The school system throughout the world is under deep scrutinyespecially in India. HRD ministry’s latest circular regarding decreasing/reviewing whole academic curriculum shows the urgency of thoughtful perusal and brain storming.
Today,school are expanding their boundaries to make their student enable face the challenge of next decade at global level.
The school ecosystem may be defined as a systematic community comprises of all stakeholders within and outside influencing factors.it encompass the activities ,interaction among faculty, IT, educational department, society ,which form a meta- population and inhabit the same milieu.It also have influence of building, facilities,resources and teaching – learning environment.
Let us assume 4 dimensionof thissystem thatrequires the specific structure of policies:-
1. Education frame work.
2. Teaching and learning pedagogy.
3. Technology,system and practices.
4. Economics and social viability.
5. Safety and security policy.
1. Education Framework:- It is quite evident from the experiences from Indian education system that how “ Trial & Error methods” have damaged the whole education frame work in the country.
As per the Best education systems in the world its imperative to have a good teacher training policy which make a trained graduate teacher, capable enough to handle the dynamics of changing expectations of society and country. Finland and Singapore are the examples where government policies put stress on having excellent educators and they invest significant percentage of budget on “Teacher – Education “.Another important aspect is to train the teacher develop their own teaching philosophy through reflective, dialogic, collaborative and experimental learning activities.
Ofcourse incentives and honour of a teacher is considered “prime” in the society as the system believe best people,become best teachers and they propagate and propel the country with best possible pace.
2. Teaching and learning Pedagogy:-
A clear and continuous teaching and learning pedagogy must be based on meeting desired learning outcomes. The policy paralysis has compelled the Indian education system to promote rote learning and comparing exam scores based on typical limited and expected answers.
Exploration and design think (out of box thinking)have gone for a toss in the system. Appropriate policy and measures are to be framed else the system is preparing listeners and rite learners with an approach of “plagiarism”,unknowingly.
HRD ministry’s step of taking feedback from all concerned stakeholders is a welcome step. Let’s hope and wish that the outcome will be as per the need of the coming decade.
3. Technology, System and Practices:-
The natural flow of technology has created a desired awareness among all the stakeholders and they got an opportunity to be in touch through school ERP’s, Moodle and ICR portfolios.
Hence a desirable orientation has become the part of strategy to overcome the high aspirations of parents. Now LED touch screen has arrived in class rooms yet the rich content and scope must be reviewed. Students must be taught social media communication etiquettes.
4. Economics and Social Viability:-
The unprecedented changes in last decade calls for wide- ranging reforms to make education system viable enough to create “creativity” and employment generation.
The rapidly changing industrial demand required people equipped with entrepreneurial and innovative skills. The dream of startups on mass scale can be fulfilled by including correct vocational education from school level. The education system must also take steps to proper individuals toward their economic goals and desired social outcomes.
The appropriate inclusion of soft skills and life skills has become inevitable to keep pace with changing dynamics of economy. Theseskills will be most important by 2025 onwards as most of employments will be replaced due to automation and artificial intelligence.
5. Safety and Security:-
Tiny tots have become more vulnerable in school campuses this is due to lack of resilience capacity in young teen students.
School not only must adhere to the safety and security norms so that fearless academic environment may engage students in productive and positive activities.
Emotional health hazards is more dangerous as per the UNCIEF report 2013 , 30%-40 % of students gone through the trauma of abuse and 76% of them being abused during childhood or adolescence, School’s must educate children to be cautious to oppose such advances. Students are subject to hurt and trauma in the age of below 5 years that to in developed nations.Other than having child friendly infrastructure, compassion, concern, support, care are the important ingredients to provide safe ecosystem in school.
The Government of Karnataka appears to gearing up to improve the educational experience. For improving the learning outcomes and track progress of students and teachers, a number of innovative practices have been adopted in Karnataka, a report by Centre for Public Policy of IIM Bangalore (IIMB) has revealed, reports Elets News Network (ENN).
The practices adopted to provide free access to quality primary education to children include Tracking Progress, State Achievement Survey , Teacher Training Programme, Activity-Based Learning, and Making Schools Safe.
