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What lies beneath some of the leading Brands in Engineering Education

By
digitalLEARNING Network
-
NovEL IDEAs
DEvELopING
sTuDENTs To FuTuRE
LEADERs @ GD
GoENkA

  • School of Engineering has been ranked the 3rd Top Emerging Private Institute in India by Times Engineering 2015
  • Engineering labs equipped with world class infrastructure
  • Students provided with an opportunity to work on the latest and most modern instruments
  • More focus on the practical and interdisciplinary aspects of engineering education, without diluting the theoretical component
  • Students introduced to the concept of projects from the very first semester with heartening results
  • Projects developed by students have won appreciation from top universities from India as well as internationally
  • In the short span of 3 years, two conferences with an international participation has been held
AuToNoMy,
AuTHoRITy &
ACCouNTABILITy
DEFINEs MANIpAL

  • Zeal to excel and self-belief makes Manipal Group to enjoy the status of one of the most trusted educational brand
  • Several key aspects are needed in brand building of academic institution of higher learning
  • Passion and concern for society and ability to work with clear objectives is the foremost key aspect for brand building
  • Other aspects include proper planning, decision making, timely execution, cohesive working and fiscal efficiency
  • Additional degree of freedom required for any progressive academic institution, as compared to its industry counterparts
  • Autonomy, authority and accountability within Manipal Group enables:
  1. Diversity and agility in academic programmes
  2. Ease of hiring faculties
  3. Student centric
  4. Readiness to experiment in terms of emulating best and innovative practices for brand building
INNovATIoN LEADs
THE WAy @ CHITkARAA

  • Chitkara University Research and Innovation Network(CURIN) facilitates an innovative culture
  • Choice Based Credit System (CBCS) help students to take wide variety of courses
  • Interdisciplinary, applied and outcome based Centres of research in 5 branches of Engineering
  • University Patent office helps the University innovatorsc be free from legal hassles as well as supports by bearing full patent filing fee
  • Filed more than 50 patents in last 2 years
  • Certification courses in collaboration with the industry
  • Research Induced Fellowship Program for Master of Engineering facilitates engineering educators to learn research-induced teaching.
  • Train students to become entrepreneurs through theCentre of Excellence in Entrepreneurship Education(CEEE)
  • Doctoral program in Engineering finds many research scholars being jointly supervised by leading researchers across the world.
LEADERsHIp
DEvELopMENT @ sANGAM

  • At Sangam, focus is not only on intellectual and cultural values but also on ethical values
  • Curriculum, not only strong fundamentally and rich analytically, but also focussing on broad based multidisciplinary approach and co-operative work
  • Enables students to function more effectively,prepare them for adapting to constantly changing circumstances, as well as find innovative ways to encounter and solve nexpectedproblems
  • Goal oriented and time bound research beingan effective driver of scientific discovery
  • Words like Dream, Perform and Achieve representing much more than slogans
  • Successfully brings out the unique transformational experience of students
  • Road Forward: Strengthening the academic core, deepening the residential experience, enhancing diversity and building bridges with industry and society
INTERNATIoNAL
EXposuRE-THE BuZZ
@ jk LAksHMIpAT

  • Top quality faculty members from IIT, IIM and other national and International institutions
  • Strong support of JK Organisation
  • Structured, real life based and industry
    oriented curriculum with latest inputs from industries and researches
  • Collaboration with reputed Universities of abroad
  • Renowned and internationally acknowledged leadership
  • Well defi ned internship programmes, named as Practice School for manifestation of theory in practical
  • International exposure for students
  • Collaboration with Microsoft IT Academy, Cisco Networking Academy, Bentley Network Community, Indian Society of Geomatics, Solar Energy System of India, etc
  • Placements in organizations such as HP, Amazon, Bosch, GE, Aon Hewitt, Yodlee, Airtel,JK Lakshmi Cement, JK Tyre, Airtel, Innoeye, etc.
GRoWTH, DIGNITy,
REspECT AND
CoNsTRuCTIvE
DEvELopMENT @
ICFAI

  • Inclusive technology – aided pedagogies to equip students with the requisite professional and life skills
  • Creating an intellectually stimulating environment for research
  • Keeping pace with the changing needs and expectations of the society
  • Successfully performing multiple roles of creating new knowledge, acquiring new capabilities and producing an intelligent human resource pool
  • Promotion of economic growth, cultural development, social cohesion, equity and justice
  • Enhanced with value added features to provide a holistic and comprehensive education.
ToWARDs pRACTICE
BAsED ENGINEERING
EDuCATIoN @
CAREER poINT

