State-wise Private Engineering Institutes & Colleges Ranking in India-2017: Empowering Students to Get the Finest

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April 18, 2017

Following a novel bid involving the service providers inviting service seekers to rank their performance on an open platform, we present State-wise Private Engineering Institutes & Colleges Ranking in India-2017. It is hoped to help individuals in understanding a significant variance of participation across education destinations on this count, writes Akash Tomer of Elets News Network (ENN).

With almost all career streams, becoming tough to contest for by each passing year, sending one’s wards to the most suitable and useful edifice of higher education has become literally a Herculean task.

But how to determine what is best available option? What should be the benchmarak? Is a highly decorated private engineering college is good enough reason to send one’s young child there or should there be some yardsticks to evaluate any institute considering future challenges of academics and professional career?

The purpose of higher education, therefore, should not only limit to building careers but also catering to develop a generation of vibrant minds for the nation. All this was the drive behind conducting a comprehensive ranking of the private engineering colleges for the fourth consecutive year.

The latest ranking also includes information about the world of Indian private engineering colleges, factors and methodology to rank them. The ranking is for all those, who are somehow attached to an engineering college i.e. parents, teachers, educators or the school management.

CRanking Parameters: The first parameter describes how efficient and learned are the college faculties. It includes their teaching and industry experience as well. Number of full time and visiting faculties is also part of the parameter.

Students and admissions defined the sanctioned intake and actual intake of students in the institute. The process followed for the admission is also taken into account while ranking a college.

In the process, the institutes have been ranked on the basis of infrastructure, facilities and learning. The hostel acility in the college, library, laboratories, workshops and other facilities come under this ranking parameter.

Learning includes a number of available engineering branches, accreditations from various government and non-government organisations and global collaborations with foreign universities and MNCs.

The last parameter, Output has been done by giving 75 per cent importance to placement and 25 per cent to alumni. In placement, the college is ranked on the basis number of students placed, average salary package, list of hiring companies, students opted for entrepreneurship and for higher education.

In alumni, marks are given to number of alumni meets, alumni status and industry interface.

Engineering college is the phase of youths’ learning where they shape their future while learning basic concepts of a specific engineering trade. The impulse for creation of centres for technical training came during the British Rule in India. The necessity to make technocrats more efficient, led to the establishment of technical schools attached to Indian Ordnance Factories and other engineering establishments.

Now the colleges are trying to enhance the teaching-learning process by embedding technology, by developing industry oriented curriculum and by placing their students in reputed companies. Along with this, the technical institutions are focusing on holistic development of prospective engineers for their sustainable growth.

Admission to undergraduate, postgraduate and integrated programmes of these colleges is conducted through different engineering entrance exams.

National-Level Engineering Entrance Exams

JEE Main
The JEE (Joint Entrance Examination) Main is a nationallevel examination regulated by the Central Board of Secondary Education (CBSE). It is organised for screening candidates for the UG engineering and architecture programmes offered by NITs, IIITs and other institutions. It is also the eligibility test for JEE Advanced exam.JEE Advanced
The JEE Advanced examination is organised by Indian Institute of Technology (IITs) under the aegis of Joint Admission Board (JAB). It is a national-level entrance test conducted for providing admissions in undergraduate engineering courses offered by various IITs across the country.

GATE
GATE referred as Graduate Aptitude Test in Engineering is a national-level engineering entrance exam regulated by IITs and IISc rotationally for admission to postgraduate courses.

BITSAT
Birla Institute of Technology and Science (BITS), Pilani organises a university-level entrance test BITSAT (Birla Institute of Technology & Science Admission Test) for providing admissions to students in the first year of UG engineering programmes.

LPU NEST
Lovely Professional University organises Lovely professional University National Eligibility and Scholarship Test (LPU NEST) every year to select students for admissions in UG engineering courses.SRMJEEE
SRMJEEE (SRM Joint Engineering Entrance Examination) is a university level exam organised by SRM University for providing admissions in UG engineering and health science courses. It offers admission in these courses offered by its Kattankulathur, Ramapuram Chennai and Haryana campuses.

UPESEAT
UPESEAT (University of Petroleum and Energy Studies Engineering Aptitude Test) managed by UPES, Dehradun and conducted to offer admissions in B Tech programmes offered in different disciplines. The application forms are likely to be available in the first week of November.

VITEEE
VITEEE also known as VIT Engineering Entrance Examination is an all India level entrance test organised by VIT University for admissions in B Tech programmes offered at Vellore and Chennai campuses.

PESSAT
PES University organises a university level examination which is PES Scholastic Aptitude Test (PESSAT). Through this exam, students will get admissions in various UG and PG programmes offered by the university.MU OET
Manipal University Online Entrance Test (MU OET) is a university level entrance test organised by Manipal University for screening candidates for admissions in UG and PG courses in the field of engineering, medical etc. The exam is conducted in CBT (Computer Based Test) mode.

BVP CET
BVP CET (Bharti Vidyapeeth Deemed University Common Entrance Test) is regulated by Bharti Vidyapeeth Deemed University for selecting students for admissions in bachelors and masters programmes offered in various disciplines.

SAAT
SAAT also referred as Siksha ‘O’ Anusandhan University Admission Test is a gateway for those students seeking for admissions in different UG and PG courses in the engineering, medical, management and many other fields. Lateral Entry in B.Tech programmes is also offered through this exam.

