Page 573 – Elets digitalLEARNING
Home Blog Page 573

Carrying Out Social Responsibility Is Real Worship: Dr SP Singh

Along with imparting education, it’s our responsibility to support underprivileged sections of the society. It will realise the motive of equity in education, says Dr SP Singh, former Member of the Legislative Council, Uttar Pradesh, and Founder Manager, Lucknow Public Schools (LPS) and Colleges, in conversation with Arpit Gupta of Elets News Network (ENN).

How are you contributing towards betterment of economically weaker and backward sections of the society?

S P Singh, former Member of the Legislative Council, Uttar Pradesh, and Founder Manager, Lucknow Public Schools (LPS) and Colleges
S P Singh, former Member of the Legislative Council, Uttar Pradesh, and Founder Manager, Lucknow Public Schools (LPS) and Colleges

Nowadays, there is a huge demand of private schools as the government schools are lacking in required number of teachers, facilities and infrastructure. Such a situation brings a great responsibility on private schools to make the children of economically weaker sections educated. We teach such children in our schools after regular classes are over. It is a social responsibility of every teacher, school owner and school. I have started practice of teaching poor children under which the school staff motivates students’ parents to send their wards to get education in our school. We appointed teachers of four subjects: Hindi, English, Science and Mathematics and hundreds of poor students are getting benefitted under the initiative.

In addition to that, we provide these students books and sometimes snacks etc. The initiative is not funded by the Government or any other organisation. To carry out social responsibilities is my prime concern. It’s just like worship. In winters, I distribute blankets and sweaters in far-flung villages. I distribute sweaters in Government and private schools. I organise blood donation camps and eye check-up camps. These all initiatives are taken by me because human values must be lived. The career counselling sessions conducted by me are beneficial for job seekers.

You are also promoting cleanliness related activities in nearby slums. Please describe about them in brief.

The cleanliness initiative was firstly undertaken by Mahatma Gandhi. It is another aspect of social responsibility under which every citizen of the country should be healthy and their surroundings are clean and disinfected. To encourage people take part in this initiative, I distributed soaps in slums and told them about the benefits of the cleanliness. Soap distribution is our regular practice. The activities have been conducted across hundreds of villages.

How do you support the society during any natural disaster?

Natural disasters are a great threat to nature, humanity and other creatures on earth. It’s everyone’s responsibility to help the human beings whenever an area is affected by a calamity. Either it is earthquake in Bhuj, Gujarat or Kosi River’s tragedy in Bihar or Uttarakhand’s disaster, Lucknow Public School and its staff have supported the affected people in the best way possible. I encourage my staff to donate their one day salary and ask my students to donate clothes, edibles and their pocket money. In Uttarakhand, we donated Rs 21 lakh, of which the share of school students and staff was Rs 10 lakh and my share was Rs 11 lakh. In this way, we support any natural disaster affected area in the country.

What is the vision and mission of LPS?

Our vision is to empower and make our country prosperous by providing quality education to a large number of students. Our mission is to try to impart the best quality education to students with support from principals and teachers. It is with our combined efforts that we are producing the best results in the country.

What innovations are adopted in your school and what is the role of technology in improving the educational practices?

When we started the school, only blackboard used to be the tool of the teaching. Nowadays, the technology plays a vital role in education as the entire education sector is using digital tools and devices like tablets, i-pads, smart phones etc to get the knowledge. We also encourage our teachers and students to attend conferences and summit to remain updated about the latest and the best practices of the education segment. Technology is supporting the education fraternity well as the whole world is online and anyone can access unlimited knowledge with a click of mouse.

The group is into school education as well as in higher education, how has been the sync between the two fields?

We have a staff of more than 2,000 people and are teaching more than 28,000 students. We focus on commerce and science till secondary level. We have adopted the curriculum designed and developed by National Council of Educational Research and Training (NCERT) at pre-primary, primary, secondary and senior secondary levels.

At higher education level, we follow the norms decided by the University Grants Commission (UGC) as well as Lucknow University. The professional courses conducted in our institutions are as per the industry demand. These professional courses make the students job ready. We always try that the students pursuing degree courses in our institution get the campus placement and do not remain unemployed after completing their degree.

Recently, we conducted a national level Job Fest in which over 50 multinational companies participated and over 500 students received job offer letters. It is our efforts to provide quality education and job offers to as much candidates as possible.

In the recently announced board results, Lucknow Public School performed extremely well which ranked it among the top 10 schools of the country, what is your take on this?

For the first time, in the school’s history, the first and the second toppers of the ISC-2018 exams are from our college. It is a lifetime achievement for us. Some of our schools are affiliated to CISCE, which is spread across the world and scoring the top positions by students of LPS has established our brand’s name globally. I would like to congratulate students, teachers and their parents for achieving this landmark. Both the toppers have been studying in our school since childhood which clearly reflects that we help every student in achieving his/her dream.