  • Authenticating engineering education by conceiving, designing, implementing and operating products, processes and systems
  • Assessing stakeholder (industry) inputs to identify learning needs of the students
  • Treating students as technically sound, socially responsible, with a mind to innovate
  • Leadership team to design and promote the curricular change with a vision
  • Curriculum designed around mutually supporting inter-disciplinary courses with application based and industry oriented activities
  • Collaborative education with better links between universities and industry help improve quality and foster innovation
  • Tie-ups with other quality educational institutions and universities in India and abroad
  • Enhancing employability of engineering graduates and encouraging technology and skills transfer into industry
CREATING AN
ECosysTEM oF
INNovATIoN @
AMITy GuRGAoN

  • Engaging students in hands-on experience beyond class-room
  • Designed and developed a next generation autonomous aircraft, powered by gyroscopically mounted twin copters
  • Developed a 3D printer and manufactured a bionic arm using the 3D printing technology
  • Created a solar hybrid car, a bio-hydrogen reactor and a robotic-industrial arm
  • Curriculum designed to provide flexibility,nurture interdisciplinary environment of learning
  • Flexible curriculum offering 32 tracks for flexible choices
  • One foreign language, besides English to be undertaken by students
ENTREpRENEuRsHIP
THE FoCAL poINT @ uEM jAIpuR

  • Access to research in cutting edge technology for students
  • Industry relevant curriculum to explore beyond the boundaries of a prescribed academic syllabus for enriching knowledge
  • Qualifi ed and experienced faculties for emphasizing state-of-the-art scientific c and engineering methods
  • Enabling a teaching-learning environment where students remain inquisitive, serious, ethical, and creative problem solvers
  • Project based learning to develop students for corporate jobs
  • Practical exposure for students by using modern equipped laboratories
  • Experiments conducted as well as recorded to analyze and interpret data in scientific and engineering aspects
  • Stressing on research and innovation by students
  • Focussing on developing soft skills along with domain skills
  • Quality placements for the students.
ICFAI jAIpuR
pRospERING WITH sTuDENT CENTRIC pEDAGoGy

  • Faculty selection process carried out by an expert panel to ensure high quality education standards
  • Internship Programs to ensure that linkages are developed and sustained with industrial and other organizations outside the world of academia. Benefi tting in the following ways:
  • For Students: Opportunity to work on real-life problems, developing useful work-related skills, opportunity to earn while learning.
  • For external organization: Value addition in project work, direct access to expertise available with Institute, access to students who work as temporary employees of the organization
  • For Institute: Hands-on training facilities to students, faculty development, curriculum updation through feedback from industry
  • As placement efforts, placement teams visit potential employers and consultants and apprise them of the level of knowledge and practical application skills acquired by the graduates in their respective areas of specialization.
EMpoWERING WoMEN &
uNDERpRIvILEGED vIA EDuCATIoN @
DR kN MoDI uNIvERsITy

  • Grounded under the guidance of highly qualifi ed and experienced faculty
  • Rooted in the depth of passion to galvanize the existing methodologies and emerging pedagogy
  • Adopting greater fl exibility with cutting-edge knowledge, change in focus on what to deliver and how to synchronize with rapidly changing situation
  • Fostering quality leadership through better emotional quotient and providing quality with value based teaching with stress on ethics and better governance
  • Greater emphasis on design oriented teaching, problem solving approach and exposure to industrial and manufacturing processes
  • Disseminating relevant career information to students and promoting Technical Educational Research
  • Monitoring other workforce development initiatives
opEN souRCE TECHNoLoGy
RuLEs digitalLEARNING @ ApEEjAy sTyA

  • Student Centric Teaching-Learning processes duly aligned to Digital-Ecosystems
  • Faculty upload their course structures, lecture Notes, evaluation scheme and assignments in digital form on “Moodle” and conduct on-line Quiz tests
  • It allows faculty to blend their teaching material with knowledge gained from e- Books, White Papers, on-line research publication, e- Journals and IEEE Transitions /proceedings
  • Faculty are encouraged to take advantage of MOOCs like Coursera, edX of MIT, NPTEL of IIT to enrich themselves for knowledge sharing
  • Collaborative research, innovative designs and optimal usage of Virtual Instrumentation lab environment also remain a key focus area.

