Industry-Academia Collaborations: Imperatives for Sustainable Development

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April 26, 2018

Global pursuit for Sustainable Development Goals (SDG) has brought the Higher Education on the forefront of the
Developmental Agenda across the world. It is primarily because of the increasing role which knowledge plays in
development and more so because of the rapid pace at which Knowledge gets generated and becomes obsolete, writes Dr Umesh Chandra Pandey, Regional Director, Regional Evaluation Centre, Indira Gandhi National Open
University, Bhopal, Madhya Pradesh, for Elets News Network (ENN).

Dr Umesh Chandra Pandey, Regional Director, Regional Evaluation Centre, IGNOU, Bhopal, Madhya Pradesh

We are witnessing an ever-growing class of Knowledge Workers who need to update themselves and stay productive at their workplaces. Major proportion of such new class of knowledge aspirants belong to corporate world. Academia has to respond to such increasing demands of lifelong education. It’s hardly a matter of choice but an economic compulsion of the knowledge society we are living in.

Situation is challenging for the academia as they have to reach out to work places of the corporate workers and deliver education at the time and place of their choice. Educational Systems are under obligation to adopt flexible ways and means to serve work place requirements and bridge the gap with corporate world. Open and Distance Systems are therefore emerging as the only viable alternative due to their inherently “Flexible and Innovative” nature.

Industry Academia Gap: A Cause for Concern

A weak functional relationship between output of educational system and requirements of job market has serious challenge for the economic development. The situation has attracted the renewed attention of policy makers keeping in view the Sustainable Development Goals. Draft New Education Policy of India underlines that weak linkages between University and Industry is one of the reasons for poor research and development. It is increasingly being realized that structured knowledge created in the Universities should blend with the tacit knowledge of the Industrial Workforce. Such a fusion of knowledge and experiences will help to accelerate Industrial growth. On the other hand, it will also help the academia to further explore innovative technologies for increased resource and energy efficiency. To facilitate an effective interface between academia and industry, several policy initiatives have been suggested which includes the provision of having representations from industry in Governing bodies of higher education institutions.

Further, Industry’s job multiplication effect has a positive impact on society. It has been estimated that every one job in manufacturing creates 2.2 jobs in other sectors (UNDP web Site). Hence a strong functional dependence between academia and industry is a developmental imperative. A weak academia industry linkage will make industry incapable of supporting other vital sectors of development.

Role of Distance Education

Open and Distance Learning Systems due to their “Innovative and Flexible” character istics are ideally positioned to work in a Multi Stakeholder Environment.It creates a conducive situation for collaborations and networking with industry. Further Open and Distance Learning systems have been biggest users of technology which enhances their capabilities to reach out to working population. Among all the ODL institutions, IGNOU is the major role player which has the technological capability to run Online Knowledge Repository, satellite channels, Network of FM Radio Stations across the country, Network of SIT Terminals for video teleconferencing, A/V Programmes, Mobile E Learning Terminals Vans (MeLT Vans) etc., which favorably position the ODL system to reach out to diverse clientele through ICT enabled methods.

IGNOU is known for its novel approach of collaboration and sharing of resources .University has signed MOUs with several professional bodies, corporate, Government organisations, NGOs, educational institutions, research organisations both in India and abroad to develop Academic Programmes, to create Self Learning Content, develop Multimedia Content, deliver the Programme and Monitor the activities. An innovative project of Hero Honda Ltd., and IGNOU has been widely recognised as the best innovative initiative of University and Corporate organisation. Some of the other prominent organizations which were involved in IGNOU’s affairs in the past are the Future Learning and Development Ltd. (FLDL), NIIT Ltd, the Institute of Company Secretaries of India (ICSI), IBM, Bharti Learning Systems Ltd (Centum Learning Ltd), the Cochin International Aviation Service Limited (CIAL), the Institute of Rail Transport (IRT), the Sardar Vallabhbhai Patel International School of Textile & Management (SVPISTM), Global Talent Track (GTT), Training and Advanced Studies in Management & Communication Ltd. (TASMAC), Everonn Education Ltd., Vikas Publishing House Pvt. Ltd., Sri Sanskar School of Etiquette and Career Development, CORE Projects & Technologies Ltd, etc (Source: IGNOU Web Site). The Centre for Corporate Education Training & Consultancy (CCETC) of the University has an interdisciplinary approach to meet the corporate needs. These initiatives of ODL systems in India are some of the success stories.

