tech due to the meagerness that currently exist in the country especially in the research and development industry in the government as well as in the private sectors.
At Youth4work .com platform, we have seen that the percentage of getting jobs for M Tech degrees holder is 15 percent whereas that of for an MBA degree holder is 41 percent. Both the courses have contrasting working procedure, but as the MBA folks are better in communication, so this makes them better paid.
Many established and branded companies reach IIT and IIM to hire the most talented and skilled professionals. Although, both the premium institutes have different line of flow and prepares elite workforce. But, this is a restriction of many talented and skilled youth towards the chances of getting hired in a good company. Also, not all the postgraduates from such colleges get their dream jobs.
At Youth4work, we believe that the young people from all the courses and across India should be given
equal opportunities to demonstrate their skills and this is one good way to improve employability in India. Good decisions and good work come from good experience. After all, there is no substitute for experience.
“The world has to move from degree-based hiring through IITs or IIMs to skill-based recruitments. And that is a big change to be done on the individual level. Through Youth4work, we are empowering youth from every college or university to compete with each other at a global level. We are not just catering to recruiters or a job-seekers, but also help take the nation ahead by improving their skills which they lack or simply add new ones to enhance their market value,” says Rachit Jain, CEO of Youth4work.
“Most importantly it is essential that each graduate today is industry-ready and this can be done by improving their employability through competitive spirit, adding self-paced courses that create an edge, and yes creating more awareness of self assessment through social media,” Jain added.
We can say that M Tech and MBA both seem equally fair. One is all required to have a good vision and break the old restricting trends just as Youth4work.com believes in providing evenhanded opportunities to the aspiring skilled youth from everywhere. Many young people can be assets for our nation and the big question which confuses all that ‘Whether to be or not to be an Engineer’, or to go for M Tech or MBA will not bother much then. Of course, without an ultimate goal in mind it’s difficult to say which one is better, so follow your dreams.
“Development of rural areas should not erode their unique identities but must fortify their spirits. The facilities in villages must resemble those of a city but the soul and the values of Indian villages, must be preserved,” the Vice President M Venkaiah Naidu said on Monday.
Naidu was addressing a ceremony organised by All India Council for Technical Education (AICTE). During the Ceremony, AICTE-ECI-ISTE Chhatra Vishwakarma Awards and AICTE- SAGY Initiative awards were presented to respective winners.
During his address, Naidu said, “The Awards would challenge young students to come up with novel ideas that have great potential to impact life in villages through technological interventions at the grass root level.”
Quoting Mahatma Gandhi’s statement “the future of India lies in its villages”, the Vice President said that the development of villages is an essential precondition to development of the nation.
He congratulated the All India Council for Technical Education’s endeavour to boost the efforts of rural development in association with the Engineering Council of India (ECI) and the Indian Society for Technical Education (ISTE).
In a suggestion to develop a new curricula under which students will spend time in rural areas, Naidu said that it will lead students to spend time in rural areas, interacting with people and understanding their problems.
During his speech, the Vice President referred India as an inspiration to the world. He said, “Steering itself towards eco-friendly industrialisation, sustainable urbanisation, and inclusion of the rural economy, India has the potential to not only become the world’s fastest growing economy, but also to serve as an inspiration, a model to the world”
Expressing disappointment that our vision for development is still largely urban centric, Naidu lamented that rural India still lagged behind urban India in terms of crucial development indicators.
Naidu said, “One size fits all approach will not ensure development in a vast and diverse country like India. Every village has its own individuality, its own industries and its own developmental needs. Our plans should capture aspirations of the people, leverage their strengths and mitigate their weaknesses.”
Every year AICTE organises the awards aimed to motivate young individuals, inspiring leaders and institutions/organisations to raise their performance in their specific domains leading to significant contribution towards the growth and development of the nation.
Through awards, AICTE, ECI and ISTE recognise and honour innovative work of the students displaying exceptional skills by providing the innovative solution on the given theme.
Gradeup has launched Rankup JEE: A 70-Day Score Booster course. It is a comprehensive course designed to improve the performance of students in JEE Main April exam.
From this year onwards, students will get two attempts for JEE Main in January and again in April. The best score out of the two exams will be considered as the final one.
Gradeup has created a course that focuses on intensive preparation over the 70-day interval between the 2 attempts, thereby improving scores and boosting the final rank attained by aspirants. The integrated course created by Gradeup offers collaborative preparation, wherein students learn from their experiences in January and score better in JEE Main 2019 to be conducted in April.
Based on engagement and personalised learning, the programme focuses on activities like live courses, mock tests, previous years’ papers and open discussions which cover all the concepts in an interesting, easy-to-retain manner. The course has been designed by industry veterans from Kota and Delhi who have extensive experience in coaching JEE aspirants and helping them attain desired results. According to Gradeup, this course can boost a student’s overall result by 50-70 marks.