Five Skill development centres in Punjab to be fully functional by July to empower 2000 students

By
digitalLEARNING Network
-

Seeing the popularity of Skill development centres pan India, five Multi Skill Development Centres (MSDCs), to train and empower 1500 to 2000 students every year, would be fully constructed and running by july.

Prakash Singh Badal, Chief Minister of Punjab directed the authorities to complete the centres by June so that the maiden skill training sessions may commence from July. These skill centres are being constructed in Ludhiana, Amritsar, Jalandhar, Hoshiarpur and Bathinda.

Punjab Skill Development Mission has been entrusted with the task of running these centres. For this, the mission aims to partner with prominent companies and industrial groups to provide best skill training to youth according to needs of the local industry.

These centres are being built at a cost of Rs 60 crore and have been provided with hostels, where 500 students can be accommodated.

MOU signed with US based NGO for Skill development

By
digitalLEARNING Network
-

A Memorandum of Understanding (MoU) has been signed between the Ministry of Skill Development and Entrepreneurship (MSDE), the National Skill Development Corporation (NSDC), and a US based NGO, Wadhwani Operating Foundation (WOF).
The main purpose of this MoU would be to facilitate and support skill development initiatives in the country through multi-skill institutes and skill universities. Overall, all three would work for  promotion and creation of an eco-system for skill development in India.
According to sources, Wadhwani Operating Foundation would contribute $30 million to $40 Million in 3 years to promote mutually-agreed skill and entrepreneurship development initiatives. Moreover, the MSDE would provide support to integrate skill development initiatives in schools and institutions of higher education. This would be done in a more organised and structured manner by pooling resources and setting up the required number of state programme management units.

Books on Northeast India to be published by NCERT

By
digitalLEARNING Network
-

Ministry of Human Resource Development has come up with a unique way to end the discord of the people staying in Northeast India. The National Council for Educational Research and Training (NCERT) would now prepare textbooks on the culture and life of the eight Northeastern states, which will be prescribed as supplementary reading for school students.
This was announced recently by Smriti Irani, the HRD Minister.

According to sources, the books, will take at least a year to be ready for publication, but the classes for which they would be prescribed are not yet decided.
The NCERT is an autonomous organisation under the Union HRD Ministry.  The NCERT advises the central and state governments on school education, especially matters related to school curriculum. Its textbooks are prescribed by all private schools affiliated to CBSE and government schools.
The idea behind this decision, as said earlier is social integration. There are many students from the Northeast, who study in the different parts of the country and complain of social discrimination and alienation. Therefore,  if youngsters read about their life and culture growing up, this problem could be alleviated to quite an extent.

digitalLearning View: Since many years, the people from Northeast India have complaint about not being a part of the country. This step by the government and NCERT would certainly help in developing a bond with the Northeastern states. Reading about the culture and beauty would also make the NE students feel proud of their rich heritage.

EduPAYMENT gateways easing the Transaction Hassles :: April 2016

By
digitalLEARNING Network
-
Editorial
Boosting the Enterprise of Education
Cover Story
EduPAYMENT Gateways Easing the Transaction Hassles
Analysis
 NIRF Analysis
Special Interview
Paytm eduPAYMENTS Bringing in Convenience & Credibility
International Baccalaureate a global league in education
Creating technology to ease Education
Championing Transnational Business Education
Synthesising Knowledge through big history
Spearheading Financial Literacy the elearnmarket.com way
Learn through Industry Exposure
Tuning education to stay Ahead
Insights
What lies beneath some of the leading in Brands Engineering Education?
Book Review
A Gray Revolution for Transforming India’s Higher Education System
Start-Up
Converting Ideas into reality
Product Review
Helping to unravel & unfurl your inner voice, the Careerline.com way….

UGC amendments for M.Phil/Ph.D sure to fill-in Faculty posts

By
digitalLEARNING Network
-

As per the latest decision of the University Grants Commission (UGC), the eligibility for appointing assistant professors has been made easier. According to the new rules,  candidates who had registered for M.Phil/Ph.D programme before July 11, 2009, are eligible for the post of assistant professors, without clearing the National Eligibility Test (NET) or the State-Level Eligibility Test (SLET).
However, this exemption, is only valid if the candidate fulfills the below-mentioned criteria:

  • His/her Ph.D degree should be awarded in regular mode
  • Research thesis should have been evaluated by at least two external examiners
  • Candidate to have appeared for viva-voce and have published at least two papers based on the Ph.D thesis in research journals
  • Lastly, candidate to have made at least two presentations at conferences or seminars.