Over a million engineering aspirants appear in these exams annually, out of which students are selected on the basis of their ranks. Joint Entrance Examination Advanced (JEE Advanced) is one of these entrance exams in which around 2,00,000 students appear annually out of which approximately 11,000 get selected for Indian Institutes of Technology (IITs). These 2,00,000 students are initially sorted out by the Joint Entrance Examination Mains (JEE Mains), conducted by the Central Board of Secondary Education (CBSE). Around 1.3 million students appear for this exam. Admission to most of the postgraduate courses in IITs and other institutions is granted through various written entrance examinations: GATE (for M Tech), JAM (for M Sc) and CEED (for M Des). The IITs are also well-known for their special reservation policy, which is significantly different from the one applied in other educational institutions of India. List of all such examinations is as follows.

International Curriculum Brightening Indian Learners’ Career Prospects

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April 18, 2017

The international curriculum is a popular choice among Indian learners. Broad academic opportunities as part of international curriculums equip children with not just a thorough knowledge, but also an in- depth understanding of various subjects, along with highly competitive skills to meet the demands of 21st century life at university and beyond.

Cambridge International Examinations and its significance

Cambridge International Examinations works with 400 schools in India – and over 10,000 schools in 160 countries – to provide a pioneering and coherent curriculum for students from primary to senior secondary. Cambridge is the only provider of international qualifications that is wholly-owned by a world-leading university, the University of Cambridge. Success with Cambridge has proven to opens doors to the best universities – in India and beyond – as these qualifications are trusted and valued by universities and employers worldwide.

Rooted in academic rigour and backed by the latest educational research, the Cambridge curriculum offers a wide choice of subjects – 75 subjects for Cambridge International General Certificate for Secondary Education (IGCSE) (Class X) and 55 subjects for Cambridge International A Level (Class XII). Cambridge programmes are flexible which means that they can be taught alongside the national curriculum. This helps schools to offer their learners an international education, whilst still meeting local requirements. Schools are also free to tailor the syllabus content to suit their national context and ensure it is relevant to their learners.

Many exam boards offer qualifications which will help students get into university. However, Cambridge qualifications go much further than that, as they also set students up for success in life. Cambridge learners develop higher order thinking skills – such as critical thinking, collaboration and creativity – as well as deep subject knowledge. Through active learning approach, students are encouraged to become confident, responsible, reflective, innovative and engaged. These attributes help students succeed in tomorrow’s world and are valued by universities and employers across the globe.

Cambridge believes that examinations play an important role in recognising, rewarding and encouraging learning. Through the curriculum, Cambridge encourages innovation in learning, whether that’s new teaching methods or the technology used in the classroom.

There are a number of innovative subjects that are offered and taught across Cambridge schools. Subjects like Cambridge Global Perspectives, Enterprise and Media Studies provide opportunities for both teachers and learners to think out of the box, practise interdisciplinary approaches and bring creativity into the classroom. These subjects are aimed at enabling learners to take a hands-on approach, such as creating their own media products or setting up and running an enterprise – and this engages them in their own learning, enabling them to communicate in new ways and produce exciting work.

Technological Innovations and Learning
Cambridge continues to become increasingly innovative in using technology in assessment. The board introduced optional on-screen tests for lower secondary learners in 2016 and will consult with schools before introducing on-screen tests for Cambridge IGCSE and Cambridge International AS & A Levels. Cambridge understands that not every school is equipped to run computer-based exams and so will continue to offer paper-based alternatives. Any technology introduced into the classroom must have a positive impact on learning.

Faculty Development Programme
Cambridge believes that supporting teachers in their professional development leads to improved outcomes for learners. Keeping this in mind, Cambridge offers a range of professional development opportunities for principals and teachers at Cambridge schools, including online and face-to-face training courses.

Cambridge’s approach to professional development supports teachers to become confident in their teaching, responsible for themselves and responsive to others, reflective in their practice, innovative and equipped to meet new challenges, and engaged intellectually and professionally. It also helps teachers meet their career development goals, schools’ objectives and values, and our standards.

Collaborated Programmes and Projects
Cambridge has a long history of working with governments and education bodies around the world. A respected partner of ministries of education and national examination boards in over 30 countries, Cambridge is currently engaged in a variety of education reform projects around the world. Association of Indian Universities (AIU) has provided equivalence to Cambridge qualifications in India.

Growing Certifications in India
There has been a marked increase in entries for Cambridge examinations in India in recent years, spurred by a growth in awareness of the benefits of international education and the introduction of a March series of exams for students in India. By taking exams in March, Cambridge students in India are able to meet local college admission deadlines – a significant benefit that has been warmly welcomed by schools and students alike. Cambridge exam series also take place in June and November.

There has been a substantial increase in the popularity of Cambridge certifications in India and around the world, with a 31 per cent increase in Cambridge IGCSE entries in India in the March 2017 exam series and a 21 per cent increase in entries for Cambridge International AS & A Level. The largest number of entries for Cambridge IGCSE subjects in India have been for Mathematics (Without Coursework), First Language English (Oral Endorsement), Physics, Chemistry and Biology. Some of the other popular subjects are business studies, economics, Art and design and Global perspectives.

Cambridge International Examinations works closely with schools, from the moment interest is expressed. All Cambridge schools have to meet determined quality standards in five key areas, including management of the school and quality of teaching and learning. Once a school is registered, Cambridge supports them to deliver its programmes effectively and administer exams correctly.