Explaining about the features of the new course, Shobhit Bhatnagar, Co-founder, Gradeup said, “We are excited to roll out this dedicated course for JEE aspirants looking to get a higher rank in their second attempt. This is a course that can benefit thousands of students and help them accelerate the growth trajectory of their career through a higher rank.”
“The JEE Main is a challenging exam and each moment of preparation is crucial. Within this course we will chart out every day and every hour of preparation time, and allow students to efficiently streamline these 70 days that can change their lives,” he added.
Rankup JEE is a part of Gradeup’s new ‘Classroom’ category through which it offers comprehensive classroom style preparation courses. Through this approach, it offers a highly comprehensive learning experience to aspirants. The method encompasses preparation through interactive live videos that are conducted by expert teachers with years of experience. It also includes especially designed day-wise study plans that include quizzes, mock tests and more. This method simplifies preparation and facilitates easy resolution of doubts.
Jawaharlal Nehru University (JNU) has started enrolments in its Master of Business Administration (MBA) courses under newly established Atal Bihari Vajpayee School of Management and Entrepreneurship for 2019-20.
Last date to apply online for admission to MBA course in JNU is March 1. Viva/interview for shortlisted candidates will be conducted on April 15, 16 and 18. Final results will be declared on April 26.
The newly setup school at JNU will offer a two-year MBA programme and admission will to it be done on the basis of candidates’ scores in Common Admission Test (CAT) conducted in 2018.
As the first step of admissions, students have to first apply online on the JNU website and provide their CAT registration number.
“JNU will use CAT scores for short listing/selecting candidates for the MBA programme. IIMs have no role either in the selection process or in conducting of the programme. The aspirants who qualify based on their CAT score will be shortlisted and then called for an interview,” said the university.
The first batch of the MBA course in JNU will offer 50 seats. The university will give 70 percent weightage to the CAT score and 30 percent weightage will be given to the marks obtained in the interviews. The university will follow the reservation policy as per the Central government rules.
“Since MBA is a professional course, no additional deprivation points [as it may be the case in some other JNU courses will be taken into consideration for admission,” said the university.
The online application process for Joint Entrance Exam (JEE) Main 2019 to be conducted from April 6 to 20, 2019, will start from February 8, 2019.
The last date to apply for JEE Main 2019 will be March 7, 2019. The candidates aspiring for the exam can visit the official website: jeemain.nic.in for registration.
JEE Main 2019 Results are scheduled to be declared on April 30, 2019. The admit cards for JEE Main will be available to download from March 18, 2019. Candidates are required to follow below steps for registration.
JEE Main II registration: Steps to apply online
Step 1: Visit the official website: jeemain.nic.in
Step 2: Click on Online Application Process Link
Step 3: Submit all the necessary details as required
Step 4: Click on Submit
Step 5: After Submitting the JEE Main 2019 Application, download it, and take a print out for further reference
JEE Main is conducted for admission to undergraduate engineering programmes (B Tech) in NITs, IIITs and other Centrally Funded Technical Institutions. JEE Main also conducted as the preliminary examination for JEE Advanced – Entrance Exam conducted for admission to undergraduate engineering programmes (B Tech) in IITs.
Angaza Ltd, a Capetown based Edu-tech Company has launched a smartphone app – MindZu to help 9th grade students in learning Mathematics.
The app is exclusively designed to deliver a personalised mathematics learning experience for smartphone users. The app will have animated lessons, each with layers of intzeractive exercises and motivating game missions, which will make learning more engaging and effective.
Designed to promote self-study amongst users, the MindZu experience goes much beyond conventional online learning. Instead of the usual talking-head teacher videos, learning is enabled via a virtual world of dynamic characters and gamified challenges.
To save a friend from the Army of Boredom, the learner must go on a journey through MindZu landscapes, solving math challenges to progress and succeed. The content covers entire curriculum, and the underlying pedagogy is extremely effective.
Commenting on the launch of MindZu, Godfrey Parkin, CEO, Angaza, said, “Online education offered by most edu-tech platforms in India are usually page-to-page digitisation of existing textbooks, and are often too expensive for most families. Angaza’s goal is to make a superb learning experience universally affordable. We launched the MindZu app with 9th grade mathematics because, at this stage, the subject becomes difficult to understand for the Indian students following the CBSE curriculum.”
“Without the contextual knowledge needed to learn advanced mathematical concepts, many learners start to lose interest in it. This is where potential future engineers and scientists choose an alternate career path, and learners with an interest in the arts turn away from an opportunity to add new dimensions to their creativity. An intervention that makes maths more fun and engaging at this stage could make all the difference to young learners,” added Parkin.
MindZu is the culmination of years of work by a global team of 25 educational writers, game developers, instructional designers, animators, and user experience experts hailing from Italy, Portugal, Russia, South Africa, Tanzania, Ireland, and India.