This is quite a big change, as earlier,  per the regulations of 2009, UGC had made it compulsory for all Ph.D holders to have qualified NET/SLET to become assistant professors.

This decision for exemption of this norm was taken by the Ministry of Human Resource and Development (MHRD), keeping in mind the shortage of faculty members in institutions of higher education across the country.

This has been welcomed across all higher educational institutions as this would bring relief from the serious faculty crunch for institutions.

digitalLearning View: Relaxing the eligibility criteria for becoming an assistant professor seems to be a step forward for opening more job opportunities in government as well as private sector.

Additionally, the relaxation in criteria seems not to have compromised with the quality of professors as there is still a strict criteria being followed for selection of Ph.D candidates, as mentioned above.

New Android app enabling top tutors availability 24X7

By
digitalLEARNING Network
-

Getting instant one-to-one tutoring sounds a good piece of news for students preparing for MH-CET, BITSAT, AIPMT and other Entrance Exams. This can now be possible with the help of a new smartphone app.
A Bengaluru based education technology company, HashLearn Now, has come up with a new Android app, which allows students to connect instantly, if they have any doubts regarding any concept, from tutors of  prestigious institutions such as the IIT and BITS etc. Moreover, this app would be working 24X7, covering subjects like Mathematics, Physics and Chemistry.
In addition, this app also contains thousands of free practice questions in JEE, AIPMT and other exams to help students score well in the examinations.  It has already been downloaded by thousands of students on Google Play store since its launch.
digitalLearning View:  Cracking competitive exams is no cakewalk for students. Any support, in this regard is always a welcomed step.  Having a tutor to remove any doubts while learning, who is available all the time is surely a great step forward by HashLearn Now. we shall look forward to more such innovative apps in the coming time

NIRF Analysis – A beginning towards data driven eduGOVERNANCE even as quality data eluded the Evaluators

By
digitalLEARNING Network
-

Initiated on the behest of the Hon’ble Prime Minister, The National Institutional Ranking Framework (NIRF) is out with its first round of rankings across Engineering, Management, Pharmacy & Universities across the length and breadth of the country. While the exhaustive ranking framework which outlined the methodology to rank institutions across the country was received quite well, its eventual execution encompassing the entire deck of institutions falling in various categories couldn’t evoke the desired interest amongst the members of the general public and observers alike. However, considering the NIRF outcomes from a different perspective this entire exercise has laid the very foundations of DATA DRIVEN eduGOVERNANCE. digitalLEARNING chose to delve deep into the outcomes of this major national exercise and comment upon the various underlying facets of the same for the consumption of our readers which include the formulators and regulators of NIRF. Hope this analytical commentary would be an interesting & illuminating reading.

Key Departures

ONE
While the original ranking framework called for a differentiation between Category A Institutions which have Research & Teaching as twin foci and Category B Institutions which are simply Teaching ones. The eventual rankings seem to have juxtaposed both the Category A and Category B institutions. This seems to be a major departure from the doctrine of not comparing apples with oranges.		 TWO
Unavailability of the Computation of Individualized Scores based on the Datasets provided by the participating institutions make it difficult to ascertain the parameterized ranking of institutions beyond top 10 which
have been specifically given their rankings on chosen parameters. Incidentally, it’s the institutions lower in the ranking deck who need to know more about their respective category ranking to improvise upon.
THREE
The presentation of the processed and analysed datasets of ranked institutions is quite out of sync with the initial NIRF layout. The order of sequence, denomination of datasets and reported values don’t fall in line.

For example, the reported dataset of IIT Madras with Institute ID NIRF-ENGG-INF-77 (Engineering) the following is the name and denomination of the dataset submitted.
  • Considered Faculty Details
  • Student Details
  • Facilities Summaries
  • Student Events
  • Publication Details
  • Perception Details
  • IPR Summary
  • Sponsored Research
  • Project Details
  • Consultancy Project Details
  • Education Program Details
  • Graduation Outcome
  • Student Exam Details
  • Physical Facilities

