Senior bureaucrat Rahul Singh steps up as new chief of CBSE

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March 14, 2024

The Centre announced the appointment of Rahul Singh as the new chairperson of the Central Board of Secondary Education (CBSE). Singh, a 1996-batch Indian Administrative Service (IAS) officer of the Bihar cadre, takes over the helm from Nidhi Chhibber, marking a new chapter in the leadership of one of the country’s most pivotal educational bodies.

Rahul Singh, who is presently serving as the Additional Secretary in the Department of Personnel and Training (DoPT), brings a wealth of experience to the CBSE. His appointment was officially sanctioned by the Appointments Committee of the Cabinet (ACC), as revealed in a recent order from the Personnel Ministry.

The outgoing chairperson, Nidhi Chhibber, is set to embark on a new journey as Advisor to the Niti Aayog, leaving behind a legacy of contributions to the CBSE. This reshuffle also sees the introduction of A P Das Joshi, a 1994-batch IAS officer of the Assam-Meghalaya cadre, as the new Additional Secretary in DoPT, stepping into the shoes left by Singh.

These strategic appointments are expected to bring fresh perspectives and drive significant policy and administrative reforms in their respective domains, reflecting the government’s commitment to strengthening its bureaucratic framework.

Empowering Educators with Modern Instructional Techniques

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March 14, 2024

Teachers need to be able to integrate the application of AI into the fulfilment of their duties, to a limit that does not annul teacher involvement, as well as be able to teach AI skills to their students and also be to identify and deal with cases of AI misuse, shares Reham El Kammah, Chief Academic Officer and Founder, Campus 51 powered by Benchmark Academy in an exclusive interaction with Nidhi Shail Kujur of Elets News Network (ENN).

As the inaugural provider of teacher certification in the Middle East, could you share information about the accreditation process for your certificates?

The Benchmark Academy introduced the Benchmark Qualified Teacher Status (BQTS) program to address regional discrepancies in teacher preparation. Accredited by the CPD Standards Office and affiliated with AAQEP, the program maintains high standards in content and quality through expert assessments and ongoing reviews. BQTS program requirements encompass evidence of learning, practice, and reflection, evaluating pedagogical theory understanding, practical applications, and reflective practice. Notably, the program includes a mentorship component, where candidates engage experienced mentors for support in practice-related assignments, further enhancing the learning journey.

What courses should teachers enrol in to acquire practical skills, develop new capabilities, and stay abreast of current trends in education? Additionally, how does Benchmark Academy support educators in this endeavour?

Benchmark Academy’s platform offers accredited featured courses that are related to current proven best practices in education considered the latest trends. Whether tackling general content such as growth mindset or subjectspecific content like metacognition in math, the short course content is sure to keep teachers abreast of the latest proven practices. The content of the featured courses is also accredited by CPD and is being subjected to continuous review and updates to ensure relevance.

Could you explain what a Train of Trainers (TOT) course entails and outline the criteria or eligibility requirements for participation? Additionally, how does it differ from other courses?

A Train of Trainers (TOT) course equips experienced professionals with the latest theories and practices in instructional design, coaching, mentoring, and assessment. Designed for middle and top-level educational leaders and educators transitioning to training careers, it emphasizes the importance of online training skills in today’s tech-driven world. The program encourages collaboration and knowledge exchange among experienced professionals, offering a unique edge in staying up-to-date with industry standards and online training techniques.

Considering that teaching is a full-time occupation, how do you ensure the accessibility of your courses to accommodate the flexibility needed by teachers?

The nature of the teaching profession is a demanding one, teachers often put in additional hours outside their contract requirements for their work responsibilities to be fulfilled. Due to that nature and requirements, all courses are designed to accommodate teachers’ rigorous schedules. The majority of courses are designed to be self-paced with regular deadlines for submissions in a hybrid mode where both online and independent work are required. Online session schedules take place in the afternoon and on days that are outside the teachers’ regular contract hours.

The Role of Collaboration in Shaping Global Education

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March 14, 2024

Given the diversified nature of our business portfolios, the risk parameters are unique and vary for each business unit. Hence, we adopt an Enterprise Risk Management Framework (ERM) for each Business Unit and then it’s integrated towards the Group Holdings’ ERM Framework shares Tamil Selvan Ramadoss, Group Chief Finance and Business Transformation Officer, RMB Holdings, Dubai, UAE, International Speaker, Thought Leader & Expert – Triple Helix Model in an exclusive interaction with Nidhi Shail Kujur of Elets News Network (ENN). Edited Excerpts:

RMB Holdings operates in various sectors. How does your finance and transformation strategy align with the diverse portfolio of the company?