Tracking Progress
To track enrollment, attendance and learning of the children in primary schools, the State has created an integrated database called Student Achievement Tracking System (SATS). It integrates all the government databases and allots every school and student a unique ID number. Through the number, SATS helps track students to assess attendance patterns, track schools on various parameters.
State Achievement Survey
The census-based survey assesses the learning of 36 lakh students in language, mathematics and social sciences. The students studying in class four to nine of all government and government-aided schools of the state are assessed during the survey. It is conducted to evaluate how much each student has learnt. So far, 8 lakh children have been identified and provided with remedial assistance.
Teacher Training Programme
To enhance the quality of education in the classroom, Guruchetna – a customised teacher training programme — has been introduced that allows teachers to choose modules based on their interest and needs.
Activity-Based Learning
Nali Kali is an activity-based learning model which enables students to learn according to their capabilities rather than the grade level textbook. It aims to make learning fun and meaningful for children.
Making Schools Safe
Karnataka is the first State in the country to come up with a comprehensive policy to ensure school children’s safety. The Child Protection Policy (CPP) of the State is developed as per the guidelines issued by Unicef and NIMHANS, Bengaluru. It acts as a guiding document for all educational institutions for safety of students.
The initiatives on one hand have created a healthy learning environment where students’ achievements are likely to improve. On the other hand, child safety protocols have been developed to ensure that boys and girls remain safe in that environment.
Various surveys revealed that a large number of graduates in India are not employable. Seeking the current situation of unemployment in the country, Dr Sitaram Soni, HOD Engineering, ITM University, observes the importance of industry oriented syllabus and role of the stakeholder in making student job-ready for Elets News Network (ENN).
Dr Sitaram Soni, HOD Engineering, ITM University
The world is undergoing a technological revolution that is fundamentally changing the way we live, work and relate to one another. In its scale, scope and complexity, the transformation is unlike anything humankind has experienced before. Termed as the “fourth revolution,” it has today created a “techonomy community” that believes in the paradigm that technology is and will define the business and society. This almost avalanche of changes needs the people who can bring, handle and adapt to this change are also available at the rate matching to the quantum. These changes are impacting all the jobs in the industry and society. The jobs are getting changes very rapidly by adapting to automation, AI, robotics and new business architecture. The new job environment requires individuals to be at ease with technology, uncertainty and, therefore, risks, in addition to delivering in the midst of chaos and complexity. All this demands a complete new form of professionals. The prime responsibilities of developing young professional with such capabilities, rests primarily with our institutes of higher learning. Unfortunately, our present higher education system is completely incapable of even addressing to the basic elements of this responsibility, leave aside taking the lead to steer and guide the change process in industry and society.
We also want to see that our institutes of higher education act as centers of learning that encourage collaboration, autonomous learning and innovations; but our educational institutes are infested with redundancy, lethargy and complete lack of creativity and innovation. The major cause of this state of affairs is the culture and environment of our institutes. The responsibility of creating and maintaining the culture creativity and of innovation rests primarily with the faculty and the students of the institutes. Most of the faculty members of the institutes of higher learning are on the permanent tenure; without any robust mechanism of monitoring their role and contribution in supporting the creativity and innovation in the institute. Most of the people taking up such jobs become lethargic after some time as there is no mechanism to reward and support the creative thinking. This leads to situation where the educational institutes get dissociated from the changes taking place in the society and industry. The rate at which the faculty members and the curriculum are reformed is much slower than the changes happening in the industry. With time, this gap between the industry and academia becomes so wide that the education process completely loses its relevance to the industry and society. This is the kind of scenario we are experiencing in current times.
This state of affairs is very alarming as the present days economy and the leadership in the world entirely depends upon the technology, the institutes of higher education needs to revamp themselves; so that they can play the apt role in building the nation and prosperity for its people. Institutes should be the agent of transform, rather the institutes are laggards, barely able to keep them aware of what happening in industry, rather than leading the change. Even this knowledge about the change is sporadic and fractured. Most of the institutes have no role in guiding and steering the directions of the technological changes the world is going through. In order to reverse the current trend and to establish the institutes and their rightful place and relevance in the society, we need to revamp all the stakeholders and their contribution towards making the institute of higher education leading the change.