Teaching, Learning and Resources parameter by NIRF
The NIRF layout defi nes the parameter of Teaching, Learning and Resources (TLR) as a mix of 4 components as in
a) Faculty-Student Ratio with Emphasis on Permanent Faculty (FSR)
b) Combine Metric for Faculty with PhD and Experience (FQE)
c) Metric for Library and Laboratory Facilities (LL)
d) Metric for Sports and Extra-Curricular Facilities, Activities (SEC)
The parameter on Research, Professional Practice
& Collaborative Performance (RPC) entails
a) Combined Metric for Publications (PU)
b) Combined Metric for Citations (CI)
c) IPR and Patents: Granted, Filed, Licensed (IPR)
d) Percentage of Collaborative Publications and Patents (CP)
e) Footprints of Projects and Professional Practice (FPPP)
Graduation Outcome (GO)
a) Combined Performance in Public and University Examinations (PUE)
b) Combined Percentage for Placement, Higher Studies and Entrepreneurship (PHE)
c) Mean Salary for Employment (MS)
Outreach and Inclusivity (OI)
a) Outreach Footprint (Continuing Education, Service) (CES)
b) Percentage of Students from Other States/Countries(Region Diversity – RD)
c) Percentage of Women Students and Faculty (WS)
d) Percentage of Economically and Socially
e) Disadvantaged Students (ESDS)
Perception (PR)
Process for Peer Rating in Category (PR)Scrutinizing by these two parameters itself, things don’t seem to be falling in a rigorous order. Interestingly, the parameter on perception at number (f) is somehow interspersed between those of Publication Details and IPR Summary.
This is a signifi cant departure from the established practice of rigorous data processing whereby the consistency of the framework has to be ensured by all means. Incidentally, Datasets for some of the parameters are missing altogether.

Data Analysis & Presentation Framework
The mammoth exercise of India Rankings 2016 based on NIRF somehow lost the opportunity to sync up the various institutional databases in a single repository. The underlying technological engine has chosen to use Excel Workbook as the pre-eminent reporting as well as processing tool. Interestingly, a significant space is devoted in the NIRF report over Online Data Capturing Platform and Data Submission Utility. On a cursory glance, it seems to be an utterly manual process, whereby right from data submission to data processing to data presentation, has been done in a loosely coupled technology ecosystem.

An emphasis on adopting an ERP framework to ensure a steady real time flow of the multifaceted datasets from institutions could have helped the cause in a much significant manner. May be in the next iteration of the rankings, the Implementation Core Committee from NBA which has also been bestowed upon the task of accrediting technical institutions would call for the creation of an integrated data foundation across educational institutions powered by an industry grade ERP solution.

HIGH CORRELATION OF ENGINEERING RANKING WITH ANALYTICAL WEB METRICS

Interestingly, the NIRF Rankings have a high degree of correlation with analytical web metrics like Moz. We subjected the URLs of each of the top 100 Engineering Institutions to the Domain Authority Score ( a 100-point scale) developed by Moz that predicts how well a website will rank on search engines.

To determine Domain Authority, Moz employs machine learning against Google’s algorithm to best model how search engine results are generated. Over 40 signals are included in this calculation.

Interestingly the Correlation Coefficient on NIRF Rank and Moz Rank data came out to be a impressive 0.74 which implies that both datasets match-up 75% of the times.