Corporate Social Responsibility: A New Opportunity

Corporate Social Responsibility (CSR) has given rise to interesting possibilities of collaboration between Distance Education Institutions and Corporate Houses. The expertise and capabilities of distance education institutions to deliver educational products in remote and far-flung areas can attract the CSR investments. The corporate houses can fund innovative collaborative projects with distance education institutions to enhance their presence in such areas. Whereas Distance Education Institutions will be able to enhance their reach up to hitherto unreached areas, the Corporate Houses will be able to earn brand loyalties in such virgin areas. Such convergence of interests between Distance Education Institutions and Corporate houses need to be fully explored.

Why Demands are So Pressing?

The gaps between academia and industry will have serious consequences for the global pursuits of Sustainable Development Goals. SDG-9 of Post 2015 development agenda of United Nations emphatically highlights the role of Industry. As Industry is one of the core drivers of the Global Economic agenda, any delay to achieve SDG-9 will seriously jeopardize our pursuit to end poverty.

Further, demographic structure of Indian Population have crucial implications for SDGs. The major segment of Indian Population will continue to be young in coming 15-20 years. Moreover India is expected to be the fastest growing economy in the world during this period. Industry and Service sectors are coming up in a big way with expected contribution of 92% of India’s GDP by 2030.Report titled “Higher Education in India: Vision 2030” of FICCI Higher Education Summit 2013 highlights that expected growth will require gross incremental workforce of 250 million given retirements / drop outs. Indian Higher Education has a responsibility to supply major share of this work force.

Interestingly, India will have a labor surplus of largely young people in 2030 with a median age of 32 years. These demographic trends have a far reaching impact for SDGs primarily because rest of the world is aging fast. If suitably skilled such young workforce will be able to respond to the massive human resource required to fulfill the demands of labour deficient markets around the world. India has already emerged as a major source of permanent/skilled migrants going to Australia and New Zealand. India’s IT/ITeS sector currently employs 2.3 million people who service foreign markets (Reference: FICCI Higher Education Summit 2013). Indian companies are spending increasing amounts on R&D and Government of India is encouraging initiatives to boost R&D in the country. Similarly Global companies are setting up R&D facilities in India. Universities have to play a meaningful role in collaboration with corporate houses to implement such R&D projects. The quality of pass outs of University systems will be crucially important to realise this.

Hence, Indian Higher Education of 21st Centure has to develop as a High Quality, Equitable and Affordable for the young people of the country. Indian Higher Education should be developed as not only best in the world but best for the world. Hence, an effective functional relationship between industry and academia is a developmental imperative which has to face the massive challenge to prepare its young population for the global economy. The effective interface between academia and industry will enhance the employability of its pass-outs , will equip them with the required leadership skills for upcoming industrial needs and respond to continuing professional requirements. Bridging the gaps will help the Industry, Government and Society in different ways. The industry will get benefitted as it will readily get the industry ready talent. Government will get benefitted as industry oriented education will help to reduce the un-employability and enhance the income levels of the people from eligible age group (18- 23 years). At the societal level multiple social benefits will accrue like raised standard of living, more number of jobs getting created. The Global Economy will get obvious advantage as any benefit which will accrue in India for young population will have worldwide impact.

AICTE Expanding Students’ Horizon through Internship

Magazine

By

Akash

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April 26, 2018

It is not the question of employability; it is the question of the students’ actual way of moving ahead, says Manpreet
Singh Manna, Director, All India Council For Technical Education (AICTE), in an interview with Elets News Network (ENN).

Students’ Employability Quotient is much-talked about. What is your opinion in context to India’s scenario?

Manpreet Singh Manna, Director, All India Council For Technical Education (AICTE)

When we talk about students’ employability, we have to first clear the concept of employability. As per trends, 20 to 25 per cent students always follow their parental occupation. When we collect figures, around 40 to 50 per cent get placement. Then immediately we start blaming institutions, regulatory bodies and other teaching-learning communities, saying that our students are unemployable. It is not the question of employability; it is the question of the students’ actual way of moving ahead.