Being part of Cambridge means being part of a worldwide education community. Through events and discussion forums, Cambridge also encourages schools to connect with each other and share expertise – in their own country and internationally. Together with schools, Cambridge works to raise standards in education and prepare school students for life.

GL Education: FINER METHODS for Enhanced Learning

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April 18, 2017

Schools around the globe are using innovative methods effectively to support teaching and to ensure better learning among students, writes James Neill, International Director, GL Education for Elets News Network (ENN). His association with various schools in last few months revealed that effective use of data and assessments is catering to better teaching and learning.

Various schools in India and abroad are using and exchanging technologies, methodologies and pedagogies to nurture global leaders. James Neill has surveyed various schools around the world and tried to find out the best schools in terms of teaching methodologies.

Ashoka Universal School (AUS), Nashik, India
In India, it has been traditional for schools to emphasise children’s learning by rote, a one-size-fits-all approach. But education systems elsewhere focus on the understanding and development of an individual’s abilities and attitudes to allow each student to reach their full potential.

Ashoka Universal School (AUS) in Nashik has decided to take this more personalised approach to the education it offers to its students. Shallu Sethi, Vice Principal, explains: “Children are often taught to succeed in exams by remembering and reproducing data, but we felt our students had deeper capabilities. Over 4,000 children of 3 to 18 years attend our school. They come from a diverse range of backgrounds, nationalities and religions. We wanted a way to explore their individual abilities.”

The school now tests their students with the Cognitive Abilities Test (CAT4), which measures reasoning ability across four areas: verbal, non-verbal, quantitative and spatial ability. It gives valuable insight into students’ strengths and weaknesses, and enables teachers to adapt the teaching methods suitable to the needs of the students.

“For example, there was one eight year old boy in Grade three who didn’t excel in class, yet it turned out his spatial ability was the highest in the class – an important indicator for success in Science, Technology, Engineering and Mathematics (STEM) subjects. We observed that his low verbal reasoning was holding him back. Now we focus on his verbal reasoning to help him realise his potential within science and maths.”

By analysing whole school data, AUS has been able to clearly identify two weaker areas affecting their students.

“The first was the verbal battery where our scores were comparatively low,” Sethi explains. “We’ve realised that some children are not working at the level their abilities suggest. Low literacy among these children is holding them back. We are now taking steps to increase our literacy interventions so that the children are able to realise their potential across science, maths and social sciences”, she said.

“The second was quantitative reasoning. The results from two different classes were comparatively low, indicating the need for greater support. Identifying these areas has given us the chance to work on ways to enhance clarity around topics and give additional training to teachers on how to meet learning requirements if appropriate”, she added.

Ensuring that teaching staff are supported through this change, the school has shared results with parents so that they can talk about it during open days and effectively enhance their children’s learning.

This is only the start of the journey, but with careful planning and providing strong support to the teaching staff, the school is already seeing the benefits. As Shallu Sethi concludes, “I have learnt a lot from CAT4 – it helps in ensuring that we are on the right track for a world class education”.

GEMS Wellington Primary School, Dubai, UAE
Alongside ability, the other key driver of student attainment is attitude.

Several studies, with focus on Programme for International Student Assessment (PISA) of Organisation for Economic Co-operation and Development (OECD), have found that “students can only achieve the highest levels, when they believe that they are in control of their success”. When the OECD looked specifically at the issue of student confidence or self-efficacy on performance in maths, it discovered a definite correlation. “On average, across OECD countries, greater mathematical anxiety is associated with a 34 point lower score in mathematics – equivalent to almost one year of school.”

Young people’s attitude towards learning and school therefore matter enormously. Yet educators have not, with some notable exceptions, given them the weight they deserve or identified when attitudes start to change.

At GEMS Wellington Primary School in Dubai, the school’s guiding principle is the belief that children need to be happy in order to learn successfully. The school decided to introduce GL Education’s Pupil Attitudes to Self and School (PASS), a robust survey that measures students’ attitudes as learners towards themselves and their school. It helps teachers drill down into any negative mind-sets that may not be obvious in the classroom.

In January 2016, the school screened students belonging to grades 2 to 6, across nine factors proven to be linked to key educational goals, such as feelings about school, self-regard and confidence in learning. This led to a target group of 56 children who were identified as at risk of low attainment due to their negative attitudes towards themselves and school.

The school’s Senior Leader for Standards, Rosemary Elmes, says: “The results were surprising, as the ‘at risk’ list included children we really didn’t expect. In fact, when we put together a photo gallery of these children, one senior leadership team member expressed surprise that a particular girl was bubbly and confident in lessons. Yet she didn’t ever do as well at tests as we expected, so it was important to delve further and explore why that might be.”

Armed with this information, various programmes of intervention were introduced. The school then re-assessed these children four months later to see what had changed. They were delighted with the results.

A 33 per cent improvement across the target group was achieved, which placed all but three children into the top percentile for high satisfaction level in terms of their school experience.

A huge change has also been seen among specific children. For example, one boy in Year three had achieved an 80 per cent improvement across the nine factors. His confidence in himself as a learner had been extremely low, but with targeted encouragement and partner work focusing on how other children achieve, he was able to take those risks and experienced success. His teacher couldn’t believe it was the same child!

St George’s British International School, Rome, Italy
Can this focus on assessment have an impact on student’s achievement? Yes, when it’s part of a clear strategy supported by strong leadership and high quality teaching, according to Adam Oliver, Vice Principal & Head of Senior School at St George’s British International School in Italy.