Name of Institute NIRF Score NIRF Rank MOZ Score MOZ Rank
Indian Institute Of Technology, Madras 89.41 1 72.05 2
Indian Institute Of Technology, Bombay 87.66 2 72.55 1
Indian Institute Of Technology, Kharagpur 83.91 3 69.13 5
Indian Institute Of Technology, Delhi 82.02 4 70.79 3
Indian Institute Of Technology, Kanpur 81.07 5 69.49 4
Indian Institute Of Technology, Roorkee 78.68 6 58.56 9
Indian Institute Of Technology, Hyderabad 77.22 7 53.02 17
Indian Institute Of Technology, Gandhinagar 75.2 8 48.95 23
Indian Institute Of Technology, Ropar-Rupnagar 74.88 9 38.23 59
Indian Institute Of Technology, Patna 74.68 10 42.98 45
Indian Institute Of Technology, North Guwahati 74.62 11 54.48 15
National Institute Of Technology, Tiruchirappalli 74.45 12 53.05 16
Vellore Institute Of Technology 74.4 13 60.59 7
Indian Institute Of Technology (Banaras Hindu University), Varanasi 74.39 14 45.26 37
Sardar Vallabhbhai National Institute Of Technology 73.13 15 47.27 31
Indian Institute Of Technology, Indore 72 16 45.64 34
Birla Institute Of Technology 71.8 17 48.03 27
Visvesvaraya National Institute Of Technology, Nagpur 71.29 18 47.65 29
National Institute Of Technology, Rourkela 70.8 19 54.77 14
Indian Institute Of Technology, Mandi 70.32 20 43.73 43
College Of Engineering, Pune 69.71 21 50.38 21
National Institute Of Technology Karnataka, Mangalore 68.95 22 52.07 18
Motilal Nehru National Institute Of Technology, Allahabad 67.94 23 51.79 20
Psg College Of Technology-Coimbatore 67.8 24 48.37 26
Indian Institute Of Technology, Jodhpur 67.68 25 45.04 38
Indian Institute Of Technology, Bhubaneswar 67.58 26 44.18 42
Thapar University-Patiala 67.51 27 44.39 41
National Institute Of Technology, Warangal 67.12 28 48.63 24
Thiagarajar College Of Engineering, Madurai 66.51 29 47.32 30
National Institute Of Technology, Durgapur 65.4 30 47.08 32
Amrita School Of Engineering 63.94 31 55.07 11
Kalinga Institue Of Industrial Technology 63.4 32 45.51 36
M. S. Ramaiah Institute Of Technology, Bangalore 63.39 33 40.46 54
Coimbatore Institute Of Technology-Coimbatore 62.58 34 35.29 67
National Institute Of Technology, Calicut 62.26 35 55.04 13
R.V. College Of Engineering, Bengaluru 62.26 36 36.18 64
Malaviya National Institute Of Technology, Jaipur 62.14 37 47.96 28
Pec University Of Technology-Chandigarh 61.32 38 40.92 50
Manipal Institute Of Technology 61.15 39 58.79 8
Shanmugha Arts Science Technology & Research Academy (Sastra) 61.11 40 51.92 19
Jamia Millia Islamia (A Central University) 60.18 41 48.42 25
Dr. B R Ambedkar National Institute Of Technology, Jalandhar 59.91 42 45.62 35
Indian Institute Of Science Education & Research, Mohali 59.58 43 41.43 49
Karunya Institute Of Technology And Sciences 59.29 44 49.71 22
Institute Of Technology, Nirma University 59.23 45 40.71 53
Kongu Engineering College 59.06 46 31.19 81
Sona College Of Technology, Salem 58.97 47 34.80 68
National Institute Of Technology, Kurukshetra 58.89 48 44.78 40
Pondicherry Engineering College 58.79 49 39.32 55
Amrita Viswa Vidyapeetham-Amrita Nagar (Po) , Ettimadai 58.78 50 55.07 11
National Institute Of Technology, Hamirpur 58.65 51 46.88 33
National Institute Of Technology, Agartala 58.63 52 32.43 76
Kumaraguru College Of Technology-Coimbatore 58.44 53 33.54 70
B.S. Abdur Rahman Institute Of Science And Technology 57.8 54 31.32 80
Cochin University Of Science And Technology-Cochin 57.69 55 55.37 10
Sant Longowal Institute Of Engineering & Technology, Sangrur 57.52 56 38.10 61
National Institute Of Technology, Meghalaya 57.47 57 32.84 73
ITM University, Gwalior (School Of Engineering & Technology), Gwalior 57.45 58 34.03 69
Koneru Lakshmaiah Education Foundation 57.37 59 32.66 75
Jaypee Institute Of Information Technology 56.79 60 42.55 47
Bharati Vidyapeeth Deemed University College Of Engineering-Pune 56.56 61 24.58 96
Bannari Amman Institute Of Technology-Sathyamangalam 56.21 62 33.27 71
National Institute Of Technology, Raipur 55.93 63 38.11 60
Vishwakarma Institute Of Technology-Pune 55.7 64 36.41 63
National Institute Of Technology, Silchar 55.49 65 44.91 39
Noorul Islam Centre For Higher Education 55.45 66 28.56 89
National Institute Of Technology, Srinagar 55.3 67 40.77 52
University Institute Of Chemical Technology, North Maharashtra University, Jalgaon 54.91 68 38.88 57
National Institute Of Science & Technology, Berhampur 54.81 69 30.51 82
Siddaganga Institute Of Technology, Tumkur 54.67 70 35.35 66
Chaitanya Bharathi Institute Of Technology, Hyderabad 54.66 71 31.59 79
Hindustan Institute Of Technology And Science (Hits) 54.32 72 38.48 58
Sagi Ramakrishnam Raju Engineering College, Bhimavaram 54.02 73 22.46 98
C.V.Raman College Of Engineering, Bhubaneswar 53.91 74 26.48 94
Kasegaon Education Societys Rajarambapu Institute Of Technology, Islampur 53.69 75 29.64 84
National Institute Of Technology, Goa 53.65 76 31.66 78
Pandit Dwarka Prasad Mishra Indian Institute Of Information Technology, Design And Manufacturing (IIITDM), Jabalpur 53.37 77 37.20 62
National Institute Of Technology, Jamshedpur 53.35 78 42.86 46
Institute Of Engineering & Management, Kolkata 53.26 79 23.10 97
Indian Institute Of Information Technology, Design & Manufacturing (Iiitd&M) Kancheepuram-Chennai 52.64 80 32.71 74
Centurion Institute Of Technology 52.58 81 33.00 72
College Of Technology And Engineering-Udaipur 52.39 82 21.06 99
Indian Institute Of Engineering Science & Technology, Shibpur 52.35 83 43.31 44
Veermata Jijabai Technological Institute 52.17 84 35.59 65
K. K. Wagh Institute Of Engineering Education & Research-Nashik 51.92 85 27.79 92
Shri Ramdeobaba College Of Engineering & Management, Nagpur 51.5 86 29.17 86
National Institute Of Technology, Patna 51.08 87 40.90 51
Vignan’s Foundation For Science, Technology & Research 50.65 88 28.70 88
Shri Guru Gobind Singhji Institute Of Engineering & Technology-Nanded 50.64 89 41.67 48
Sri Ramakrishna Engineering College-Coimbatore 50.55 90 27.80 91
Bengal Institute Of Technology 50.33 91 18.91 100
National Institute Of Technology, Delhi 50.22 92 29.24 85
Yeshwantrao Chavan College Of Engineering, Nagpur 50.14 93 26.41 95
Adhiyamaan College Of Engineering (Engineering & Technology) 50.04 94 28.71 87
Maharashtra Academy Of Engineering & Educational Research, Mit College Of Engineering, Pune-Pune 49.66 95 39.30 56
The National Institute Of Engineering 49.51 96 32.33 77
Government College Of Engineering, Aurangabad 49.51 97 27.82 90
Anand Institute Of Higher Technology 49.41 98 27.16 93
Noida Institute Of Engineering & Technology 49.24 99 29.69 83
University Institute Of Chemical Engineering & Technology 49.09 100 60.74 6