A person who completes any education system in our country, either graduation in Humanities, Engineering or Medical Science — that person is very much employable. The only question is, what he/she deserves and gets; because of resistance, recession and policy. Suppose, if an MBBS graduate doesn’t get a break in a good private hospital, he/she may approach government hospital. If the government hospitals are limited, there will be limited scope of vacancies, and he pursues higher education or may look for the career outside the country. Otherwise, India’s education system is one of the best and largest education systems.

To provide students exposure of the outside world, we have signed MoUs with all MSMEs (Micro, Small and Medium Enterprises) of the country to provide them internships. We have also signed MoUs with 4-5 good organisations for the potential students to come and join as interns or trainees. They have a portal for students passing, or passed, their degrees to fetch inputs free of cost. So students will come to know their liking, their areas of expertise which industries are looking for, and even get POPs (Performance Oriented Packaging) and eventually get placement. So, employability cannot be that fear factor as it is existing in the present scenario.

Another image changing aspect is the “Smart India Hackathon”, wherein students can get live projects by different Ministries of the Government of India — to first solve on the paper, then on code, and then finally build an application or a software. Soon, we will also start Hardware Hackathon. Students’ handhold has to be improved, otherwise these engineers will be nowhere engineers.

A major role of the university is to evaluate students, confer degrees as well as revise the curriculum as per today’s industry, country and global need.

How the AICTE imparts skills in the higher education?

The AICTE imparts skills to students through a number of projects. For example, the Government of India has started the world’s largest MOOCs (Massive Open Online Courses) programme known as SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds).

In the classroom or through curriculum structure, students generally get 60 to 70 per cent theoretical knowledge, of which 70 per cent is captured through labs. Being in a campus lab, students may not get that hand-hold opportunity.

The “Tinkering Lab” concept started in the school and higher education has become a great success. As on today, more than two lakh students in the school education system have access to tinkering labs. Through SWAYAM, we provide videos for students; before going to the lab one can learn how to connect instruments, how to troubleshoot, how to do soldering, etc.

All kinds of philosophy, concepts are available on the platform, as without a proper skill, any engineer or graduate can feel that fear factor; and think of himself or herself as incompetent for the job. We must remember jobs don’t exactly require a bookish knowledge or what you learnt.

What inspired to introduce AICTE New Model Curriculum?

Previously, there were around 20 technical universities in India. An Act was passed mandating each State to have one technical university in which all the technical institutions of that State could be governed.

A major role of the university is to evaluate students, confer degrees as well as revise the curriculum as per today’s industry, country and global need. But some of the States were unable to revise it on time or revise as per the taste of the industry. So a mismatch in the curriculum was witnessed from one State to another State, one college to another college, one institute to another institute which confused students a lot. Many industries were choosing the students passing out from a particular university/college/institute because their curriculum matched their needs, thus followed the unrest.

The AICTE then formed a board which conducted a survey throughout the country — taking inputs from stakeholders, faculty, directors, deans, HoDs, students and industries — to create a new model curriculum based on inputs from academia and industry. It is not a mandatory engineering course.

We have asked universities to take at least 70 per cent from the new model curriculum. They can tweak the remaining 30 per cent as per the local area’s demands so that a uniform curriculum can be taught in the engineering system of the country to make each and every student employable and competitive enough to take any competitive exam of the country or of other countries. Many universities have already started to implement the new model curriculum.

How important is participation from the State governments to expedite the Centre sponsored schemes?

Any policy, any scheme, which is going to be launched by the Government of India cannot achieve expected level of success until and unless all the State Governments come forward to follow it without any ego, without any confusion.

Particularly for SWAYAM, we are not getting any kind of resistance because the platform is governed by nine national coordinators. The AICTE is also one of the national coordinators for all intra-disciplinary, international and private university courses. As on today, SWAYAM has more than 1,200 courses on the platform, of which some were run in the last semester, some are running and some are being run in the upcoming semesters.