You have opened a new branch of LPS in New Delhi, please elaborate on the infrastructure and other facilities it offers to students.

This is our first branch out of Uttar Pradesh. The Lucknow Public School branch is located at Asthal Mandir Marg, Sangam Vihar, New Delhi. It has been opened with the unique vision of value based quality education. The school with its world class infrastructure, best teaching practices, digital classrooms, vigilance, security, and surveillance system will help students to nurture in a friendly yet secure environment. Like New Delhi, my plan is to open schools in other metropolitan cities of India along with in United Arab Emirates (UAE) and Mauritius.

Empowering Students through Community Engagement, Field Trips

Experiential learning engages students in critical thinking, problem solving and decision-making in contexts that are personally relevant to them, writes Nellie Ahmed, Founder & Managing Trustee, Maria’s Public School, Guwahati, for Elets News Network (ENN).

Experiential learning does not happen within the classroom. It takes place through firsthand experience of students and helps develop skills and knowledge through engagement in experiences that connect classroom theory with civic engagement, travel, research and projects outside the confinement of class room.

It is a holistic approach to prepare students for life skills. The Experiential Learning model accents on measuring students’ performance through outcomes that comprises information, skills and approaches.

It is essential for schools to establish a learning environment that uses a practical yet appropriate methodology to develop and implement an action plan.

Experiential learning is the simplest way to get students working either individually or in groups. Curriculums are designed to give students a chance to absorb knowledge by acting on a specific part of content in an unequivocal manner. Unlike open class discussion, content is structured to give students a chance to learn by practicing. This engagement helps them grasp knowledge better and actively.

Experiential learning is mainly great because it aids students to raise queries rather than simply find answers. For example, a project that involves students in community-based initiatives as part of a class assignment is also known as Service Learning. This aspect of education combines learning goals by integrating meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. In this form of experiential education, learning proceeds through a cycle of action and reflection as students seek to observe real issues and find deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development.

Typically, community engagement is designed via collaboration between faculty and community partners to gives students experiential opportunities to learn in real world amenity and develop skills while addressing community needs.

It is one of the most significant teaching methodologies that foster personal, educational, and practical value for students to engage in sustained and substantive learning. (Views expressed by the author are her personal opinion)

Nellie Ahmed, Founder & Managing Trustee, Maria’s Public School, Guwahati
Nellie Ahmed, Founder & Managing Trustee, Maria’s Public School, Guwahati

Nellie Ahmed is an Education Futurist and Founder & Managing Trustee of Maria’s Public School, Guwahati with over 25 Years of work experience in Education Management and Small and Medium Enterprise. She loves to study and identify new and emerging trends in education. In 2015, she founded ‘The Maria’s Braveheart’ endeavour to promote Biodiversity and Environmental studies and bring learning beyond classrooms while guiding every student to stash advantageous information and build a strong foundation for righteous mind-set and broad perspective of life amongst student community.

NRDC: Promoting Research & Innovation Across Universities

The NRDC is actively promoting research and innovation across universities and the present innovation/startup eco-system in the country is offering a conducive environment for students to choose entrepreneurship as an ideal career option, says Dr H Purushothsm, Chairman and Managing Director, National Research Development Corporation (NRDC), in conversation with Elets News Network (ENN).

In terms of an emphasis on the research and development, how has the education system in India evolved in the recent times?

Dr H Purushothsm, Chairman and Managing Director, National Research Development Corporation (NRDC)
Dr H Purushothsm, Chairman and Managing Director, National Research Development Corporation (NRDC)

There are about 815 universities and more than 3,400 technical institutes in India and every year about 15 lakh students graduate in various engineering streams. However, except few universities and IITs, the research activities are very limited. Many of the universities are only teaching with little or no emphasis on R&D.

In addition, the boom in the IT industry has also caused a reduction of enrollments in higher education – which essentially leads to research. If we look at universities in the USA and other developed countries, these play a key role in bringing radical or disruptive innovations to the society through their strong basic and applied research. This is missing in many Indian universities. The proactive policies and huge investments in offering quality education in those countries make the universities innovation hubs. We are yet to implement any act or policy like Bay Dole Act in the USA to motivate researchers and professors to undertake R&D work and commercialise their R&D outcomes. But gradually we are changing our policies wherein we not only look at publications but also look for number of patents filed, number of technology(ies) transferred/ commercialised etc. In NIRF ranking of universities, research has been given adequate weightage now. This has resulted in a change in attitude of researchers across the country. We, at NRDC, have been endeavouring to encourage R&D and promote filing of patents and commercialisation of technologies/research outputs by opening UIFCs (University innovation Facilitation Centre) at various universities. We have so far opened such centres at AIl India Institute of Medical Sciences (New Delhi), Amity University (UP), National Institute of Technology (Silchar), Indian Institute of Engineering Sciences and Technology (West Bengal), IIT Kanpur, Gujarat Technical University (Ahmedabad).