The major stakeholders in the higher education are higher education leadership, faculty, students and industry or employers. There is a need to change at every aspect of this phenomenon.
Higher Education leadership: The leadership is the most important component of the higher education framework, but, unfortunately that is the unconcerned, if not irresponsible component. The people who are in the positions of guiding the higher education policies and the education framework to prepare students with relevant knowledge and skill needed in the industry at any particular time and near future are mostly the ones who have little or no idea of the whole domain. They are the people who have the full time employment with the government without any monitoring, control and accountability towards the post they are holding; and, most certainly without any fear of losing their jobs, if their skills and knowledge are not relevant to the needs of the time. No wonder, they have little motivation to understand the needs and changes in the skills needed for the employment and their change dynamics.
Faculty: The recent explosive growth of educational institute and entry of the non-serious player in the domain of education, have resulted in the adopting the path of the least resistance in acquiring, developing and retaining the good faculty members. Most of the institutes are owned by the people who are in the game for the quick money rather than for the love of education and cause of developing the society with appropriate skills and capabilities to help the nation. This goes quite contrary to the reality, as the quality education is actually a long term cycle process. Nothing good can be achieved by short term attitude and processes.
Students: The student needs to be more focused and aware of the career path an choices available. They also need to be aware of the changes and trends in the industry, which will determine their employability. The students should not entirely depend upon the degrees and certificates for their employment and relevance but they also need to augment their skill sets with relevant tools and techniques needed to enhance their career. As the volume of knowledge in any domain in increasing at alarming rates, it becomes very difficult to keep one skilled in multiple domains. So, one should identify early his/her domain of specialization and acquire deep knowledge, skill and understanding in it. This is the age of specialization and niche and not of the generalists.
Industry: Till recently, especially in India, the industry and academia were two different islands with very little of negligible connection and communication between them. The industry expected the academia to help them solve the real world problems, but academicians were too happy and contented with textbook problems and solutions. Slowly, the industry stopped approaching the academia for their problems and academicians were too happy with their classroom teaching and paper research. The students who were undergoing through the education in such environment failed to realize the real world problems faced in the industry when they come out of the institute and find themselves quite incapable in even comprehending, as they had no experience of such situation during their study years.
Now, there is need to rethink the whole process afresh. All the stakeholders have to do away with their ways of doing things the old way, and adopt the relevant process and systems , which enable them to augment each other’s role and effectiveness in the current and future need of the trained professionals.
JEE Main 2018 Admit Card has been released by the Central Board of Secondary Education (CBSE) on its official website.
Candidates aspiring for the Joint Entrance Exam (JEE) Main 2018 can download their admit cards from
the website. The admit card of JEE Main has been issued provisionally subject to the satisfying the eligibility criteria by candidates during admission.
JEE Main is the entrance exam conducted for admission to undergraduate engineering courses of institutions of India. The exam is conducted in two modes: offline and online. JEE Main 2018 offline exam will be conducted on April 8 and the online exam will held on April 15 and April 16.
Admit card of JEE Main is an important document for the candidates to verify their identity at the examination centres. The admit card consist details like name of the candidate, exam timings, exam centre, application number etc. JEE Main admit card 2018 must be kept safe by the candidates as without it, they will not be appear for JEE Main exam.
Steps to download JEE Main 2018 Admit Card:
Go to the official website of JEE Main 2018 i.e. jeemain.nic.in
Click on the link – “Download Admit Card of JEE(Main) – 2018” available on the homepage
Enter your JEE Main 2018 application number, password and security pin on the new page
After entering details, click on login
Your JEE Main 2018 admit card will be displayed on the screen. Carefully check all your details such as name, paper, date of birth, gender, test centre name, city, state, code of eligibility and category on your JEE Main 2018 admit card
Download it and take a printout for future reference
The Union Minister for Human Resources Development Prakash Javadekar has said that the government is planning to replace the blackboard with the digital board in the next five years..