As the Group Chief Finance and Business Transformation Officer, I ensure that we design and implement a specific Business Transformation Strategy for every Individual Business Unit, considering the diversity of each such unit. This individual business transformation strategy is then linked and directed towards the Group Holding’s Business Transformation Strategy.

Similarly, each specific Business Transformation Strategy for every Individual Business Unit will be linked and aligned with that respective Business Unit’s Financial Strategy, such as Budgeting, Capital Structuring, and Treasury. Further, the individual business unit’s Financial Strategy is linked and directed towards the Group Holding’s Business Financial Strategy.

As an expert in the Triple Helix Model, could you elaborate on how this model has been applied in your professional experience and its impact on business outcomes?

Triple Helix Model (TMH) is one of the unique and innovative models that was pioneered in the past 3 decades, which aims at integrating Academia, Industry and the Government. While Academic research creates innovative outcomes, the same is supported by Governments through funding, while industry adopts these research outcomes and create a feasible economic model of the same. All these integration leads to overall economic growth. During my 13 years (2009 -2021) at Dubai Maritime City Authority, Government of Dubai, UAE, I extensively worked on the prestigious project in the Dubai Maritime sector namely, Dubai’s Maritime Cluster study that ranked Dubai within the top ten “Leading Maritime Capitals of the world” and ranked fifth for Attractiveness Competitiveness in 2017. Under this, we had the sub-project, wherein we integrated the UAE and International Academic Institutions, with various Maritime Industries modeled under the Triple-Helix Model.

Working in Dubai, a global business hub, what unique challenges and opportunities do you see in the financial and business landscape compared to other regions?

I had the great opportunity to work both in India and Dubai, UAE during the past 28 years of my career. I started working in Dubai in 2002 and continuing my 2 decades of corporate life in the UAE. Dubai is a land of great opportunities and I witnessed its exponential economic growth in the past 2 decades. Dubai gives lots of opportunities both in job and in the business sector. Real Estate, Logistics, Construction, International trade, and Tourism were some of the important business segments in the past, while Technology, Healthcare, and Financial Markets have had an upward trend in recent times.

New national curriculum targeting 3-6-year-olds set for release in Early Childhood Care and Education

Schools News

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digitalLEARNING Network

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March 13, 2024

The Ministry of Women and Child Development announced on Monday its plans to introduce a national curriculum for early childhood care and education targeting children aged three to six years. While the launch date remains undecided, this initiative signifies a robust stride towards enhancing the foundational years of children’s education in India, aligning with the National Education Policy (NEP) 2020 directives.

In addition to the curriculum for older preschool children, the Ministry will unveil a national framework aimed at early childhood stimulation for infants and toddlers from birth to three years. This move underscores the critical importance of the early years in a child’s cognitive, emotional, and physical development, given that 85% of a child’s brain develops before age six.

The introduction of these educational frameworks is part of a broader effort to fortify India’s early childhood care and education (ECCE) infrastructure. By integrating initiatives such as Mission Saksham Anganwadi and Poshan 2.0, along with the support schemes Palna and Pradhan Mantri Matru Vandana Yojana (PMMVY), the Ministry aims to provide comprehensive care and holistic developmental opportunities for mothers and children under six.

The National Curriculum for Early Childhood Care and Education (ECCE) 2024 is designed to embrace all aspects of a child’s growth, advocating competency-based learning through engaging, joyful activities. It seeks to improve the quality of early education, ensuring it is in harmony with the National Curriculum Framework for the Foundational Stage 2022, thus smoothing the transition to primary school.

Parallelly, the National Framework for Early Childhood Stimulation 2024 focuses on equipping caregivers and Anganwadi workers with essential skills and knowledge for fostering optimal early stimulation techniques, such as interactive engagement and responsive caregiving. These efforts aim to create a supportive and enriching environment for the holistic development of young children.

Both the curriculum and the framework have been meticulously prepared by the National Institute for Public Cooperation and Child Development (NIPCCD), incorporating insights from Anganwadi workers to guarantee adaptability and efficacy. The NIPCCD will lead the training initiatives for Anganwadi personnel on these new educational materials.

IIT Madras partners with SmartBridge to offer new courses on SWAYAM Plus platform

Higher Education

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digitalLEARNING Network

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March 13, 2024

The Indian Institute of Technology, Madras (IIT Madras) has unveiled a collaboration with SmartBridge, under the Veranda Learning umbrella, to launch nine cutting-edge courses on SWAYAM Plus. This initiative is part of a broader effort supported by the Ministry of Education, Government of India, to diversify and enrich student learning opportunities nationwide.