NRDC has also been funding universities for value-addition of technologies/ research outputs to promote R&D/Innovations. For example, University of Delhi developed a technology for Targeted Gene Delivery System which required in-vivo study at Albert Einstein Research Institute, USA and NRDC have funded the said project. Similarly, NRDC has various schemes like Techno-Commercial Support, Patent filing assistance, Programme for Development of Technologies for Commercialisation (PDTC) for various value addition of technologies like preparation of market survey, techno-economic feasibility report, basic engineering design package, preparation of Knowhow documents, etc.

Along with educational institutions, how the country’s corporate sector can contribute in building a stronger research community?

The Corporate sector can contribute significantly in building a strong research community by way of sponsoring projects to universities, offering R&D fellowships and research chairs etc. In India, while corporate/private sector spends about 30 per cent, the Govt spends about 70 percent of the total R&D spent. The scenario is exactly opposite in developed countries. There is a need for enhanced R&D spends by the corporate sector. There are large numbers of corporate involved in carrying out research work and engaging students for the same. Some Corporate sectors have separate R&D set up for carrying out research. NRDC has been associated with many such Corporate R&Ds like NTPC, BEML, BHEL, IOCL, SAIL for patenting and commercialisation of the research outputs/ technologies.

What are the programmes conducted by NRDC to encourage research and technology transfer along with promoting innovations among the youth?

NRDC has been carrying out several promotional programmes for encouraging and inculcating the spirit of inventivity of the researchers, scientists, students, etc. through its structured schemes i.e., Programme for Inspiring Inventors and innovators (PIII) and Programme for Development of Technologies for Commercialisation (PDTC). Under this scheme, several value-added services are being provided by NRDC to researchers. Every year, NRDC awards Meritorious Invention Awards in three categories i.e., Innovations Awards – 2 awards (Rs 5 lakhs each), Societal Innovations Awards – 3 awards (Rs 3 lakhs each) and budding innovation awards for students – 5 awards (Rs 1 lakh each). In addition, NRDC has been helping the researchers in the filing of patents, international patent search, provide various techno-commercial supports for successful commercialisation of technologies. To support universities in capacity building in Intellectual property rights, World Intellectual Property Organisation (WIPO) established a Technology and Innovation Support Centre (TISC) at NRDC-Intellectual Property Facilitation Centre (IPFC) at AP innovation Society, Visakhapatnam. TISC is promoting IPR Awareness and capacity building in universities on IPR and Innovation. NRDC has also opened its outreach IPFC office at University Agriculture Sciences, Bengaluru. Further, it has signed MoUs with a large number of universities and has conducted hundreds of IP and Technology Transfer Awareness Programmes across universities in last few years.

How NRDC supports technocommercial projects to promote and commercialise innovative technologies?

NRDC has several programmes for promotion, development and commercialisation of lab scale technologies emanating from various R&D organisations/universities in the country. The activities include the filing of patents, carrying out patent search, market survey, preparation of Basic Engineering Design Package, Techno-economic feasibility study, testing of the products, carrying out field trials/clinical trials, authentication of the products, obtaining third-party quality assessment certificates, etc.

After carrying out proper evaluation and value addition to the technologies, we bring it to industries for undertaking its commercialisation. For example, the Superabsorbent Hydrogel technology developed by Indian Agriculture Research Institute (IARI) is a wonderful technology. One gram of the product can absorb 500ml-1000ml of water and thus offer great value to the agriculture sector, particularly where there is a shortage of water. But its effect on various crops at different agro-climatic conditions was not evaluated and the entrepreneurs were not able to gain confidence. NRDC sponsored about Rs 25 lakhs to IARI to conduct field trials on various crops to generate the efficacy data. Subsequently, NRDC prepared basic engineering design package, feasibility reports etc. and then approached industry for licensing. Like this, there are many success stories NRDC is currently part of.

Please tell us about various Entrepreneurship Development Programme carried out by NRDC in recent years.

NRDC carries Entrepreneurship Development Programme (EDP) every year in several locations for promoting the entrepreneurship among the fresh graduates, local unemployed youths, etc. to educate them about the technological opportunities, various schemes of the Governments/ Ministries/departments, training and skill development programmes, to demonstrate working of some machines, etc.