The Union Minister said, “Our aim is to replace blackboard with digital board in the next 5 years.”
Finance Minister Arun Jaitley also while unveiling the Union Budget 2018-19 proposed to increase the digital intensity in education and move from black board to digital board.
In January this year, Javadekar revealed that the Government passed a resolution to ensure that in next five to seven years, every classroom in the country has a digital board.
“Just like operation black board ensured black boards in every classroom, today resolution was passed for operation digital board, so as to ensure there is a digital board in every class in coming 5-7 years,” Javadekar said.
“The digital boards would help generate student interest and would also make teachers more accountable,” Javadekar added.
Javadekar was addressing the first day of the 65th Central Advisory Board of Education meeting. The meeting was also attended by Union Ministers Maneka Gandhi, Thawar Chand Gehlot, Mukhtar Abbas Naqvi, and Rajyavardhan Singh Rathore.
University Grants Commission has reminded all Higher Educational Institutes (HEIs) to set up a “Students Counselling System” to address problems and challenges faced by students.
“Setting up of counselling centres is part of the guidelines issued by UGC regarding safety of students on and off campuses of higher education institutions and has already been communicated to all institutions concerned. One of the most important components of the guidelines was that all higher education institutions should mandatorily place a students counselling system for effective redressal of problems and challenges faced by a student,” says the letter.
The system is supposed to act as a bridge to fill communicative and formal gap between the students and the institutions. In one of its letters issued last week, the commission asked universities as well as all the colleges to set up “Students Counselling System” for students to avail the services of trained psychologist as per the need.
The Counselling System would also include faculty member as the counsellors who would remain in constant and close be allotted a number of students and in close touch with the students allotted to them. The teacher counsellors will act as a guide to students helping them move up in their careers by understanding their emotional and intellectual needs.
According to letter, “It should be a unique, interactive and target-oriented system, involving students, teachers and parents to address common student concerns ranging from anxiety, stress, fear of change and failure to homesickness and a slew of other academic worries. lt should bridge formal as well as communicative gaps between the students and the institution at large.”
Eternal University is one of the first private and residential universities in Northern India exclusively for girls with objective to make students excel academically and spiritually. It is sponsored by Kalgidhar Trust and established by Himachal Pradesh Government Act No 3 of 2009. The Kalgidhar Trust has been promoting rural education with major emphasis on women empowerment. The university campus is spread across 450 – acres at Baru Sahib.
The University offers UGC (University Grants Commission) certified undergraduate, postgraduate and PhD courses in streams like Biotechnology, Microbiology, Agriculture, Engineering, Medical, Management and Public Health. All the programmes of the university are recognised by UGC, AICTE, INC, NCTE, DSIR and DBT.
It is one of the best equipped, furnished and cleanest campuses that one could ever think for pursuing academic courses. All seven colleges under the university have well trained and experienced faculty, well furnished laboratories, classrooms and state-of-art equipment for effective teaching, research and training. A part from an extraordinary academic curriculum and inspiring educational environment, the university offers facilities such as accommodation, experimental farms, polyhouses, cafeteria, transport facilities, banks, post office, playgrounds, indoor sports facilities, shopping complex, modern dairy complex, botanical and herbal garden, workshops, clubs, fully automated Wi-Fi library, and Computing facilities to look after the well-being of the students and the faculties.