The courses IIT Madras introduced span various pivotal and emerging fields, including Artificial Intelligence, Applied Data Science, Backend Development (Java Spring Boot), Cyber Security Analyst, and Android Application Development using both Kotlin and Flutter. These programs have been meticulously designed to align with the National Credit Framework (NCRF) levels 5 and 5.5, thereby ensuring that students gain from project-based learning experiences and earn credits that contribute to their academic progress.

SWAYAM Plus, the platform chosen for this venture, is managed by IIT Madras and is set to host programs across several critical sectors, such as energy, manufacturing, computer science and engineering, IT or ITES, management studies, and healthcare. This diverse offering is aimed at meeting the evolving needs of the industry and preparing students for the challenges of tomorrow.

Highlighting the significance of this collaboration, Dharmesh Pradhan, Union Minister of Education and Skill Development & Entrepreneurship, remarked, “The National Education Policy (NEP) is on a roll, marking a historic moment where reputed industrial entities join forces with the UGC, top education departments, and premier institutes like IIT Madras. This partnership ensures that all the courses provided will be accredited, further enhancing their value and recognition across the educational and professional spectrum.”

This initiative by IIT Madras and SmartBridge is a landmark step in implementing the NEP’s vision, offering students nationwide access to high-quality, accredited courses that bridge the gap between academia and industry.

Bridging the Gap between Academia and Industry

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March 13, 2024

Haridwar University is implementing smart technologies to enhance campus services and improve the overall student experience. This may include IoT-enabled devices, smart classrooms, and campus-wide connectivity shares CA S.K. Gupta, Chancellor, Haridwar University in an exclusive interaction with Nidhi Shail Kujur of Elets News Network (ENN). Edited excerpts:

Can you highlight specific technological initiatives that have been implemented to modernize the university’s infrastructure and educational methods?

Some of the initiatives which have been implemented for the ongoing modernization of university infrastructure and educational methods, creating a more dynamic and technologically enriched learning environment are mentioned below.

Learning Management Systems (LMS): We have adopted LMS to facilitate online learning, collaboration, and content delivery.

Virtual Classrooms and Web Conferencing: Technologies like Zoom, Microsoft Teams, and Google Meet are used for conducting virtual classes, webinars, and meetings, enabling remote and flexible learning opportunities.

E-Books and Digital Resources: Traditional textbooks are being supplemented or replaced by digital resources such as e-books, interactive simulations, and multimedia content.

Virtual labs: We are exploring the use of virtual lab technologies to create immersive learning experiences. This technology is particularly valuable in fields such as science and engineering.

Smart Campus Initiatives: The University is implementing smart technologies to enhance campus services and improve the overall student experience. This may include IoT-enabled devices, smart classrooms, and campus-wide connectivity.

Are there any unique programs or projects that showcase the university’s commitment to fostering creativity and entrepreneurship among its academic community?

Universities have implemented unique programs and projects aimed at fostering creativity and entrepreneurship within their academic communities. Here are some examples:

Innovation Hubs and Incubators: We have established innovation hubs and start-up incubators to provide students, faculty, and alumni with resources and support to turn their ideas into viable businesses. These spaces often offer mentorship, funding opportunities, and access to networks.

Entrepreneurship Competitions: We frequently organize entrepreneurship competitions that encourage students to develop and pitch their business ideas. These competitions often come with cash prizes, mentorship, and networking opportunities, motivating students to explore their entrepreneurial potential.

Cross-Disciplinary Collaborations: we are increasingly promoting cross-disciplinary collaboration, encouraging students from various fields to work together on innovative projects. This approach fosters diverse perspectives and helps students develop well-rounded skills necessary for entrepreneurship.

Innovation Courses and Specializations: We offer courses and specializations focused on innovation and entrepreneurship. These programs teach students about ideation, business planning, and market strategy, equipping them with the skills needed to start and manage a business.

Seed Funding Initiatives: We have dedicated funds to provide seed funding for promising startup ideas developed by students or faculty. These funds help bridge the gap between concept and commercialization.

Co-Working Spaces: Providing co-working spaces on campus encourages collaboration and provides a physical environment where students and faculty can work on entrepreneurial projects. These spaces often include resources like 3D printers, prototyping labs, and meeting rooms.

Can you share examples of successful skill development initiatives or partnerships that have been implemented to bridge the gap between academic learning and industry expectations?