In the last four years, NRDC has carried out 21 EDP and skill development programmes and about 2000 people were benefited from these programmes. Some of the EDP programmes carried out by NRDC in recent years include: EDP through skill training on brass melting furnace for production of brass artifacts, home decor items and ornaments at Jamshedpur, EDP on CSIR-NEERI Zar- Low cost water purification system at Rangpo, East Sikkim, EDP Training on Handmade paper at Jorhat, Assam, developing entrepreneurship for disinfection of silkworms rearing houses and silk cocoon harvesting at Mysore, Karnataka, Solar Energy Solution in Remote Tribal Areas by Tribal Youth, Srikakulam, Andhra Pradesh, etc.

What message would you like to give to country’s youth?

NRDC has access to all the technologies developed by public funded research institutes under Council of Scientific & Industrial Research (CSIR), Indian Council of Agricultural Research (ICAR), Defence Research and Development Organisation (DRDO), Indian Council of Medical Research (ICMR) universities and is recognised as a large repository of technologies in almost all sectors of industry including Agriculture, Agroprocessing, dairy, biotechnologies, electrical, electronics, chemical, drugs and pharmaceuticals, herbal medicines etc. There is a huge opportunity for young entrepreneurs/students to start their start-up ventures. The government of India has also opened up several schemes for start-ups. NRDC has also opened an incubation centre in its premises. In addition, NRDC also provides various value-added services to the inventors/researchers through its promotional programmes for encouraging the spirit of inventivity by awarding them cash and medals/certificates, assistance in filing patents, value addition to the technologies etc.

A big entrepreneurial movement is going on now in the country and it is the best time for students to take entrepreneurship/start-ups as a career. I urge all the aspiring student entrepreneurs to make use of the pro-active Govt policies/supporting innovation and start-up ecosystem unveiled by State and Central Governments. Students who would like to realise their entrepreneurial dreams may contact NRDC for the support, mentoring and hand-holdings.

AICTE: Facilitating Technical Education to Promote Development

The All India Council for Technical Education (AICTE) is revising curriculum, reforming norms, emphasising on skill-based education and supporting the innovations by students to improve the higher education system in India and bring it at par with global standards, said Dr Manpreet Singh Manna, Director (PMSSS & SWAYAM), All India Council for Technical Education (AICTE), MHRD, Government of India in an interview with Gopi Krishna Arora and Akash Tomer of Elets News Network (ENN).

What are the various recent initiatives taken by the AICTE to improve the higher and technical education system in the country?

Dr Manpreet Singh Manna, Director (PMSSS & SWAYAM), All India Council for Technical Education (AICTE), MHRD, Government of India
Dr Manpreet Singh Manna, Director (PMSSS & SWAYAM), All India Council for Technical Education (AICTE), MHRD, Government of India

Since its inception, AICTE is working with a mandate to check the quality of technical education imparted in India and maintaining its standards at par with global level. The viewpoint of recent Government, stakeholders and the council’s leadership has made the AICTE a facilitator more than a regulator. The AICTE has taken a number of student-centric and faculty empowerment initiatives.

In one of its initiatives, the AICTE is revising the curriculum and developing a model curriculum to be implemented in more than 10,000 universities across the country. If the curriculum is not revised as per the industry trends and requirements, the employability among students will decline. We are having one of the largest human resources of the world yet we have to hire employees from other countries of the world.

When the education system was started, student from around 70 countries across the world used to come to India where 2,000 teachers were available to teach around 10,000 students. However, nowadays, many of Indian students are going abroad to get higher education may be due to quality and for the future prospectives. We are asking the same set of questions in every end-semester exam. An effective assessment methodology helps teachers to know about their students’ learning traits and AICTE is also trying to improve the education system in the country including examination reforms in which outcome of the learner would be evaluated based on his understanding not by giving repetitive subjective question answers.

Along with aforementioned initiatives, we have started many other initiatives to nurture students holistically.

How the AICTE is planning to revise the curriculum and making it relevant to industry requirements?

The students after passing out 12th board exams have enough theoretical knowledge to clear the entrance exams for various courses but they lack practical knowledge, as only 40 per cent of our curriculum focuses on it. We have reversed the practice. Now, the higher education curriculum’s 60 per cent is about the practical implementation of knowledge. For this purpose, we have started industry-interactions in colleges which is helping students to get hands-on experience. Moreover, emphasis on the practical aspect of the learning is laid without compromising the standard of the curriculum.

AICTE being the major stakeholder to the Ministry of Human Resource Development (MHRD) and education sector of the country is contributing through National Skill Development Corporation (NSDC) to boost the country’s skill and vocational training ecosystem.

Skill India is one of the most important projects of the Government of India, how is AICTE contributing to it?

The present Government of the country is emphasising on skill development among the students. The Government has constituted a separate ministry for it and in line with the centre’s vision many amore universities with ocus on skill development are likely to come up soon.