NIRF Ready Reckoner

  •  1,50,000 Votes were cast by 60,000 odd individuals for ascertaining the perception about Institutions across.
  • 500 Institutions were involved for getting the Peer Perception ratings.
  • 1438 Engineering Institutions participated in India Rankings 2016 based on NIRF.
  • 314 of them qualified themselves in Category A Institutions which have a Research Focus along with Teaching.
  • 1116 classified themselves into Category B Institutions limited to Teaching only
  • The final ranking was however released as one across the categories.
  • The Southern part of the country made the highest number of nominations at 737.

WHICH ALL GENRES QUALIFIED FOR TOP

RANKING ENGINEERING
INSTITUTIONS

In the top 100 list of Engineering Institutions, 42 of them fall into the
Centrally Funded Technical Institutions (CFTI) category which can be
considered to be in the league of Category A institutions.
17 of these top seated institutions fall into the genre of
Deemed to Universities.
A mere 4 Private Universities have been able to make it to the
list of top 100 Engineering Institutions.
15 of these top ranking institutions are affiliated to
various State Universities.
2 of these institutions are affiliated to the Central Universities.
20 odd top ranking engineering institutions are affiliated to
the State Technical Universities.
Anna University has the highest number of 10 affiliated
institutions in the top 100 list.
Visvesvaraya Technological University Belgaum has got 4 institutions.
Biju Patnaik University of Technology Rourkela, the State Technical
University of the state of Odisha has 3 institutions.
West Bengal University of Technology has got 2 institutions and
Dr. A.P.J. Abdul Kalam Technical University has got 1 institutionin the top 100 rank.

Converting Ideas INTO REALITY

By
digitalLEARNING Network
-

In order make the kids convert their ideas into a working model, BiBox (Brain in a Box) came into existence.
Sandeep Senan, Founder & Director, Evobi Automations Pvt Ltd, shares about the unique idea of BiBox, the challenges faced to make this idea a reality, its advantages, the future plans and more

When and how did you start BiBox?
I have been quite passionate about gadgets since childhood. That’s why, I joined engineering in my graduation. In the second year of engineering, I reconnected with my passion when a professor of mine inspired me to kindle my old passion.