The school introduced CAT4 in 2010 alongside a redesign of their internal reporting and assessment system. At the same time ,they introduced a new tutoring model in the Has it been worth it? Unquestionably yes, says Adam.

“At a whole-school level, our improvement has been significant, and has been fully ratified both by examination results and by external inspection processes:

Delivery of our best IB 5-Year Review
Our best-ever ISI Inspection Report. Graded ‘Excellent’ in all areas within the school’s remit
Three consecutive years of our bestever IB Average Points Score, reaching 35.5 in 2015
likewise consecutive best-ever years for our IB Average grade per entry: 5.6 in 2015
A rising trend across 4 years at IB Grades 6 & 7
IGCSE: Three of our best years of A*-A performance; IGCSE best-ever A*-C pass rate
The evidence seems clear: knowing our students better has helped us, and them, to reach their full potential.”

Eric

Dr C V Raman University: Rehashing Higher Education

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digitalLEARNING Network

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April 18, 2017

What are the new method of teaching incorporated in your institute?

Skills-based learning: We have taken steps at two levels to address the skill deficit. Firstly, we have revived practical part of the curriculum through collaboration with local industries by installing industry grade machines in the labs and workshops. Secondly, in collaboration with the National Skill Development Corporation, we have started skill academies in each department. We have also made it compulsory to develop one skill in each student during every academic year of any degree course.

Research Environment: For research, we have collaborated with several institutes, research centres and universities in India and abroad. We have made research activity compulsory from first year onwards for undergraduate students.

Entrepreneurial Efforts: We encourage students to start their own enterprise, thereby creating more employment opportunities. In 2014, in collaboration with Young India initiative by Confederation of Indian Industries (CII), our University has organised an entrepreneurial programme for 16 starts-up ventures.

Widespread exposure to the global industrial as well as educational bodies: We provide optimum exposure to students by organising research driven curriculum with companies, various industries and technical institutes. In 2015, we had 40 lectures, 15 training sessions/ workshops and 10 industrial visits to make students aware about the latest trends.

Tutor Guardian Scheme: Under this scheme a group of 10 students have been allocated to a faculty member who acts as their “Tutor Guardian”. The “Tutor Guardians” help the students with their daily schedule and are regularly in contact with the parents of these students.

With new teachinglearning methodologies, the university is trying to rehash the higher education domain of the country said R P Dubey, Vice Chancellor of C V Raman University in conversation with Elets News Network (ENN).

An Interactive Learning Environment: At Dr C V Raman University, we have incorporated credit systems with effective continuous test evaluation feedback and correction cycle along with monitoring and recording mechanism. A transparent self-appraisal performance index system for students along with student feedback system ensures improvement in teaching and curriculum.

What measures does your institute take to keep students updated about new and upcoming technology?

We use innovative teaching-learning methods such as Audio-Visual Learning System, LCD projectors, e-learning platforms and classroom teaching through ISRO Satellite Services. We have also joined hands with Microsoft for its Platinum Ed-vantage partnership programme.

We have collaborated with A&M Texas University, RPI USA, ICEWaRM Australia, KAIST Korea, NCTU Taiwan and KYIV University Ukraine for exchange.

What are the not so popular branches of engineering that your institute offers. Tell us about its scope?

M Tech in wireless and mobile communication (for EC/Ex), some courses in safety and hazards management, solar equipment installation, repair and maintenance, industrial automation are some courses which are not so popular but offered by our university to meet the new demand in upcoming sectors.

How do you support your students in entrepreneurship?
Entrepreneurship development is one of the core focus areas for us. We encourage our students to think in terms of starting their own enterprise preferably at their native place, thereby creating more employment opportunities leading to the development of the region. In 2014, in collaboration with Young India initiative by CII, we organised an entrepreneurial programme for 16 starts-up ventures.

How do you provide industry interface to make students better skilled and more technically sound? The Microsoft Ed–Vantage: We have joined hands with Microsoft for its Platinum Ed-vantage partnership programme that will expose students to various tools and resources and help them to acquire right skills resulting into better chances of employment.

Industry Partnerships: We have collaborated with companies like Microsoft, Tata Motors, Reliance, BSNL, IT Power etc who jointly have set up skill centres and research labs.

Bharat University India’s leading NAAC Accreditated A-grade university

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April 18, 2017

Bharath Institute of Higher Education and Research (BIHER) is one of India’s leading institutes, with more than 10,000 students and 900 faculty members. The areas of excellence range from engineering and medicine to management and humanities. BIHER is uniquely prepared among the other universities by its breadth of scholarship, entrepreneurial heritage and pioneering faculty – to provide research and realworld approaches to address many of the current issues.

Bharath University embarked upon ambitious strategic initiatives to ensure that the university continues to educate future leaders and to find solutions to the most pressing global challenges through its international advisory board with eminent scholars from 40 top universities/organisations across the world, corporate advisory board with eminent executives from 215 leading companies, faculty abroad programme, student semester abroad programme, research institute, innovation in teaching and learning pedagogy, and diversity of students from 52 countries and from across India.