AICTE being the major stakeholder to the Ministry of Human Resource Development (MHRD) and education sector of the country is contributing through National Skill Development Corporation (NSDC) to boost the country’s skill and vocational training ecosystem. The National Skills Qualifications Framework (NSQF) was designed by the AICTE. Under NSQF there are level 1 to level 9, it helps a person who have never been pursued higher education courses to complete their masters. To achieve this, we have launched Pradhan Mantri Kaushal Vikas Yojna (PMKVY), under which the infrastructure at engineering colleges can be utilized 24×7.

How is the AICTE with the help of other departments connecting with industries to provide relevant training to students?

We have initiated the concept of “Skill Knowledge Providers” and “National Employability Enhancement Mission (NEEM)”. Under these two schemes, we have linked institutes with industries. At the institute, the students will get theoretical training whereas the industries will be responsible for practical training of the students.

Under this umbrella, we have also initiated Startup Policy. Under the policy, we are helping the students to realise their innovative ideas into a final product through the seven research parks and 35 incubation centres. Another initiative that has received a great response is “Adjunct Faculty”. Under the scheme, higher education institutes can have the 20 per cent of its faculty members from the industry. Such faculties help students to know about the latest industry trends. It also helped the industries to understand their role in imparting quality technical education.

How has been the response for the Startup Policy since its launch?

The policy has given students the platform to submit their ideas or innovations and check its feasibility. We have organised Smart India Hackathon 2017, through which around 50+ students turn up as start-ups. The same scenario witnessed this year as well. Few of them could receive international funding like from Korea. We are going to identify some more start-ups and will help them in form of financial support and mentorship from the top industry leaders of the country.

What initiatives are likely to be taken by the AICTE in future to strengthen technical education in the country?

A 10-point agenda has been created to improve technical education sector of India after discussion with all the stakeholders and the national academic boards. By 2020, we have to get to get 50 per cent of AICTE approved institutions’ courses accreditated through National Board of Accreditation (NBA) to provide education at par with the global standards.

We also asked all the States to submit their prospective plans for the next 10 years including the demand and supply of engineers. The data will help us to decide that if any other engineering college is required in the State or not. \

We have also tightened the rules under which a State can only increase its seats or number of courses if it is NBA accredited. Moreover, if an institute has a National Assessment and Accreditation Council (NAAC) score of 3.5 out of 4, it will be given full autonomy and they will be free to design their curriculum, fees and nomenclature of courses within the framework provided by the UGC.

IIT Madras partners Northwestern University for research in data science

IIT Madras has partnered with Northwestern University, US, for carrying out researches in data science, web science, network science and computational social science.

The two institutes have signed a Memorandum of Understanding (MoU) recently to launch a joint project on the development of features for three web-based software platforms that focus on network-based approaches to facilitate team assembly and processes.

Explaining about the importance of collaboration, Prof B Ravindran, Department of Computer Science and Engineering, IIT Madras, said, “The SONIC research group at Northwestern University is a world leader in the field of network science. This MoU will allow us to collaborate closely and work on problems that will have a global impact”

“The Robert Bosch Centre for Data Science and AI at IIT Madras has a significant expertise in the area of network science and this collaboration is the first of our initiatives to reach out to international partners with similar interests,” Prof Ravindran added.

“My Dream Team” will be the first project under this collaboration which is a web-based called that focuses on assembling people with harmonising skillsets together. These platforms are likely to take advantage of survey and digital trace data generated through sources like enterprise social media platforms. The data generated through these platforms will help recommending potential teammates to an individual or make managerial decisions through network science and machine learning.

Goa education board likely to upload e-versions of textbooks

The Goa Board of Secondary and Higher Secondary Education is considering to upload e-versions of its all textbooks for class IX to XII.

The board has taken the decision to make the textbooks available online to reduce the printing cost and also to resolve the issues of not receiving the books on time among students and teachers.

Recently, Holy Faith International – a publishing house in Goa received an extension in the tender by the board to print textbooks for 2018-19. The publisher also requested 10 percent increase in payment.

The executive council decided not to approve the increase in payment for the work of 2018-19 and also decided to call for tender again for the printing work for 2019-2020.

Recently, Goa’s State Council for Educational Research and Training (SCERT) provided a mobile app called e-Pathshala to over 800 teachers in the State. The app has all the NCERT textbooks from class I onwards. The content on this app is available in three languages-English, Hindi and Urdu.

In other initiatives, the teachers in Goa have been also introduced to the National Repository of Open Educational Resources (NROER) to improve their teaching skills.

Bridging India’s skill gap

In today’s economy which is predominantly driven by knowledge, quality talent and advanced skills have become the most critical competitive advantage for organizations, write Neeti Sharma, Senior Vice President, TeamLease Services and Sumit Kumar, Vice President, NETAP, TeamLease Services, for Elets News Network (ENN).

