Primary education in Punjab is at a critical but poised stage to meet the challenges of the new millennium. The education department of the Punjab Government is busy equipping the students and the teachers with the skills required to meet the set goals. Dr Daljeet Singh Cheema, Education Minister, Punjab, lays out the road map to Priya Yadav of Elets News Network (ENN)

What are the challenges that primary education is facing in Punjab?

Primary education plays a major role in future development of a state. We have a huge task with us as even though private schools have come up all over the place, yet government schools are at the preferred places of study, especially in the rural areas. In Punjab, there are 19,500 government schools, catering to 26.7 lakh school students. The number of teachers working in these schools is over 1.09 lakh. Streamlining this huge infrastructure and human resources is a challenging task and one that we are working on diligently. For this, we are first trying to ascertain which are the problem areas and then work out solutions for the same.

Though there are so many teachers with the government, yet teacher student ratio remains a challenge. What is the government doing about it?

I have worked out a strategy to solve this problem. I sought approval of the Chief Minister Parkash Singh Badal to create a separate directorate dedicated solely to the recruitment of teachers in government schools. There are as many as 5000 posts of teachers in primary schools that need to be filled on priority basis. Once a directorate is created, this will be taken up and the teachers would be selected on merit. The system is set to be overhauled.

There were concerns about the quality of teachers in government schools. How are you dealing with- this?

After the poor performance of students in school examinations, especially in matric, we assessed the quality of teachers in schools and found, to our dismay, that the teachers too lacked basic skills. We have initiated training workshops to equip the teachers with necessary skills. Some of our trainers, nearly 50, have been trained in Canada and they will impart skills to master trainers, who in turn, will train the teachers. 10 schools have been identified in each district with the lowest pass percentage in English. Teachers will be given a reorientation course. The SCERT has been given a special fund of `1 crore to organise training sessions for these teachers.

What new courses are being planned for the children to make them more skilled?

An MoU has been signed with the National Skill Development Corporation to launch new courses. As its part, new courses like beauty and wellness, healthcare, automobile repair, retail would be launched in 100 schools for 5,000 students. Such courses would run simultaneously with classes starting from 9th to 12th standard. These courses will empower students and enable them to get a job as some of these would be at par with industrial training courses. We have made special provisions for science students and free coaching classes are being given to them.

For availing the benefits of modern technology, Coucil for the Indian School Certificate Examinations (CISCE) has embarked on the usage of ICT for smooth flow of administration working and overall efficacy. Gerry Arathoon, CEO, CISCE talks to Elets News Network (ENN) on how the adoption of technology has helped emphasise the overall development of the student

What are the new pedagogical changes adopted by CISCE in education?

The curriculum prescribed by the Council emphasises all round development of students. In order to provide them with an opportunity to not only acquire knowledge but also learn other essential life skills, such as thinking and analytical skills, team work, communication, public speaking, time management and critical thinking, project work has been made an essential part of all subjects at the ICSE (Classes IX and X) level. Certain skill-based subjects have also been introduced at the ICSE level which have a 50 per cent component of project work. Project work also forms an essential component of a number of subjects at the ISC (Classes XI and XII) level.

In order to integrate learning with abilities and skills, the curriculum provides for flexibility in the choice of subjects. At the ISC level, students do not have to take predetermined subject streams. The Council makes available a basket of subjects from which the students can select subjects of their choice, across the boundaries of Humanities, Commerce and Science, in keeping with their aptitude and ability. At the ICSE level, students who are extremely weak in Mathematics and Science are given the choice of opting for other subjects so as to reduce stress of failure at the examination.

What is the extent of use of ICT in CISCE?

With passage of time, it was felt that, many of the procedures that were being followed by the Council for the conduct of examinations and other related activities were time consuming and cumbersome and not availing the benefits of what modern technology could offer. A re-look at them was hence required. In the year 2013, the Council for Indian School Certificate Examinations embarked upon a process of comprehensive and systematic modernisation of its processes and procedures. In order to translate its vision into reality, the Council decided to collaborate with an IT service provider. As a part of the modernisation exercise, the existing processes of the Council were reviewed so as to identify how best ICT could be used to achieve overall efficacy.

A comprehensive modernisation plan christened, and CAREERS was developed. CAREERS, i.e. Council’s Affiliation, Registration, Examination and ERP System is an integrated suite of software applications aimed at bringing about a significant enhancement of operational efficiency. The CAREERS portal provides an online gateway which facilitates a two way exchange of data and information between the office of the Council and the schools affiliated to it.