Initially, I took forward my passion in the form of workshops to my juniors in college and then later to young kids in schools. Kids used to get very inquisitive on how to build innovative things that pushed me to help them build what they wanted to.

That’s when I started exploring how to come out with a solution where a 10-year-old should be able to convert an idea into a working model and then the idea of BiBox (Brain in a Box) originated.

Then I got a chance to pitch the idea to DSIR (Department of Scientific and Industrial Research). They gave us the initial funding to make the prototype model, which we then took to DST, who seed funded us. We formally incorporated in 2012, and are headquartered in Bangalore.

In 2013, Mr Madhusudhan (Co-founder), a Sales and Marketing veteran joined on board. In early 2014, we closed our first round of angel funding.

BiBox started as a toolkit which kids could use and then later became a full-fledged curriculum where kids are taken through a journey to become innovators and solve any real world problem which they wanted to solve in any field.

What was the most challenging part of setting up your company?
Initially, it was quite difficult to get people believe that hardware start-ups could be built in India. There were also a versions on the capability to deliver. And getting talent when you don’t have much money, was also a challenge.

The next big challenge was to sell the product to schools, as we had no background and credibility to prove a new company and concept. We had to hard sell the concept to a lot of them before we saw tractions.

Who do you see as your target audience? How are you reaching them?
We target children in the age group of 10-15 in schools and run the programme called BiBox Innovation Lab, which is designed to prepare and condition young mind for any future challenges, instilling creative thinking, collaborative efforts, communication and developing a critical mind, through project-based and exploratory learning. This also helps them connect with what they learn inside classrooms.

Do you have much competition? What is the advantage you have?
BiBox partners with schools and enables them to use its programme ‘BiBox Innovation Lab’ to enhance learning of their students in an enjoyable manner. Our company believes that we have an advantage over our competitors in the way we deliver our service.

We took a huge step in giving end-to-end solution to schools, not just focusing at the teaching methods/tools but also at the learning and delivery process. Our programme is for every child and brings out his/her strength. There are design, engineering, automation, communication, collaboration and real life prototyping happening in schools, which is in a way putting a holistic approach to classroom teaching.

Where do you see your company in 5 years time?
For BiBox Innovation Lab programme, we are planning to  close in on 120 schools by year end. We are also in talks and exploring opportunities with some companies outside India. We are looking at an excess of 1 million students to be exposed to the programme in some form in the coming years.

We would slowly expand our offerings digitally (online) so that kids worldwide can benefit from our programmes. We would want to contribute our bit in shaping the next set of young innovators who will then shape the future of our planet.

A Gray Revolution for Transforming India’s Higher Education System

By
digitalLEARNING Network
-

A significant number of technocrats turned management honchos, specially those who have made it big in their professional stints have attempted to give voice to their patriotic fervor in the form of prescriptive as well as descriptive writings. Dwelling deep into their very own life journeys and experiences, drawing vividly from their techno-managerial styles, their writings have created a new category altogether.

One such attempt has been from Shail Kumar who wears the badges from the Indian Institute of Technology Kharagpur and Indiana University, Bloomington. Having being instrumental in building up the Pan-IIT movement in the USA as well as administering UC Berkeley and UC San Diego, Kumar in his 250 pager “Building Golden India,” builds up a case for transforming India’s Higher Education System for unleashing the country’s vast potential.

Structured into 4 sections, setting the context of his conversation moving to enumerate the challenge, which he compares with the peeling of an onion whereby the broken and disconnected system is described elaborately. The author, then attempts at Benchmarking for Learning from the Best in section 3 by citing the case study of United States, Silicon Valley’s two globally acclaimed universities – UC Berkeley & Stanford University. In the final section he prescribes his Solutions for Building a Golden India which entails his characteristic Gray Revolution.

The book has been configured with inputs from over 107 eminent personalities which have been duly acknowledged as a numerated list.

The rigour & repartee of the conversations contained in a book praised by 17 tech luminaries including Rajiv Bajaj of Bajaj Motors is a must read for all eduleaders across the deck who intend to make Higher Education as the centroid of national discourse, which in a starkly stellar manner Kumar has tried to position as the panacea for India’s redemption.

How much of it gets actually adopted in practice, would certainly depend on the pro-active activism of the author.

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