Academic programmes
Akal college of Engineering & Technology (ACET): B Tech (CSE, ETE & FT), Lateral Entry (CSE, ETE,EE), MTech (ETE, CSE, Renewable Energy, Material Science and Engg. ) and PhD ETE
Akal College of Basic Sciences (ACBS): BSc Medical, BSc Non-Medical, BSc (Honours in Maths, Chemistry, Physics, Biochemistry, Microbiology, Botany and Zoology), MSc (Math, Chemistry, Physics, Biochemistry, Microbiology, botany, Zoology and Environmental Sciences), PhD (Chemistry, Biochemistry, Physics, Botany, Zoology and Mathematics)
Akal College of Agriculture (ACA): BSc Agriculture (Hons), B Tech Food Technology, M Sc (Biotechnology, Food Technology, Agronomy, Genetics & Plant Breeding, Plant Pathology, Entomology and Horticulture), PhD
(Biotechnology, Food Technology and Entomology)
Akal College of Economics, Commerse and Management (ACECM): BSc Economics (Hons), BCom (Hons),
MSc Economics, MCom, MBA, PhD Management
Akal College of Arts & Social Sciences (ACASS): BA (Hons) Music, BA Humanities, BSc (Hons) Psychology, MA (English and Music), Add-on-Courses with BA/BSc Programmes
Akal College of Health & Allied Sciences (ACHAS): BSc Nursing, MSc Nursing, MPH, MHA
Akal College of Education (ACE): B.Ed
Scholarships and Financial Aid Granted by the University: To encourage the meritorious students from rural areas, university provides them 10-30 per cent concession in tuition based on their marks in the qualifying exam for various undergraduate programmes. The students from various Academies of Kalgidhar Trust will be given 50% tution fee waiver during admission to Eternal University, Baru Sahib. Decent fellowships are provided to deserving PhD scholars for teaching at undergraduate level and conducting practical.
The present Vice Chancellor, Dr Harcharan Singh Dhaliwal, PhD California University, holds an extensive experience of about ten years working in advanced laboratories of USA, Switzerland, Israel, Japan and Australia and also the leading plant breeder and bio technologist. He has been taking keen interest in developing and strengthening the university for basic and applied research, institution-industry linkage, transfer of technology and IPRs. There are a number of other faculty members with rich experienceand training in research, management, teaching and extension who are taking the university to reach new heights.
Education is a must for the better future of students but at the same time private schools’ high fee in the name of academics and other activities seems unjustifiable sometimes. What major factors drive the high cost of getting education observes Vinesh Menon, CEO – Education & Consulting, VIBGYOR Group of Schools, for Elets News Network (ENN).
Vinesh Menon, CEO – Education & Consulting, VIBGYOR Group of Schools
It took a while for me to agree to pen my thoughts on this subject that is being much talked about in the k12 school space these days. The subject as most of you reading this will agree is sensitive, delicate and can be interpreted in multiple ways without leading to any conclusive outcome in a hurry.
So the big question that is doing the rounds is – “Are the private schools justified in their pricing of education fees for students and should the government be allowed to regulate the same?” While many theories fly around as responses, the simplistic two extremes in responses are:
YES – as the expectation for quality education with enhanced amenities is on the rise amongst parents who want the best for their child and there is a cost that goes into delivering those expectations.
NO – Education is a child’s right and should not be subject to commercialization like a commodity product and is being exploited. The arguments will never end if approached emotionally and without putting a rational touch to it. Let us first absorb the following five key facts:
The enrolment rate in 20% private schools far exceed that of the government schools
Terminologies like SMART CLASS, digital learning, experiential learning gadgets & tablets were nowhere in the radar until 7 – 10 years ago
Children of Age 3 are far more adept using their parents smart phone than the parent – Exposure levels to the young minds are far greater than what was witnessed in the yesteryear generation (which includes me by the way)
Parents are increasingly keen to have their children become global citizens and well rounded holistically than just be a bookworm.
The government has recognised fact number 1, in the Union Budget 2018 and has started giving impetus to digital boards and teacher training through well programmed PPP models with private players.
From the above it is obvious that the k-12 ecosystem is changing and one cannot expect the same methodology as was prevalent even 10 years back inside schools. Enhancement & Upgrades of any kind in any industry entail increase in input costs. Is it not but obvious that over time, this will translate into a certain output cost or fees commensurate with the value given to the student? How hence can one rank a fee structure in schools then? The Indian parent is as diverse as any other Indian and will thus have diverse views on what should be the family’s budget to educate their child. Affordability of school education fees can range from zero to sub 10,000 Rs annually to the other end of even lakhs of rupees in any given academic year – Irrespective of this diversity, one common thread flows and that is that the student in question should receive basic quality education; strong enough to bring confidence and set a foundation to make him or her into a confident youth ready to take on Life’s challenges that lay ahead. The tools required for this may vary and so will the price.