All the major examination related processes of the Council, such as, Registration of candidates for the ICSE and ISC examinations, arrangements related to examination centres and appointment of conveners, supervising examiners, visiting examiners and inspectors, requests for recheck of results are now being carried out through specially designed modules on the CAREERS portal. The CAREERS portal has also simplified the process of affiliation by providing a facility for online submission and processing of affiliation related requests.

The process of receipt of answer scripts from schools, their onward dispatch to examiners for marking as well as receipt of marked answer scripts has all been automated through use of specially designed barcoded answer script envelopes and a state-of-the-art Bundle Management System (BMS). The BMS machine reads the barcode on the answer script envelope and automatically pastes a label on it, which indicates the details of the examiner who will be marking that packet, the City where it will be marked, as well as the location in which it will be stored in the office of the Council.

Besides extensive use of ICT in its transactions with its stakeholders, the Council is also using ICT to modernise its internal processes. An ERP software has been developed which has helped automate many back office functions of the Council such as Accounts, HR, Administration and Stores.

ICT has also been used in digitising important documents of the Council. The Council had in store, records of result tabulations of ICSE and ISC Examinations of more than 50 years. Storage and retrieval of these documents was a cumbersome process. However, this problem has been taken care of by digitising all important documents.

CAREERS, i.e. Council’s Affiliation, Registration, Examination and ERP System is an integrated suite of software applications aimed at bringing about a significant enhancement of operational efficiency.

Extensive use of ICT in the various processes of the Council has resulted in significant reduction in manual labour and enhanced operational efficiency. It has helped reduce the to and fro hardcopy communication with schools, thus reducing the number of man hours spent on various tasks. It has provided for fast retrieval of documents which are now available in electronic form, while also ensuring data security.

What is the future vision of CISCE for the next two years?

As part of its modernisation endeavours, the Council had embarked upon a new initiative to capture marks from the answer booklets directly at the evaluation centres, with effect from the ICSE/ ISC Year 2016 examinations.

This initiative introduces a new technology called ‘Orion LICR Solution”. The acronym LICR stands for Live Ink Character Recognition. This technology incorporates a specially designed digital pen and a tablet device to be used by examiners while evaluating answer booklets. Use of the LICR technology will reduce the time taken for marks to reach the Council after examiners have completed their evaluation to zero seconds. This technology is easy to use and will help in reducing the errors.

How is technology playing a vital role in the deliverance of education in CISCE?

In order to facilitate the teaching-learning process, the Council has consistently been bringing out a set of documents called the Analysis of Pupil Performance, since 1994. These ICSE and ISC documents provide a detailed qualitative and quantitative analysis of the performance of candidates for various papers, including the kind of mistakes made by candidates, topics found difficult or confusing, marking scheme for each answer and suggestions for teachers and students. This enables the teachers to understand the assessment process better and helps them in guiding their students more effectively.

In order to ensure that the information contained in the documents is available to all concerned, from the year 2013 onwards, these documents have been uploaded on the Council website from where they can be easily accessed. In addition to the above, all other documents such as, year-wise ICSE and ISC specimen question papers, syllabuses, and other resource material are made available on the Council website.

Besides the public website, the Council also uses the CAREERS Helpdesk to convey specific information to its affiliated schools. CAREERS Helpdesk is a platform through which important documents and resource materials are made available to Heads of schools, along with various examination-related tutorials.

The Council record which is a quarterly document providing details of the forthcoming activities of the Council, is put up on the CAREERS Helpdesk so that Heads of schools may be apprised of the examination related and other activities in the coming quarter.

What are the teacher training programmes undertaken by CISCE?

The Council conducts subject-specific teacher training programmes both at the ICSE as well as the ISC level, at its offices. The content of the training programmes is designed according to the requirements of the participants. Participants are asked to suggest areas or topics that they would like to be discussed during the programme and the content of the programme is designed accordingly.

Training programmes for teachers are also organised on demand, for Council affiliated schools in specific cities.

i-KVK scheme was launched in 2014-15 with a mission statement of skilling the industry, by the industry, for the industry and beyond on specific courses with certification from the Government. The certificate courses will indeed aid the workers to upgrade their skills and be competent

At the time of Panel Discussion on Young Talent – Industry responsive Skill Development (Vibrant Gujarat 2013), addressing the panelists and audience, the then Chief Minister of Gujarat, Narendra Modi, said that “dignity”, which needs to be given to any worker, along with equality and respect must be given to all the people of working class. Also, the panelists expressed that hand on touch training in the industry is the best practice, besides classroom approach and customise the training curriculum to suit the technological changes.