The first self financing Engineering College in the name of Bharath Institute of Science and Technology (BIST) was started in Tamil Nadu in 1984 by Sri Lakshmi Ammal Educational Trust, established by the academic visionary Dr S Jagathrakshakan. The trust then started Sree Balaji Dental College and Hospital, in 1989. Sree Balaji Dental College and Hospital was first recognised as a Deemed to be University by MHRD in July 2002, under section 3 of the UGC Act 1956, under the new trust Bharath Institute of Higher Education and Research (BIHER). The Bharath Institute of Science and Technology (BIST) was then brought under the ambit of Bharath Institute of Higher Education and Research (BIHER) in January 2003. Later the following institutions of the trust were brought under the ambit of BIHER during 2004 and 2007, and Institute of Science and Technology in 2003.

BIHER CONSISTS OF:
♦ Sree Balaji College of Physiotherapy (SBCP): Sree Balaji College of Physiotherapy is approved by the government of Tamil Nadu and Indian Association of Physiotherapist, New Delhi. The college conducts 4 years bachelors programme in physiotherapy. The college is affiliated to the Bharath University.
♦ Sree Balaji Medical College and Hospital (SBMCH): Sree Balaji Medical College & hospital has made rapid progress towards being recognized as a Medical school with high academic standards delivering quality health care with an emphasis on promoting social responsibility in its students. In keeping with the vision and mission of Bharath University. Sree Balaji Medical College strives to generate competent and humane professionals empowered to face future challenges with ethical integrity.
♦ Sri Lakshmi Narayana Institute of Medical Sciences (SLIMS): SLIMS provides quality medical education with friendly atmosphere where our faculty persistently seeks and adopts innovative methods to improve the quality of medical education on a consistent basis.
♦ Bharath Institute of Law: The primary objective of the Bharath Institute of Law is to evolve and impart the quality legal education. Recent trends have demonstrated the continuing need for clinical legal education and the universities have to adopt serious and proactive stance to this form of pedagogic instruction.
♦ Sree Balaji Dental College and Hospital (approved by Dental Council of India and Ministry of Health & Family Welfare, Government of India, New Delhi and affiliated to Bharath University, Chennai) was established under the aegis of the Sri Lakshmi Ammal Educational Trust for the purpose of providing good dental care to the masses and on opportunity for aspiring youngsters to become eminent Dentists.
♦ Sree Balaji College of Nursing was started in 1992. The college is located in Chennai, the capital city of Tamil Nadu. Sree Balaji College of Nursing is one of the reputed nursing colleges of the state.

Bharath Institute of Higher Education and Research (BIHER) is a multi-stream and multicultural university, providing high quality education to nearly 10,000 students from around the world. It is functioning in a sprawling area of 305 acres of land located in 4 Campuses both in Tamil Nadu and Pudhucherry with the state of the art infrastructure facilities. There are 900 Faculty members in the University to teach UG and, PG programmers and to guide PhD Research.

INITIATIVES FOR STUDENTS:

Students Counselling Centre: Counselling centre of Bharath Institute of Higher Education and Research was established with an aim to improve mental health and quality of life of all the students, and simultaneously to create a learning environment that facilitates their individual development. The counselling centre offers a broad range of services including individual therapy, group therapy, as well as medication, assessment and management.

Students Grievance Redressal Cell: Grievance redressal cell of Bharath Institute of Higher Education and Research is constituted by grievance redressal cell for faculties, grievance redressal cell for students and grievance redressal cell for women. Each grievance redressal cell will function independently but in accordance with the grievance redressal committee of Bharath Institute of Higher Education and Research. The grievance redressal cell functions along with IQAC (Internal Quality Assurance Cell).

Anti-Ragging Squad: Ragging has ruined countless innocent lives and careers. Eliminating ragging in all its forms from Bharath Institute of Higher Education and Research is achieved by preventing its occurrence and punishing those who indulge in ragging, in accordance with the Supreme Court Regulations.

PLACEMENT:

PLACEMENT PROFILE (2015 – 2016)
Number of students placed – 891
Number of companies visited for campus placement – 61
Average salary offered per annum – 2,50,000/-
Maximum salary offered per annum – 3,25,000/-
Total Percentage of students placed : 92%

Bharath Institute of Higher Education and Research (BIHER) has a good placement record. Students have no trouble finding coveted positions in reputed corporate and business houses that visit the campus every year, offering an excellent salary package on par with international standards.

Mindlogicx: Interpreting Knowledge

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digitalLEARNING Network

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April 18, 2017

Mindlogicx Infratec Ltd (www.mindlogicx. com) is a global technology company in the domain of “Knowledge Engineering”. The technology-enabled products and solutions offered by Mindlogicx maximise clients’ potential by delivering sustainable value and diligently meeting their technology requirements by offering end to end solutions. The company offers best of its class technology products and solutions for knowledge management, skill enhancement, e-commerce framework through an intelligent social connect platform encompassing all the stakeholders tightly integrated and interwoven as the single largest technology platform known as VEDAS®.

The technology prowess of the company is reflected in all the products and solutions offered by it under VEDAS® platform and delivers compelling services to the clients in the following verticals:

Examination Management System (EMS) for hassle-free high stake examination automation
Knowledge Management System (KMS) for promoting graduates as “knowledge workers” and enable them become “Job Ready”
Payment Management System (PMS) for establishing a cashless campus for universities by way of e-wallets for students and faculties
MindMall as an intelligent and integrated market place for powering e-commerce transactions amongst the user community in a closed loop environment from “Single Source of Truth”

The company delivers the above solutions and services through continued in novation and technology enhancement. The focused approach of the company in building and managing the company’s flagship products and solutions powered by VEDAS® has become Gold Standard for establishing the Global Knowledge Management and Delivery Platform that helps knowledge seekers, knowledge providers and every other stakeholders consisting of several million graduate students, faculties and universities across the globe to seamlessly connect, interact and deliver knowledge and manage the same in a closely knit technology enabled eco system – thanks to VEDAS®, which has made this daunting task possible!