India has nearly 800 universities. AICTE being an affiliating body; their syndicate, their academic concept, their board of studies have to be approved from the SWAYAM basket to offer the course for their respective constituent’s college students.

The National Student Startup Policy can be effectively implemented if the student, faculty, director/vice-chancellor and the State government come together to give innovation a final shape.

Unless they publish the list, students cannot benefit from the choice-based credit system (CBCS) of our country. It was a historical step taken in 2016, when the Government of India Gazette notification declared that any student pursuing graduation through UGC system, either college or university; or pursuing diploma and degree from the AICTE system, can earn 20 per cent choice-based credit through SWAYAM platform.

This means a student pursuing B. Tech, who wants drama or journalism or music as one of the elective subjects, can avail the credit. This can be feasible only if the hosting university and parent university and the teacher delivering the course on SWAYAM match.

The platform is a supplement or value addition to the current system. Teachers need not fear; chalk and duster system cannot be replaced with any kind of system. Any student who wants to enhance knowledge can visit SWAYAM and access content without any cost.

How can AICTE National Student Startup Policy be effectively implemented in all States?

In India, the skill development is basically a ‘jugaad technology’ which is very famous throughout the world, and we Indians are not utilising whereas others are learning and implementing it at their respective countries. Why can’t our students start implementing this jugaad technology in the incubation centre and later even file patents?

Our patent filing is at a very low rank. With the effort of the Government of India, we are at 60th rank from 85th rank in patent filing, as per global innovation index. Also, India is the third best consumer in the world. The National Student Startup Policy can be effectively implemented if the student, faculty, director/vice-chancellor and the State government come together to give innovation a final shape.

Fake universities in India revealed

By

Akash

-

April 26, 2018

The University Grants Commission (UGC) has released a list of 24 fake universities functioning in India.

A notice issued by UGC in the interest of students read, “Students and public at large are informed that at present following 24 self-styled and unrecognised institutions are functioning in contravention of the UGC Act in various parts of the country. These universities have been declared as fake and are not entitled to confer any degrees.

Uttar Pradesh and Delhi top the list with eight fake universities in each state. Other fake universities are located in the states like Odisha, West Bengal, Bihar, Karnataka, Maharashtra and Puducherry.

State-wise list of 24 fake universities in India is as follows:

Uttar Pradesh

National University of Electro Complex Homeopathy, Kanpur
Netaji Subhash Chandra Bose University (Open University), Aligarh
Uttar Pradesh Vishwavidyalaya, Kosi Kalan, Mathura
Maharana Pratap Shiksha Niketan Vishwavidyalaya, Pratapgarh
Varanaseya Sanskrit Vishwavidyalaya, Varanasi
Mahila Gram Vidyapith/Vishwavidyalaya, (Women’s University), Allahabad
Gandhi Hindi Vidyapith, Prayag, Allahabad
Indraprastha Shiksha Parishad, Institutional Area, Khod

Delhi

ADR-Centric Juridical University
Indian Institute of Science and Engineering
Viswakarma Open University for Self-Employment
Commercial University Ltd., Daryaganj
United Nations University
Vocational University
Adhyatmik Vishwavidyalaya (Spiritual University)
Varanaseya Sanskrit Vishwavidyalaya

Odisha

Nababharat Shiksha Parishad, Anupoorna Bhawan, Rourkela
North Orissa University of Agriculture & Technology

West Bengal

Indian Institute of Alternative Medicine, Kolkata
Institute of Alternative Medicine and Research, Kolkata

Bihar

Maithili University/Vishwavidyalaya, Darbhanga

Karnataka

Badaganvi Sarkar World Open University Education Society, Belgaum

Kerala

St John’s University, Kishanattam

Maharashtra

Raja Arabic University, Nagpur

Puducherry

Sree Bodhi Academy of Higher Education

UGC released a list of fake universities last year as well which included Maithili Vishwavidyalaya, Darbhanga (Bihar); Varanaseya Sanskrit Vishwavidyalaya, Varanasi (UP); Commercial University Ltd Daryaganj (New Delhi); United Nations University, Delhi and Vocational University, Delhi.

CBSE makes Physical Education compulsory in class 9 to 12

Schools News

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digitalLEARNING Network

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April 25, 2018

The Central Board of Secondary Education (CBSE) has made physical education compulsory for class 9 to 12 in all its affiliated schools.