Neeti Sharma, Senior Vice President, TeamLease Services
Neeti Sharma, Senior Vice President, TeamLease Services

The dearth of skilled manpower has pushed companies to spend a lot of time and money in talent acquisition, training, skill development and talent retention. However, with 12.8 million job seekers entering the job market every year in India, is it possible for the companies to nurture talents continuously? The answer is obviously no. The challenge then revolves around how companies can get skilled manpower for their jobs? In India, unemployability is a bigger problem than unemployment.  90 percent of what we learn at our academic institutes is knowledge, where as 90 percent of jobs today require skills.  58 percent of India’s youth face some form of skill deprivation. In fact even the ones that get employed are hired on salaries far lower than what their scale should be. 45 percent of post graduates today make less than Rs 6500 per month.

India’s economy is expected to create “enough” employment opportunities for the equivalent skilled job seekers. And for this, our traditional approach needs to be redefined. India has been facing the problem of skill gap and we need a different approach to resolve this. Post Right to Education (RTE) Act, we have successfully increased the number of students attending school, yet, schooling without learning is a wasted opportunity. To stay ahead of the skill curve, it is imperative that our education system is aligned to industry expectations. Learning and training should take precedence in our education ecosystem. This will enable us to strengthen the skill base of our talent pool and help India bridge the existing skill gap.

Some of the key elements in bridging this gap are:

Sumit Kumar, Vice President, NETAP, TeamLease Services
Sumit Kumar, Vice President, NETAP, TeamLease Services

Putting ‘Context’ in learning – We need to prepare context for learning and not just content. In today’s information driven era, content is easily accessible. We need to move from pouring content into people to create context as this is what will make them unique and improve the scope of employment. Today a learners’ attention span has dropped substantially to not more than 15 minutes. Hence our learning methods and content needs to be prepared accordingly.

Technology enabled learning – Technological disruption is consistently changing the course of learning and therefore it is important for our learning methods to evolve and be aligned to technology. New tech-enabled learning methods such as  flipped classrooms, smart boards, podcasts, gaming interventions can be used very effectively to teach not just face to face but also over the internet, thereby teaching a larger audience.

The four classrooms of learning – Traditionally teaching and skilling was restricted to 1-1 classrooms. While this has been considered a more effective form of learning, yet there are many limitations such as geographical barriers and the restricted access to best teachers, quality talent, and hands-on training. There is also the industry mismatch when it comes to demand and supply of talent. Learning should actually be delivered through a mix of the four forms of classrooms – On-Campus, Online, On-The Job and On-Site. Most skilling programs need to be integrated with On-The Job training and apprenticeship in order to be able to provide a more holistic learning experience. This makes the talent pool more effective, employable and productive. Industry has to play a huge role in providing ample apprenticeship opportunities as this will pave the way to prepare our workforce for the future.

Skill and vocational education– It is imperative that our students learn at least one vocational skill while they are at school/college. Vocational education should be embedded across all levels of learning and students should be encouraged to take up vocational skilling programs. Vocational education has helped the talent force enhance their skills and get better remunerations. In countries like Australia, UKA and USA skills such as electricians, plumbers, healthcare workers and drivers are most sought after and hence are very highly paid. In India, we are seeing a shift in the salaries of skilled workers going up, where as salaries of engineering and other graduates is spiraling downward. And the reason is very simple. The need for skilled workforce is on the rise and will continue to increase in almost all sectors.  It can be seen through various research reports that salaries of Blue Collar Workers are 10 – 27 percent more that of engineers.

Today, both the Central and State Governments are trying multiple approaches to skill the workforce to meet the demands of the job market. However there is still scope for a lot of amendments in the system. Industry majors are also taking revolutionary steps to upgrade and re-skill their employees. But this situation is unsustainable because it wrecks productivity. Employers’ creating their employees is not a viable model. The Ministry of Skills Development and Entrepreneurship (MSDE), through its Skill India programme is trying to align the three core aspects – industry, job seekers and the academia. The focus should be on creating a long term plan of creating a skilled talent pool. The skilling ecosystem in India has witnessed some great policy reforms which will create a stable platform for all stakeholders.

We have a unique problem in India. While most of our resources are spent in education, when it comes to employment we end up learning skills that the industry requires. The need of the hour is a more integrated academic system which provides holistic learning as well as imparts basic skill training. One cannot exist without the other. One needs a simultaneous and complimentary acquisition of both knowledge and skills. (Views expressed by authors are their personal opinion).

Universities of future

Universities of the Future will need to balance the trinities of cost, quality and scale and think harder about innovative education writes Shantanu Rooj, Founder & CEO, SchoolGuru, for Elets News Network (ENN).