Based on the above, the Directorate of Employment & Training (DET), Government of Gujarat, has planned to launch schemes to address the need of the following target group with a minimum age limit of 18 years:

?  Workforce seeking certification of their skills acquired informally
?  Workforce seeking skill upgradation
?  Fresh workforce for any industry, industries association, SEZ or Industrial Park Developer
?  The Schemes that were launched were Skill Certification – On-Site Assessment Scheme and Industrial-Kaushalya Vardhan Kendra (i-KVK) Scheme.
?  Understanding Prime Minister’s Award winning Project i-KVK

The State of Gujarat is considered the growth engine of India due to the presence of fast-paced industrial development. This has given way to large scale capital investment in the industrial sectors of the State. The State already houses 262 GIDC estates, 57 approved SEZs, 21 registered Industrial Parks and 83 Industrial Clusters, along with various other new businesses, which are exploring their options for the availability of technical manpower. At present, mismatch prevails between industry demands and training provided by existing skill building institutions. Therefore, empowering people with industry relevant skill becomes an important area.

Also, the pace of technology is very rapid and requirement of individual industries changes with time. It is very difficult for any institute to create infrastructure according to technology used by the individual industry. Moreover, many a times it is not feasible to provide hi-end capital equipment because of time, cost and space constrains. After deliberate discussion with various stakeholders, the most feasible solution was brought in by the Government of Gujarat, after active involvement of the industries in imparting training and providing enabling platform both to the industry and to the candidate.

Deputy Director (Training) P A Mistry says, “This scheme is the most cost-effective skilling scheme as no separate infrastructure is created specifically for this training. The existing facilities at the industry are optimally utilised. On the job training facilitates training on the latest equipment which is already available in the industry is provided. Trainers are mostly from the industry. Moreover, the government only pays at the rate of `25 per trainee per hour for engineering courses & `20 per trainee per hour for non-engineering courses to the industry partner. Some of the industry partners don’t even take this amount from government. They just require recognition and affiliation of the courses from the government.”

The Curriculum of the specific course developed by the concerned industry is approved by the GCVT (Gujarat Council of Vocational Training). The admission of candidate is done by the industry with the help of the principal of the associated ITI. Assessment norms are designed for the particular course by the relevant industry expert. The GCVT conducts assessment of skills and provides certificate jointly with the industry partner for which Internet based portal –www.gcvt.org is developed.

According to Dr. Sandhya Bhullar, Director, Employment & Training, “As on 20th July 2015, 80 i-KVKs are functioning in the State which are covering 13 sectors of the economy. It is envisaged to cover high growth sectors, like hospitality, nursing, para-medical and personal care, fisheries, logistics, etc. in the near future. We also plan to engage state and central PSUs as well as major industrial houses having their own training centres or capabilities. This year, our target is to start 70-100 new i-KVKs.”

With a vision to evolve creative education system in India, ARK Infosolutions in 2012 launched an initiative called MindBox that aims to empower students with the 21st century skills for improving creativity and imagination

What comes to your mind when you hear or read the word ‘Creativity’? What do you associate Creativity with? If you are like the most people, your mind immediately leaps to artistic fields of drawing, painting, sculpture, drama, dance, or music etc. We usually associate the word creativity only with art. Creativity is much broader and universal than what we all consider it to be. It is actually about using imagination to create something original and new in the space you are working in. It comes into the play wherever you have the opportunity to generate new ideas, solve problems, or find approaches to make things better than before.

If someone asks you ‘are you a cre- ative person?’ If your answer to this question is negative, or if you are con- fused, then it is most probably because you think you are not an Artist! Art can- not be a litmus test to determine creativ- ity of a person. Drawing or painting are not arts. These are actually languages used for expressing an idea, making an invisible thought become visible in front of the world. Art is a specialised form of a language, just like how English is a language, but poetry is an art. And we don’t stop learning English because we do not want to be a poet. So, why do we stop teaching drawing or paint- ing or such ‘visual languages’ after a certain age? Most of us would have felt very creative in our childhood, but as we grew up into adulthood we feel we have left the creativity behind. As quoted by Sir Ken Robinson in his book Creative Schools, “Creativity is now as important in Education as literacy, and we should treat it with the same status.” In these dynamic times, creativity and imagina- tion is more important than knowledge. Education reformers around the world have time and again expressed the need to transform the rote methods of edu- cation into ways that can nurture cre- ativity & imagination. As we realise the importance of the 21st century skills, more and more digital tools of creativ- ity are being adapted inside the range of experiences that schools provide to their students.

Sighting this change, and with a vi- sion to evolve creative education system in India, ARK Infosolutions in 2012 launched an initiative called MindBox. MindBox aims to empower students with 21st century skills for improv- ing creativity and imagination. With a strong presence as a technology solutions provider in the animation, gaming, product design, manufacturing, robot- ics, architectural, and engineering and construction industries, ARK Infosolu- tions is all geared up to provide quality learning experience to students on these areas to make them future ready.