The company’s portfolio of products and solutions is utilised by most of the leading Indian universities for automating their traditional “pen & paper” based examinations, delivering services seamlessly to over 3.5 million users as on 31st December, 2016 with the following impeccable credentials:

Serving about 3.5 million students
Seamless delivery of about 26.41 million question papers
Digital evaluation of more than 30.49 million answer scripts
Accurate result processing
Certificate authentication with absolute accuracy
23 Network Operating Centres
558 Examination Delivery Centres
34 Digitisation Centres
208 Digital Valuation Centres

The technological strength of the company has been recognised by several industry bodies and panels of experts such as the following.

ISO 9001:2008 certified for Quality Service (QS)
ISO 27001:2013 for Information Security and Management System (ISMS)
Red Herring Asia 100 Award Winner in September 2016, Manila, Philippines
Recognised as one among the top 50 Emerging Product Companies during 2015 by NASSCOM
Awarded “The Best Solution of the Year” instituted by itVARnews in 2016
Received National Education Award presented in 2nd National Karnataka Education Summit and Awards 2016
Received Future of India Award in 2016
Winner in eINDIA Summit Awards in October 2015
Winner of Hot 100 2015 Award – Instituted by Centre of Recognition and Excellence Pvt Ltd in November 2015
Winner of Service Excellence Award at CMSB Awards 2013 – Awarded as Software Company of the Year by Council of
Media and Satellite Broadcasting
Received eINDIA Jury Choice Award 2012 for the best use of technology in testing and assessment

The innovative technology, the seamless technology delivery, the quality obsessed people and the constant endeavour of the top management to be at top of the innovation curve are all part and parcel of the ideology that every Mindlogicxian holds close to his heart, of Taking technology to the common man to enable the global citizens have a better life, better future and be part of a better world as well.

Edify School Nagpur: Nurturing Talents

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digitalLEARNING Network

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April 18, 2017

Edify means “To provide Knowledge.” The Edify School at Kamptee road Nagpur was established under the aegis of Singh Education Society in 2010 by Tavinder Singh Kohli with a mission to “Nurture individual talents and abilities, promote academic competency and develop core values of respect, diversity, effort and the joy of learning.” The mission is carried out by renowned educationist and vision oriented directors Inderpreet Singh Tuli and Mandeep Kaur Tuli.

The Edify School has 50 branches all over India. We have our presence in Dubai and Abu Dhabi with one branch each at both the places. 145 pre-primary schools are technologically groomed and futuristically enabled under the flagship of the DRS Education Society. The society is delivering world-class education under the mentorship of T N Sheshan (Former Election Commissioner), Ashok Ganguly, Gulab Ramchandani (Head Master of Doon Public School), Kaisar Dopeshi (Principal, Singapore International School, Mumbai) and P R Gopala Rao (Former Director Advisory Reserve Bank of India, Consultant to World Bank).

The school has been bestowed with the “Bharat Shiksha Award”. Edify School has also received “The Most Evolving School Award” from DRS Education society, Hyderabad. Rotary Club of Ishanya, Nagpur has also awarded the school for its outstanding performances.

The school has successfully entered in its seventh year of operation by following the 3C Concept – Content, Character and Competence. The 3C curriculum helps a teacher in creating future-ready citizens. Technology is evolving at a rapid pace and we have to be in sync with it. Within next decade, gadgets that we are much talking so boastfully about now, will be obsolete.

Not only equipments and gadgets, even cultures, philosophies, social behaviour will be transformed completely. The 3C concept comes into play when we think about preparing our students for unforeseen challenges. They need to be problem solvers, confident and globally adoptable.

The student centred learning environment nurtures academic brilliance and leadership qualities in every child. Thus the 3C Concept helps in building a society of individuals with progressive thinking. Such individuals, after schooling at Edify, will help in developing a knowledge-based society with their local understanding and global perspective.

The world class facilities being provided to children include well equipped, temperature controlled and spacious classrooms with interactive boards, modern comfortable furniture, individual lockers to each student. The classroom strength does not exceed 25 students and no grade has more than three sections. The school provides for both indoor as well as outdoor games such as Skating, football, basket ball, hockey, volleyball, badminton cricket, kho-kho, chess, table tennis etc. The school library has a huge collection of books and it is updated after every six months. The school stresses on the importance of eating together and thus has a huge dining area equipped with a canteen to make lunch hour a happy experience and a time of bonding between students and teachers.

Meritorious and excellent performance of the students at national and international forums has made the school proud. Two batches of class 10 secured 100 per cent results and 25 per cent students were rank holders in the merit list. The students participated in competitions like Edifest (Hyderabad), Zee fest etc and won 34 medals. A student of the Edify School won gold in under 17 category of National SQAY Tournament, New Delhi.

The school boasts of an energetic and supportive bunch of parents who have been the greatest support system of the school. The parents have brought the school to its present dizzying heights of success and higher number of student enrolments each year. It is the involvement and faith of parents in all our bold initiatives and development strategies that established us as a brand name in such a short span of time.