“Health is often a state of physical, mental, emotional, social and spiritual well- being and not merely the absence of disease and infirmity. Hence, we have decided to mainstream health and physical education for class 9 and 12 with the aim of preventing them from having a sedentary lifestyle or turn into couch potatoes,” a CBSE official said.

A 150-page manual has been developed by the board in which detailed guidelines have been listed for schools. The manual also contains the methodologies to execute the guidelines.

Under the new guidelines, the schools have been instructed by the CBSE to dedicate one period for sports everyday during which students will be free to do or participate in any physical activity in playground. The physical activities have already been listed in the manual basis which the students will be graded later.

However, Health and Physical Education (HPE) will be different from Physical Education (PE) academic elective which is offered to class 10 and 12 students. “Earlier, there used to be two co-scholastic areas — Health and Physical Education and Work Education. Now the two have been merged and the total periods allocated for the two will be used for HPE. This will ensure that schools are under no pressure of adjusting the time tables at the cost of academic subjects,” the official said.

Last month, CBSE asked all schools to reserve one period for “Health and Physical Education (HPE)” while preparing their time-table for the 2018-19 session.

NCERT aims to improve Government Schools’ image

Schools News

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digitalLEARNING Network

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April 25, 2018

The National Council for Educational Research and Training (NCERT) is working towards improving the perception parents are having about government schools.

The perception is forcing the parents to turn towards the private schools for the admission of their children that has resulted into lesser enrolments in government schools.

The Human Resource Development Ministry was questioned by a parliamentary panel, regarding the declining admissions in the government primary schools. Student enrolments in government primary schools declined by 15% between 2010-2011 to 2014-15 whereas the enrolments in private schools increased by 33 per cent during the same period.

In the reply, the ministry stated that there has been rise in the private school admissions as parents want their children to be in the better educational environment.

The NCERT is initiating innovative steps of teaching and learning techniques in classrooms. It is also introducing parent-teacher interactions and starting pre- schools classes.

‘JEE Main 2018 Answer Key’ released by CBSE

By

Akash

-

April 24, 2018

JEE Main 2018 Answer Key for paper-I of offline exam has been released by the Central Board of Secondary Education (CBSE).

Students appeared for the Joint Entrance Exam Main 2018 (JEE Main 2018) can view and download the answer key for paper I from the official website. CBSE has also made available the recorded response for paper I on the website.

Steps to download JEE Main 2018 Answer Key:

Step-1: Visit official website of JEE Main 2018 i.e. www.jeemain.nic.in

Step-2: Click on the link to download answer key/recorded response.

Step-3: After clicking on the link, you will be directed to the login page. Enter your login details correctly.

Step-4: After login to JEE Main website, students will be allowed to view and download the answer key and their recorded responses

The answer key and recorded responses for JEE Main 2018 exam will be available on the website till April 27, 2018.

CBSE has also allowed submitting objection on the answers to questions students are doubtful about. Candidates have to pay Rs 1,000 per question for submitting a doubt about the question. Objections can be submitted to the questions till 11:59 pm on April 27, 2018.

Around 10.4 lakh candidates appeared for the JEE Main 2018 offline exam and over two lakh appeared for the online exam. The answer key and recorded response will be forwarded to every candidate appeared in the exam on their registered email id.

Top Influencers Shaping Up School Education World In Digital Era

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digitalLEARNING Network

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April 24, 2018

COVER STORY
	Top Influencers Shaping up School Education World in Digital Era
SPECIAL STORY
	Govt Policies Reinventing School Education Ecosystem
SCHOOL PERSPECTIVE
	Extensive Curriculum & Dynamic Teaching Nurturing Future Leaders
SPECIAL STORY
	Social Media A New Tool To Evaluate Youngsters’ Abilities?
SPECIAL STORY
	Atal Tinkering Lab Fostering Creativity Of School Students
INDUSTRY INITIATIVE
	Learning With Vodafone
PRESCHOOL PERSPECTIVE
	EuroKids: Making Learning Fun
PRESCHOOL PERSPECTIVE
	Nurturing children holistically through play-way methods
SCHOOL PERSPECTIVE
	KKEL: Nurturing Emotional Balance through Personalised Learning
SCHOOL PERSPECTIVE
	JKG: Instilling Wisdom and Ethics through Education
ADVERTORIAL
	Cambridge Montessori Preschool: Incubating Leaders for Tomorrow
ADVERTORIAL
	BenQ Invests in Reliable Edtech Hardware