In 1898 when Jamsetji Tata first proposed setting up the Indian Institute of Science (IIS), Viceroy Curzon wasn’t sure if there were enough students for the programs and if there were matching job opportunities. But Jamsetji’s persistence meant that by 1901 Curzon cut off the speech of his senior most education officer Giles’s that started with “Given my 40 years of experience of Indian education..” by interjecting “Sir, it is your forty years’ experience we are here to correct”. The recent institute of eminence tag to IIS is a fitting tribute to a dream seeded by a chance encounter of Jamsetji with Swami Vivekananda on a ship voyage between Japan and America in 1893 but nurtured by his generous posthumous endowment (his will divided his fortune equally between two sons and IIS), excellent leadership and a strong sense of purpose.

Universities and colleges, the most resilient of all human institutions, are deeply embedded in our culture and economy. Medieval Universities trained students on religion. Universities in the 15th and the 16th Centuries were about colonisation and administration. After the Industrial Revolution, Universities changed again and started training workers on industrial processes. However, the structure and the type of education the Universities delivered may not work in the next 20 years as the world of education and work continues to undergo massive disruptions. Most Universities have trapped themselves inside organizations that have very specific incentives: that push them to become more expensive, that push them to deprioritize the quality of education, that doesn’t foster meritocracy and that often works independent of purpose. Education that does not link itself to a purpose, which in most times is either employment, fulfilment or enrichment, devalues itself at the root.

How Kautilya defined education centuries ago as “training of the country and love of the nation” is not different from what Pankaj Chandra, in his latest book Building Universities that Matter suggests; he suggests the first purpose of education is to create good citizens; an educated society usually has higher rule of law, diversity tolerance, and peace. The second purpose of education is to prepare youth for livelihoods and incomes. The third purpose is to help find one’s own meaning in life. Universities must reflect on how successful they have been in the first and third – they are very hard to measure – but on the second, employers are clear that the system often does not work for them. Metrices need to shift from inputs (buildings, number of faculty, classrooms, and intakes) to outcomes. Assessments need to shift from annual examinations to continuous feedback. Teaching needs to shift from knowing (because Google knows everything) to learning (putting knowledge to work). Teachers knowing the topic are not the same as their ability to affect learning.

Workplaces are transforming themselves rapidly in the 21st century. The number of jobs that require routine skills – both physical and cognitive – are reducing at an alarming pace. Artificial Intelligence technologies including machine learning and computer vision are completely eliminating high skill jobs in several offices. According to a report by the World Economic Forum, 65% of the children entering primary schools now will be employed in jobs that do not exist today. Employment is shifting from being a lifetime commitment to being a taxi-cab relationship –intimate, engaging, intense and short term. Soon, students will want to take a variety of courses from different universities, choosing each class and school for its particular merits and benefits. Courses will become shared experiences for online learning communities. Credentialing will be important but now they shall be more data oriented, trust based and portable. Universities will find themselves needing to explore technologies that can help lower costs to build a more social form of assisted learning. University of the Future will have a multi-modal approach to a modular curriculum and shall look a lot like that midcareer employee’s relationship with his or her organization of faith: a lifelong affinity that involves an ongoing commitment to shared values and ideas about learning. A commitment of time and money that’s not insignificant, but not so great that it’s incompatible with having a job and a family.

Major changes are coming in the next generation, of a kind and magnitude that exceed the expectations of almost everyone currently engaged with a traditional University. The chronic neglect of undergraduate education is morally untenable and economically unsupportable and is a detriment to society. The system all but obligates professors to neglect teaching in favour of research, and that Universities don’t systematically concern themselves and hold themselves accountable for the quality of the teaching and learning they provide in exchange for large amounts of money. Universities of the Future will need to be more accountable to the consumers of their service and will have to deliver, amongst other things, employability. Universities need to work out their finances through a mix of institutional funding and government mechanism as resources will continue to be scarce. Rather than getting more cooks in the kitchen, Universities will have to find new recipes to deliver on the emerging reality. Regulators and accreditors will need to simplify existing regulations to nurture innovation, creativity and disruptions while improving on governance.

What all of that adds up to is the opportunity to bring on a revolution and create new kinds of organizations that make sense given both the economics and the educational logic of what is possible. Universities of the Future will need to provide more flexibility of time and space to the students. Rather than people only being able to “go to college” in a few, scarce expensive places, you’ll essentially be able to go to college from almost anywhere. Universities of the Future shall be everywhere – online, onsite on-campus and on-the-job – with seamless interoperability. Courses and programs need to demonstrate horizontal mobility (choice of streams, modularly picking up different courses from varied institutions, credit portability) and vertical integration (certificates, diplomas and degrees) as a continuum needs to be built between prepare, repair and upgrade.