The school stresses on the core values of discipline in students and makes them aware of their responsibilities towards family, society and the Nation. Edify school is a trendsetter in Nagpur as it is providing world class value based education

Learning Edge: Revolutionising Education in India

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digitalLEARNING Network

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April 18, 2017

Learning Edge India Private Limited was founded in 2004 by edupreneurs, Mr Vittal Bhandary and Mrs Preeti Bhandary, pioneers & change leaders in the field of early childhood education. This was a sequel to Preeti’s grand success with “Salmiya”, a playschool that she had started in Kuwait in 2000.

Learning Edge started off with their flagship offering, Little Elly – the concept preschool’s first centre in Bengaluru in 2004. Since then, Learning Edge has not looked back and has now emerged as a leader amongst preschool chains. Today, the company has 120+ Little Elly preschools across 15 cities in India. Over 45000 children have been a part of the Lit.

As an extension of Little Elly, the company launched Elly Child Care in 2011. Elly Child Care centres are integrated preschool & childcare setups. Elly Child Care is a recognized child care provider and a preferred partner for large corporates & organizations such as Honeywell, SAP, ABB, L&T, HP, Tech Mahindra, JSW to name a few. Elly Child Care centres are equipped to handle children as young as six months with facilities such as diaper changing rooms and feeding rooms for lactating mothers. A vibrant curriculum combining learning with play, delivered in a hygienic and comforting facility ensures total development of each child at his or her own pace. Elly Child Care is certified by Early Childhood Association.

Glentree Academy is Learning Edge India Private Limited’s foray into K-12 school education. The first school was launched in Whitefield, Bengaluru in 2015. The company is in the process of launching two more schools in Bengaluru for the academic session 2018 – 19. The values of Glentree Academy are rightly embodied in its motto, “Learning for Life”. The holistic academic curriculum, combined with the varied extracurricular activities ensures that learning at Glentree Academy is not only fun but is also well – balanced and suitably challenging for all. Glentree Academy schools offer the choice of Indian and International programs affiliated to CBSE or ICSE or IGCSE.

According to Mr Viswanath K, Chief Little Elly family since its inception. In 2016, the company marked its international presence by establishing Little Elly preschools in Kuwait and Seattle, USA.

Little Elly provides individualised learning opportunities with well-researched teaching methods for the holistic development of a child. Little Elly’s aesthetically designed curriculum is based on the Maria Montessori and Rudolph Steiner methods and the program fosters every child’s social, aesthetic and motor skills. At Little Elly, the focus is on creating independent and confident citizens poised to meet the challenges of an ever-changing world.

(ECA) for adherence to required safety standards.

In order to fill up a nagging gap of trained teachers in the education industry, Learning Edge India Pvt Ltd established LETTER – a teacher training academy in 2012. The academy offers various diploma and certification programs in Early Childhood Education for preschool and primary school teachers. LETTER trainees include fresh graduates, home makers and professionals looking for a career in teaching. LETTER’s unique “Monitored Internship Program” ensures hands-on teaching experience for all trainees.

Operating Officer of Learning Edge India Private Limited, the company is poised for extensive growth over the next five years. “We are keen on setting up at least 100 more Little Elly preschools across the country over the next three years with primary focus on Bengaluru, Chennai and Hyderabad”.

He add “We foresee a surge in the growth of our Elly Child Care centres because of the new legislation which has made it mandatory for mid and large size organisations to provide childcare facilities for the children of their employees. We anticipate at least 50 new Elly Child Care centres over the next two years”.

eShiksa: Offering a Special Narrative to Institutes’ Management

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digitalLEARNING Network

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April 17, 2017

eShiksa, the education management portal, provides parents/students a single window to view various reports on the academic front, paying all types of school/ college fees online through the web and mobile app. It takes care of the automation of the entire ecosystem of the education institute, says Pravin Sharma, Director & Chief Executive Officer (CEO), eShiksa, in conversation with Elets News Network.

What vision drives eShiksa?
eShiksa is a start up with a mission to provide unique features and services to the education institutes that are meant to result in technological and economical growth of the institutes. We plan to be an online platform for on-demand services in education, enabling more and more services for students and parents.

What innovative and cost effective education management services are provided by the company to educational institutions for easingup the teaching-learning process?
eShiksa is an education management portal that facilitates smooth management of educational affairs of an institute. It covers all the aspects of education business, including administrative, academic and accounting activities. eShiksa provides the parents/students a single window for viewing various reports on the academic front. It also helps in paying all kinds of school/college fees online through the web and mobile app. The portal takes care of the automation of the entire ecosystem of the education institute, right from students’ admission to exit, apart from allowing portal and mobile app access to parent/students which makes their interaction with the institute quite smooth and easy.

“eShiksa is an education management portal that facilitates smooth management of educational affairs of an institute and covers all aspects of educational business, including administrative, academic and accounting activities.”

To provide good quality education, it is a considered a must for every institute to manage, analyse and report extensive data, how does eShiksa serve institutes in this regard?
The portal helps educators to manage, analyse and report extensive data, while saving time by eliminating repeated data entry. It covers all the aspects of educational business, including administrative, academic and accounting activities. Various reports related to different departments are available on the platform that can be used by the institute for analysis and usages.

Other than educational business, does you company provide administrative and accounting assistance to the institutes?
The portal facilitates educators in analysing, managing and reporting extensive data, while saving time. It covers all the aspects of education business, including administrative, academic and accounting activities. We are providing complete reporting functionality that covers the entire ecosystem for an education institute.

How does the internship provided by your company help students in bridging the industrial and academic gap?
We are a startup and we mostly hire fresh talent who have been phenomenal so far and have been doing well.