There may be those who have hit upon the idea of starting a school not with the purpose of eradicating illiteracy and providing education but purely to ring in cash registers by taking advantage of one of the most sought after requirement of the Indian population but this should not blind the perception.
To therefore presume that schools are overstating their expenditure, taking advantage of a system and charging “exorbitantly high” fees and reacting whimsically through a clampdown with regulated fee structure on private schools and yet expecting no change in their delivery is unfair. On a lighter note, this is akin to the government regulating the price of private passenger automobiles to bring it to par with say Hindustan Motor’s Ambassador just to ensure that everyone gets right to a four wheeler at regulated affordability. Schools in India have its diversity too – the land area, the constructed area, the architectural design, the infrastructure, the location, the facilities around transport, sports, culture, performing arts, international exposure, field trips within and outside the country…the list can go on – This diversity will lead to a diversity in fees and I can say with confidence that the Indian parent will be the first to question the value delivery for the price paid and will have no hesitation in shifting the child’s school to another one if the services are found wanting. In other words a free Fee pricing will only improve the school’s delivery system and the beneficiary will be the parent & the child.
Having stated this, the government’s fears are not misplaced either. There may be those who have hit upon the idea of starting a school not with the purpose of eradicating illiteracy and providing education but purely to ring in cash
registers by taking advantage of one of the most sought after requirement of the Indian population but this should not blind the perception. Schools started under this culture and ethos purely with a sole purpose of calculating IRRs mathematically are bound to not sustain and over a period of time the chinks will appear. However, one rotten apple cannot be allowed to spoil the basket and exception cannot be made the rule. The government must allow a free pricing policy and while schools compete amongst themselves to push themselves to constantly uplift the education process and in parallel:
Ensure that there is a robust School Audit & Assessment system which should be followed diligently across all schools
Ensure more efforts and initiatives towards improving their own government schools through value adding Public Private Partnerships
Use Point (1) to weed out the selfish school operators who have ONLY economics on their mind & Unleash Point (2) to simultaneously promote the government schools in the country. One and a half Million schools are not enough to cater to early development of a nation that is witness to more than 75,000 new births every day and all efforts should be taken to encourage as many private players as possible to scale and open as many schools as possible across the length and breadth of India or participate with the government initiative to revamp their schools.
Our focus should thus not be on the FEE but the future that we need our children to SEE! (Views expressed above are personal)
Having educated over 30,000 students, we understand the learning needs of aspirants and design our curriculum and courses accordingly, says Nikhil Barshikar, MD, Imarticus Learning, in an interview with Elets News Network (ENN).
Please describe about Imarticus in brief.
Nikhil Barshikar, MD, Imarticus Learning
Imarticus Learning is India’s leading professional education firm, providing aspiring students and professionals with a wide range of industry relevant skills necessary to succeed in the rapidly growing fields of Finance and Business Analytics. Imarticus Learning has so far trained over 30,000 learners and placed over 26,000 aspirants across its extensive corporate network of 300+ global and domestic clients. The firm’s key competency is its broad range of Learning and Development (L&D) solutions, designed to assist firms meet their evolving skillset requirements. Headquartered in Mumbai, Imarticus possesses both classroom and online delivery capabilities, with dedicated centres located at Mumbai, Thane, Bangalore, Chennai, Pune, Hyderabad, Coimbatore, Jaipur, and Delhi NCR.
What are the different certification, prodegrees, and postgraduate programmes offered by Imarticus?