AMU to increase seats in BA LLB and LLM courses

By

Akash

-

April 24, 2018

The Aligarh Muslim University (AMU) is soon going to increase the intake of students in the BA LLB and LLM courses conducted under its Department of Law.

AMU Vice-Chancellor has approved the recommendations of the Department’s Board of Studies after which 120 students will be given admission to its BA LLB course from 2018-19 academic session. Earlier, 100 students were admitted in the course.

As per the new directives, the LLM course will now have an intake of 35 students instead of 25. In another update, the entrance exam for the course will consist of 50 percent objective and 50 percent subjective questions.

A memo in this regard has been sent to Dean, Faculty of Law, Chairman, Department of Law among several others, mentioning that aforesaid changes in the seats will be effective from the academic session 2018-2019.

“The Vice-Chancellor in exercise of powers vested in him under Section 19(3) of AMU Act, 1920 and on behalf of the Faculty of Law and Academic Council has approved the recommendations of the Board of Studies, Department of Law held on March 20, 2018,” said the memo.

Delhi Government orders to set up Book Banks in schools

By

Akash

-

April 24, 2018

Delhi government has instructed all the government and government aided schools to establish Book Banks by collecting old books of previous academic session from students who agree to give the books voluntarily.

These book banks will help the underprivileged students by providing them the required books. The Government‘s order came after the National Green Tribunal’s recommendation for better utilization of used books. The step is supposed to save tonnes of paper used for printing of textbooks for school children annually.

The official statement from Directorate of Education Delhi, said, “ As the students pass out, they are provided next set of books (of the higher class) and books of previous class becomes redundant. Schools are hereby directed to collect usable old text books from the students of all classes to establish a Book Bank under Eco-Club in every school.”

Last year, Punjab Government also ordered to establish Book Banks in the State with the same vision in mind. “The Education department will set up book banks in all schools of the state in order to save precious time and money of the students,” said Punjab’s Education Minister Aruna Chaudhary.

Pune to host Elets 7th HE and HR Conclave on Saturday

News

By

Akash

-

April 20, 2018

Top-notch edu-leaders, policymakers, and stakeholders from the industry are all set to gather during the Higher Education and Human Resource (HE and HR) Conclave on Saturday to be held in Pune, Maharashtra.

The day-long conference is meant to foster partnership between academia and industry bridging the gap between the two.

With Rashtriya Uchchatar Shiksha Abhiyan (RUSA) as host partner and the All India Council for Technical Education (AICTE) as supporting partner, the conclave is going to be organised by Elets Technomedia Pvt Ltd, the premier technology and media research organisation.

The summit is supposed to showcase the best Higher Education and HR practices from across India to boost employability among students.

To be inaugurated by Meeta Rajivlochan, Principal Secretary and State Project Director, State Project Directorate – RUSA, Government of Maharashtra, the conclave will also witness deliberations from Sitaram Kunte, Principal Secretary, Higher & Technical Education, Government of Maharashtra; E Ravendiran, Commissioner, Skill Development, Government of Maharashtra; Nidhi Choudhary, Deputy Municipal Commissioner, Brihanmumbai Municipal Corporation, Government of Maharashtra; Dr Manpreet Singh Manna, Director, All India Council for Technical Education (AICTE) among others.

Also, there will be panel discussions on various current challenges with expectations to enhance innovation and entrepreneurship among higher education students.

There will be an exclusive panel discussion consisting HR managers with topic: Importance of Skilling Educators, Ensuring Employability to Youth: Opportunity lies in Challenges.

During the conclave, top universities, B-schools and engineering colleges ranked by digitalLEARNING magazine will be felicitated. HR leaders for adopting or innovating the new policies or practices for boosting employability will also be felicitated during the conference.

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