We recognize the importance of bridging the gap between academic learning and industry expectations and have implemented successful skill development initiatives or formed partnerships to address this need. To name a few some of the ongoing programs:

Internship Programs: The University’s Internship program requires students to complete twomonth experiences with industry partners, providing hands-on work experience and exposure to realworld challenges.

Industry-Academia Collaboration: We have several collaborations with top industries of India to establish Haridwar University Partnerships, where schools of university work with the industry on cyber security research, AI, Pharmaceuticals, Robotics education, and workforce development.

Professional Certification Programs: The University partners with industry leaders to offer professional development programs and certifications in areas like Artificial Intelligence, Machine learning, cyber security, data science, 3D printing, and business analysis, ensuring alignment with industry needs.

Corporate Training Academies on Campus: The University has collaborated with companies to establish on-campus training academies. For instance, the NASSCOM Foundation and EDUSKILL have partnered with universities to set up Skills Academies, providing training in emerging technologies like artificial intelligence and cyber security.

Soft Skills Training Programs: The University offers the Professional Development Program, which focuses on developing students’ soft skills such as communication, teamwork, and leadership, in collaboration with industry professionals.

How does the university balance traditional academic approaches with newer, more dynamic methods to meet the diverse needs of students?

Balancing traditional academic approaches with newer, more dynamic methods is a crucial aspect of addressing the diverse needs of students in today’s educational landscape. The university is employing various strategies to achieve this balance and create a comprehensive learning environment. Here are some ways in which this balance is typically addressed:

Blended Learning Models: It combines traditional face-to-face instruction with online learning components. The university integrates online resources, multimedia, and interactive content into traditional classroom settings. This allows students to engage with materials at their own pace while still benefiting from in-person interactions and discussions.

Ben Gurion University introduces MBA International programme

Higher Education

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March 13, 2024

Ben-Gurion University of the Negev (BGU) in Israel has announced the launch of a new course within its MBA International programme for the upcoming 2024-2025 academic session. This innovative, one-year study program will be conducted entirely in English, combining a comprehensive academic curriculum that encompasses both theoretical knowledge and practical application, with a suite of extracurricular activities designed to enhance the overall MBA experience.

The course is strategically designed to spotlight key areas such as innovation, entrepreneurship, and social enterprise, not only on the global stage but also within the local context. It aims to leverage the entrepreneurial energy and growth dynamics currently propelling the Negev region and Israel at large. “The program highlights innovation, entrepreneurship, and social enterprise on the international level, as well as on the local front, tapping into the entrepreneurial spirit and momentum driving the incredible growth in the Negev region and throughout Israel,” stated an official release from the university.

A unique feature of this MBA program is its commitment to creating an intimate and diverse learning environment. This approach allows students to not only gain from a rich academic experience but also significantly expand their professional and international networks. Through this blend of rigorous academic training and enriching extracurricular opportunities, BGU aims to cultivate a new generation of leaders equipped to make substantial contributions in the realms of business and society on both a local and global scale.

Preparing Graduates for the Digital and Sustainable Business Era

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March 13, 2024

In the dynamic realm of business management and finance studies, the current landscape is undergoing a significant shift driven by two pivotal factors: sustainability and digitalization. At Umm Al Quwain University (UAQU), as a forward-thinking business school, it is imperative for us to adapt our curriculum to incorporate these transformative elements. The convergence of sustainability and digitalization not only reshapes the business environment but also necessitates a proactive approach in preparing our students for the challenges and opportunities presented by these key forces.

Digital transformation and AI technology stand as prime examples, exerting a profound impact on every facet of business operations. Managers are compelled to navigate new challenges, ranging from harnessing the power of Big Data for advanced data analytics to implementing blockchain for streamlined back-office solutions. Moreover, there is a critical need to address the implications of AI on job roles and employee training, reflecting the ever-evolving landscape of technological advancements. Beyond the technological frontier, ethical considerations in crafting sustainable business models have become imperative. The traditional principles of cash flow maximization now require expansion and alignment with ESG Standards.

Recognizing the multifaceted impact of these changes, our curriculum evolves to equip students with the knowledge and skills essential for navigating this transformative landscape. We integrate cutting-edge insights into our courses, ensuring that students are well-versed in leveraging emerging technologies and understanding the ethical dimensions of sustainable business practices. As part of implementing these considerations, we ensure every course of the curriculum addresses either aspects of sustainability – by, for example, addressing UN SDGs or other related standards – or aspects of digitalization or digital transformation. Jointly, the curriculum therefore covers the whole bandwidth of future challenges a business school graduate needs to be able to tackle in the current environment.