At Imarticus Learning, we empower students and professionals to enhance their career prospects by upskilling/re-skilling, and thereby, enable them to achieve growth in their respective roles and fields. Also, unlike most traditional educational institutions, our highly proactive and technology-driven approach to providing professional education ensures that aspirants reap the benefits of a tailored learning experience that is not limited to a physical environment. Our philosophy is built around developing domain expertise and job relevant skills to prepare aspirants to become tomorrow’s business leaders. With a strong emphasis on ‘learning by doing’, our programs are developed with the goal of creating well-rounded, job-ready professionals who can add significant value to an organisation in the competitive world of banking, financial services, and analytics. The programs, while rigorous, are extremely practical and hands-on, and go beyond traditional rote learning through their use of live case studies and real-life business problems. This ensures that learners are equipped with the right skill sets to master job responsibilities from day one itself.
Imarticus Learning is the only educational institute that incorporates a variety of delivery methodologies, including text, audio, live webinars, video lectures, and group discussions. Learning at Imarticus is centralised through a state-of-the-art, online Learning Management System (LMS). The LMS underscores our experiential learning philosophy, which helps learners improve constantly by ‘doing’ and ‘reviewing’ and managing their performance throughout the duration of the program. The LMS also enables our faculty and students at various locations to connect, collaborate, and share information on a real-time basis.
Our Certification programs include:
Certified Investment Banking Operations Professional (CIBOP): The internationally-accredited Certified Investment Banking Operations Professional (CIBOP) program is designed for careers in the Capital Market Operations division within an investment bank. This 180-hour program, with placement assurance, provides learners with an in-depth understanding of complex financial products and their Trade Lifecycles, along with Operational Risk and Regulation.
Certification in SAS: The Certification in SAS program is a comprehensive, short-term program providing learners with a thorough understanding of SAS, the world’s leading analytics technology platform. The program comes with a rigorous industry-aligned curriculum and is available in three delivery formats to prepare learners for Base and Advanced SAS certification exams.
Predictive Analytics Using SAS: The Certification in Predictive Analytics program is a comprehensive, short-term program providing learners with a thorough understanding of Predictive Analytics using SAS. The case-study driven program comes with a rigorous industry-aligned curriculum and is available in three delivery formats for maximum learning effectiveness.
Certification in Business Analysis: The Certification in Business Analysis program is a comprehensive IIBA-endorsed program that provides aspirants with in-depth exposure to business analysis, techniques, and frameworks as prescribed by latest BABOK 3.0. After completing the skill-building certification, learners will be equipped to handle the multi-skilled roles and responsibilities of the modern professional Business Analyst, along with 35 Professional Development hours from IIBA.
The key Prodegree programmes we offer include:
Financial Analysis with EY as the Knowledge Partner: The Financial Analysis Prodegree, with EY as the Knowledge Provider, is a skill-building program which covers subjects such as accounting, financial modelling, valuation, and equity research. Through a rigorous project-based methodology, participants acquire powerful competencies that help them build careers across a wide variety of roles in investment banking, corporate finance, and private equity.
Data Science with Genpact as the Knowledge Partner: The Data Science Prodegree, with Genpact as the Knowledge Partner, is a 180-hour program covering foundational concepts and hands-on learning of leading analytical tools, such as SAS, R, Python, and Tableau through industry case studies and project work. Over the course of the 4 semesters, candidates will not only gain theoretical knowledge of data science tools, but also gain exposure to business perspectives and industry best practices through guest lectures and multiple project submissions.
FinTech with Rise Mumbai as the Knowledge Partner (Co-Created by Barclays): The FinTech Prodegree, in association with Rise Mumbai as the Knowledge Partner, is a first-of-its kind 180-hour online program providing in-depth exposure to four key FinTech domains through a rigorous industry-aligned curriculum. The program also features capstone projects, case studies, and periodic interaction with industry leaders and entrepreneurs in the FinTech space.
Global Markets with MCX as the Knowledge Partner: The Global Markets Prodegree is a comprehensive, short-term program that provides aspirants with a thorough understanding of Global Financial Markets, Financial Instruments, Trading Strategies, and Risk Management, delivered via interactive simulated trading platforms and live instructor-led webinars.
Foreign Exchange & International Trade Prodegree with HDFC Bank: The Foreign Exchange and International Trade Prodegree, in collaboration with HDFC Bank, gives aspirants an opportunity to start a career in FX with India’s No. 1 Private Bank. Imarticus Learning works with HDFC Bank for the selection and training for this role. Candidates go through a selection process, after which they are issued a confirmation from HDFC Bank.