Universities of the Future could emerge by creating new organizational platforms for delivering education more efficiently and by using technology intelligently. Unbundling of education (courses that are sachet size, just-in-time, credit based and livelihood oriented) and use of Information technology (that can create geographically independent niche teachers who are experts of a micro level skills) can move us from a time of scarcity to a time of abundance. However, that points to a future in which existing organizations will be forced to make some uncomfortable decisions about what they are going to be and think harder about purpose. Universities of the Future shall deliver a coherent, contemporary and a more student-focused experience. The future stares at a combination of education that is assisted or intermediated with technology and education that happens in a kind of traditional, face-to-face environment. The coming-of-age experience will still remain important for a large subset of University students; people will still go to college (from anywhere) and learn with other people; it’s just that those places will be different.

Tony Wagner and Ted Dintersmith in their book Most Likely to Succeed, talk about how global education in most places, over-prioritize test scores over deep curiosity and creativity that characterize learning. Universities in the future will need to balance between costs, quality, scale and financing and need not be scandalously expensive universal requirements but an option for the academically minded. Universities will need to think harder about purpose, deliver on their commitments and balance access, equity and employability while building resilience. But the thought world of traditional universities is under challenge because both economy and society demand more of them. The choices are going to be difficult, exciting and existential. Only those who manage the change will stay relevant.

XAT 2019 registration to begin from next week

Answer sheet

Online registration for Xavier Aptitude Test (XAT) 2019 will begin from August 20, 2018. The exam will be held on January 6, 2019 from 10 am to 1 pm for admission to various courses available at XLRI and institutes with XAT.

The exam is organised by XLRI for XAMI members. There are 11 prestigious management schools which are XAMI members. Apart from the member institutions, XAT score is also accepted by some other prestigious institutes of the country. Candidates can apply for XAT 2019 at xatonline.in.

XAT 2019 application fee without any delay charges is Rs 1700 and with late fee it is Rs 2000 with late fee.

It is important for every candidate to go through the instructions given in the official website of XAT 2019 for filling up the application form. Candidates therefore suggested to keep scanned images of their photograph, signature and other certificates ready before applying for the XAT 2019 online application process.

The last date to apply for XAT 2019 is November 20.

XAT 2019 Important Dates

XAT Exam 2019 Notification Date                                         August 20, 2018

XAT Exam 2019 Registration Start Date                              August 20, 2018

XAT 2019 Registration last date without late fee               November 30, 2018

XAT Exam 2019 Registration last date with late fee          December 15, 2018

XAT Exam 2019 Admit Card Download Start Date            December 20, 2018 onwards

XAT 2019 Admit Card Download End date                          January 6, 2019

XAT 2019 Exam Date                                                                January 6, 2019 (10AM to 1.30PM)

XAT 2019 Result date                                                               January 31, 2019

GATE 2019: Registration to start from September 1

GATE 2019: The registration process for the Graduate Aptitude Test in Engineering (GATE) to be conducted in 2019 will start from September 1.

In 2019, GATE will be conducted by IIT Madras and the institute has released all the necessary details related to the exam. Candidates can apply for the exams from the official website: gate.iitm.ac.in.

It is must to qualify GATE 2019 for candidates interested in pursuing master’s and direct doctoral programmes in streams like engineering, technology, architecture and in other branches of science at premier institute of India like Indian Institute of Science and IITs.

The last date to submit the application is September 21. GATE 2019 will be held in the morning as well in and evening shifts on February 2 and 3 and February 9 and 10. As per the details available on official website of GATE 2019, the exam will be conducted in 24 subjects and a candidate is allowed to appear in only one paper in any one session.

GATE 2019: Important dates

  • Application process begins: September 1, 2018
  • Last date to apply: September 21, 2018
  • Extended Closing Date for Submission of (Online) Application: October 1, 2018
  • Last Date for change of examination City (an additional fee will be applicable): November 16, 2018
  • Admit cards: January 4, 2019
  • GATE 2019 exam date: February 2, 3 and February 9, 10, 2019 (9 am to 12 pm and 2 pm to 5 pm)
  • Result declaration: March 16, 2019

GATE 2019 Application fee:

  • Unreserved: Rs 1,500
  • Women: Rs 750
  • SC/ST/PwD: Rs 750
  • International: $ 50

GATE 2019 Eligibility Criteria:

  • There is no age limit for GATE 2018
  • Candidates should be graduating BE, BTech, BPharmacy, BArch, BSc (Research), BS, MA, MSc, MCA, Int MSc or Int BSMS in 2018.
  • If not the above then they should have be completing their Int ME, MTech (post BSc) or a dual degree after 10+2 by 2019-20.

LATEST NEWS

whatsapp--v1 JOIN US
whatsapp--v1