Further, and as part of this commitment, UAQU strongly emphasises the ‘desk-readiness’ of our students. In addition to technical expertise, students are equipped with essential soft skills and industryspecific language, ensuring a seamless transition into their first jobs. This holistic approach not only prepares them to hit the ground running but also lays the foundation for the longevity of their careers.

Moreover, UAQU recognises the importance of maintaining close ties with stakeholders. Through a robust alumni network, regular events, and collaborations with industry professionals, we foster a reciprocal relationship. This engagement is further strengthened by initiatives such as The Center for Future Economy, our in-house think tank and knowledge hub. This newly formed centre serves as a nexus, connecting academia, industry, and government to collaboratively address challenges in the future-based economy, particularly in areas like sustainability. This exchange of expertise not only contributes to real-world problemsolving but also enriches our academic work.

In navigating the intersection of sustainability and digitalization, UAQU aims to empower students to become agile, ethical, and forwardthinking leaders in the ever-evolving business world. Our commitment extends beyond academic excellence, ensuring that our graduates not only excel in their immediate roles but also contribute meaningfully to the future of their chosen fields.

Views expressed by Dr. Chris Rauch, Dean College of Business Administration, Umm Al Quwain University Kabir UAE.

Building a Better World by Investing in Women’s Potential

Women's Day

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digitalLEARNING Network

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March 13, 2024

The theme “Invest in Women: Accelerate Progress” is like a big sign telling us to help and support women because it will improve everything. Investing in women ensures they get fair chances in education, jobs, and leading teams. It’s like unlocking a treasure chest of new ideas and talents that can make everything improve faster.

Think of it like this: if we help more girls go to school and support women in their jobs, we’re not just being fair but making our whole community and even the world better. Women have smart ideas and skills that can make our economy grow and bring new inventions.

Investing in women is like planting seeds that grow into big, strong trees. When we give women equal chances, they can also help their families and friends. It’s like a circle of good things happening because everyone gets a fair shot.

This theme also reminds us that everyone should have the same chances, whether a boy or a girl. It’s about making the world a fair and happy place for everyone. So, when we hear “Invest in Women: Accelerate Progress,” it’s like a cheer for making things fair and helping everyone do well.

Views expresses by Prof (Dr) Sanjna Vij, Dy Director, Amity Academic Staff College, Deputy Dean Students Welfare, Amity University, Haryana

JK Lakshmipat University launches campaign to combat girl student dropout crisis

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March 12, 2024

JK Lakshmipat University (JKLU), supported by the prestigious J.K. Organization (JKO), has launched a groundbreaking campaign from its campus in Jaipur as part of an inventive move to address the alarming dropout rates of female students in India. The #MentorinHerDreams and #BringHerBackToSchool campaigns aim to inspire females to pursue higher education at JKLU by strengthening their fortitude and willpower.

Drawing from UNICEF’s alarming statistics that show a sharp decline in girl student enrollment from 96% at the class 8 level to a mere 50% at classes 11 and 12, the campaign sheds light on the grim reality of higher education in India. This dropout phenomenon cuts short the dreams of countless girls aspiring to be professionals in various fields, thus significantly hampering their potential to contribute to society.

JKLU’s campaign, scheduled to run from March 8th to 31st, 2024, combines compelling storytelling, mentorship, and financial support to craft a more equitable educational landscape. A standout feature of the campaign is the provision of an additional 15% scholarship for women candidates applying to any JKLU academic program during this period, supplementing existing scholarship schemes to alleviate financial burdens.

Dr. Dheeraj Sanghi, Vice Chancellor of JK Lakshmipat University, emphasised the campaign’s core philosophy: “Educating and empowering our daughters is not just a moral imperative, but an investment in our nation’s future prosperity.” He elaborated on the university’s commitment to ensuring that every girl in India has access to the opportunities necessary for personal and professional growth.

The #MentorinHerDreams and #BringHerBackToSchool campaign is set to feature a series of impactful stories on JKLU’s social media platforms, highlighting the trials and triumphs of young women in their educational journeys. Furthermore, the campaign will offer insights from women academicians on the root causes of the dropout crisis, aiming to rekindle the educational aspirations of girl students nationwide.

Through its engaging and heartfelt narrative, delivered via short videos, social media posts, and thought-provoking articles, JKLU’s campaign aims to ignite conversations and drive real change, encouraging a shift towards a more inclusive and supportive educational environment for girls in India.

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