What are your plans and pipeline projects?
We want to onboard 1,000+ institutes in next 18-24 months (about two years) and cover more number of services for the users.

Annual Resource Guide: Sourcing Educational Prerequisites

Magazine

By

digitalLEARNING Network

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April 17, 2017

Digital Learning Annual Resource Guide 2017, is taking forward its legacy and previous years’ success. A high demand of resource guide in the market has compelled us to bring out a new and improved version for better insights. The guide hopes to enable various stakeholders including engineering aspirants to make an informed decision, writes Akash Tomer of Elets News Network (ENN).

Over the years, education sector has gone through several transitions. Along with the world, the learning industry has witnessed a string of technological innovations in the sector. Adoption of technology has changed the face of education industry from “chalk and talk” methods to digital learning that has streamlined the teaching-learning experiences. Technological innovations in the sector have also paved the way for rapid expansion in the number of education e-solution providers in the country. From preschool admissions to campus management solutions for higher educational institutions and from K12 education technology providers to cutting edge education products – there seems to be no dearth of solution providers in the market.

Technologies in education sector are becoming more and more viable and user-friendly. The objective of this resource guide is to provide the education stakeholders a clear understanding on the technology solutions to ease the teaching, learning and school management processes. The issue hopes to help readers in not only getting the highlights of existing technologies but also inform people about the latest and prospective development and innovations in the education industry.

Nowadays, technology-enabled learning and teaching have become essential for educational institutions, from preschools to universities. Globally, not only governments or school leaders but teachers and digitalLEARNING APRIL 2017 7 digitallearning.eletsonline.com parents are also considering technology as a crucial part of children’s education. Nurturing students’ knowledge and skills related to Information Communication Technology (ICT) during their studies provide an important ground to them in life.

The huge expansion of IT enabled learning in India also necessitates a guide, which can help academicians to be informed and also choose from the various solutions available. The Digital Learning Resource Guide, since past, has been playing an instrumental role in helping academicians and education stakeholders in choosing e- services and infrastructure to suit their requirements. With the influx of new technology and increased connectivity, a focused strategic planning is important to ensure digital learning opportunities for all students and educators. Most school districts have made investments in technology equipment, bandwidth and networking, training teachers and are supporting both the technology and those using it.

In 2017 so far, Digital Learning magazine has brought a platform to engage global eduleaders and thought leaders of the industry under one roof during the 8th Elets World Education Summit 2017, Bahrain, held in March. The event was a perfect blend of innovators exhibiting their products and showcasing and synergising learning at a new level. It also encouraged a large number of private players to come up with new solutions and productively utilise their existing technology services for educational concerns. With the help of annual resource guide, we have tried to bring d ive r s i f i ed technological innovations at one place. We have tried to classify the companies as per their products. Details about the classification are as follows:

E- learning: There is a plethora of different e-learning systems (otherwise known as Learning Management Systems, or LMSs for short) and methods, which allow courses to be delivered. With the right tool, various processes can be automated such as a course with set materials and automatically marked tests. E-learning is an affordable (and often free) solution that provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications.

Infrastructure: Even though it is generally said to study one doesn’t need much as he or she should better focus on the study material at hand rather than getting affected by the sundry factors sounding hurdles. But a section of educationalists have a different take on the factors influencing education. They suggest that the basic infrastructure at educational institutions must have following parameters:

The basic facilities like adequate space for students and teachers, a proper temperature to study or teach in besides ventilation, lighting, water, electricity and Internet services, as well as sanitary services and the respective drainage of sewage water
Spaces for the development of rehearsals and practices such as libraries, and natural sciences, information technology, and other labs
Spaces for the development of talents and entertainment, sports, and culture

A review of the most recent literature indicates that investments to improve school infrastructure has effects on the educational quality at least in the following three dimensions: College management software: There are many college management software in market and its use help schools to save time and money both… How? Answer is in elaborated way.

The definition and objective has witnessed a transformation. The education, which used to be acquired and treasured in notebooks, is today a mission for many to acquire it while accomplishing various targets linked to it for bright future.

Today, colleges face a lot of challenges on a daily basis just to operate the daily administration. Processes like declaration of results, data management, fees collection, timetable management, attendance management of both staff and students and other similar functions are done manually. Manual work involves a lot of time, energy and resources.

Such things can now be performed easily, thanks to college management software. The challenges faced by educational institutions to manage the day-today running of the school are immense. That is why it has become imperative that every engineering institution should have management software to increase efficiency and reduce time and effort. Listed below are twelve reasons why every institution should have a college management system:

E-Communication
Accessible any time any place
Monitoring attendance
Easy knowledge sharing
Customisation and configuration
Comprehensive graphical analysis
Personalised teaching and learning

Educational Institutes with Diversified Teaching Techniques:

A number of different teaching techniques have evolved due to the transformation in education sector. Interestingly, most of these teaching techniques are very new. The new teaching methods not only involves the use of technology but it also uses the senses of a kid to understand a concept better. Such practices have simply given the classroom education a new lease of life allowing us to approach old ideas in new ways:

Flipped Classroom
Design Thinking
Self Learning
Gamification
Social Media

There is an array of free learning and teaching tools available for students and teachers which can be used to encourage engagement, participation and a sense of fun into the classroom. Teachers can create an interactive and dynamic classroom environment to test and enhance student’s knowledge

National-Level Engineering Entrance Exams

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