The Post Graduate Programmes include:
PG Program in Data Analytics: The Post Graduate Program in Data Analytics is a 500+ hour program covering foundational concepts and hands-on learning of leading analytical tools, such as SAS, R, Python, Hive, Spark, and Tableau, as well as functional analytics across many domains. Over the course of three semesters, candidates will not only gain theoretical knowledge of data science tools, but also gain exposure to business perspectives and industry best practices through guest lectures and project submissions.
PG Program in Banking & Wealth Management: The Post Graduate Program in Banking and Wealth Management is a comprehensive 370-hour program with placement-assurance, providing aspirants with an in-depth exposure to finance basics, corporate & retail banking, and wealth management. The exposure that learners gain through this program enables them to take on Operations and Sales roles at leading Banks and Wealth Management advisory firms.
All of our programmes, therefore, enable candidates to become career-ready after completing their education and explore vast career opportunities in a thriving Financial Services, Technology & Analytics ecosystem.
How the curriculum of different courses is developed to make the training in line with the industry demands? How the corporate network of Imarticus helps in this?
Imarticus Learning’s programs are modelled around the Bloom Taxonomy method, and incorporate feedback from industry experts within our network of 200 companies to ensure relevance and industrial applicability. Our key goal is to equip trainees with pertinent skills that ensure employability or help with dramatic career shifts upon completion. Imarticus offers its Prodegree programs in association with top Fortune 500 companies such as EY, Genpact, IBM, SAP, and Barclays to plug the skills gap among students and professionals, and to ensure the most relevant learning for them.
Our faculty comprises specialists and professionals from renowned financial services and analytics firms such as JP Morgan, Nomura, Genpact, Accenture, Citibank and Barclays and possess over 150 years of combined domain expertise. Considering their own successful careers, our faculty is perfectly positioned to combine technical concepts with topical real-life examples to ensure a candidate’s job readiness.Additionally, Imarticus has created an unparalleled ecosystem that fosters leadership and encourages futuristic practices in professional education. We have achieved this by using technology to empower learning, ensuring comprehensive coverage by covering all student touch points, creating an industry knowledge database, as well as platforms for industry connect, and focusing on placements through our corporate network and internship programs.
Digital India and Skill India are two most ambitious projects of the Government of India, how the organisation is training candidates to make them skilful, employable and tech-savvy?
The ever-widening skill gap between academia and industry in India is further deepened by the lack of a relevant curriculum and an understanding of new-age job roles within our traditional learning paradigms. Reports state that while nearly 15 million candidates enter the domestic workforce each year, almost 75% do not possess the requisite skills for these jobs. NSDC (National Skill Development Corporation) has said in a report that India will need 700 million skilled workers by 2022 to meet the demands of our rapidly growing economy. The biggest challenge for IT companies, however, will be to re-engineer their 3.9 million-strong human resource base to meet the demands of a fast-transforming marketplace.
Imarticus Learning is helping bridge the prevalent and widening skill gap in the country through revolutionary learning paradigms that emphasise on:
Practical, application-based, and relevant curricula
Technology-driven and scalable learning systems to improve the quality and access of education
Developing an ecosystem to promote lifelong learning
Incorporation of new-age technologies
Our programs are geared towards analytics and technology for both traditional banking and finance, as well as emerging fintech sectors, and encompass new-age trends such as automation, analytics, AI, and Big Data. All of these programs, with their industry-centric curricula, ensure that candidates, through the latest technical skills, are well-equipped to easily blend with changing market dynamics and enhance their employability.
What is your mission and vision for upcoming years?
Our mission is to improve the quality of human skill capital to meet the skillset requirements of the country.Our vision is to be a global leader in professional education focused on Financial Services and Analytics sectors.
Empowermentof the learner is at the core of Imarticus Learning’smission and vision. We believe that it is only by enabling students to skill up and grow as individual professionals that we can truly fulfil our mission to be India’s number one professional education firm in the future.