Speaking on the initiative, ARK Info- solutions CEO & Director Rishi Khemka says, “MindBox believes in developing creativity and life skills of students by an output method of expression using visual communication as language, creative design thinking and STEAM as a subject. The delivery happens using technology as a tool inside the school’s campus through design and project- based learning methodology for class 1st to 12th students. We also provide kits, industry expert sessions, work- sheet, and software along with qualified faculty to conduct these sessions and a four way assessment system for school and students.”

MindBox also provides national and international level competition plat- forms for students to demonstrate and showcase their skills. With their partner- ship with industry leaders like Autodesk, Corel, Unity, Foundry, and VEX Robotics, they bring in the reliable expertise on latest technology in education.

Having created a niche for herself in education sector, Kavita Rathor started her journey 15 years back with her first preschool, launched her school brand SANFORT in December 2009 and has expended its presence to 87 locations in such a short span. The founder director talks to Elets News Network (ENN) about her journey

The activities and curriculum of SANFORT is based on the U. K. concept of preschool education that bids unique and quality preschool education and help the children grow in harmonious environment. We started our first preschool almost 15 years back with no great idea, experience or understanding, but lots of passion & fascination towards early childhood education. Even the parents that time were not very much aware about the importance of preschool education. As a result even after putting our best effort, we had only 18 admissions in the first year, but we never lost courage and patience. We kept on working hard, hired more experienced staff, adopted innovative marketing strategy and gave our best services to those 18 students. Each one of those 18 students became our brand ambassador and gradually we started getting good admissions. After running our first Pre-school successfully for almost seven years, we started our 2nd school and then 3rd.

Awards and Accolades

Sanfort’s contribution in the preschool industry is well acknowledged by leading print and electronic media. Kavita Rathor’s contribution in the education sector is recognised several times. She was recently awarded as ‘The Women Entrepreneur of the Year’ for her commendable contribution in the field of education. The success story of Sanfort is covered by plethora of leading newspapers of the country. After winning several awards, Sanfort is now listed among the top 100 franchise opportunities.

We stand apart

S. K. Rathor, Co-founder & Managing Director – SANFORT group said, we have never thought of franchise business but some of the parents and friends approached us and forced to think about it. That is how after more than 10 years of rich experience, we launched our preschool brand SANFORT based on the U. K. Concept of preschool education in December 2009. Our curriculum and activities are designed by a team of highly experienced educationists from India & U. K. with collective experience of more than 200 years under the expert guidance of our chairman Dr. Anil Kumar & his wife Mrs. Sandhya Kumar who worked on British Education for more than 35 years.

The innovative curriculum and successfully running branches made SANFORT so popular that in a short span of five and a half years we reached out to 41 branches in Delhi- NCR and 87 branches in the country. Recently we entered to Primary & K-12 school business too.

We kept working on support mechanism to help our business partners to increase their profitability. I strongly believe that only best support mechanism can run and make the business sustainable. We never run behind the numbers and always believe in creating a network of successfully running branches.

A true World School

Sanfort instilled a niche and global concept in their curriculum, which is accredited to the “British Association of Early Childhood Education-U. K.” Sanfort has also earned the membership of Preschool Learning Alliance-U.K. The faculties are well trained and are getting regular updates and training from both of these organisations. The group is equipped with proper technical expertise and this is the only brand in the country, which is laden with modern technical prowess, which includes True Smart Learning System with ‘Touch N Learn’ technology, which makes learning more effective and interesting for the children.

Paving The Way

The company though never believed in taking part in the rat race but definitely believes in spreading its network across the country and is targeting to reach about 125 preschools and 5 K-12 schools by the end of FY 2015-16. The company’s business model is very clear & transparent and they give lifetime business opportunity to their franchisees, where unlike other brands franchisee don’t need to pay the franchise renewal fees after every certain interval.

The franchisees are backed by 360 degree support system which includes, selection of site, planning of interiors and exteriors of the branch, planning of the pre-launch, and post launch marketing activities, recruitment and training of the staff, etc. The company closely monitors the functioning of the branches and ensures the success of the branches with high returns. Apart from this, they also provide a fully detailed & structured curriculum, specially designed books, activity sheets and other teaching material. To maintain the brand value, system and standard of the group, they conduct regular quality assessments of the branches. Skill up-gradation programs & teacher’s trainings are done regularly and the teachers are provided with various teaching tools like flash cards, smart-Kit and monthly planner, etc.

The group pioneered the concept of play school in NCR and started their journey with 18 odd students. With sheer hard work and focused viewpoint they soon started front-runner of this business

Be our partner

According to S. K. Rathor Preschool is the best business today because it needs low investment, gives high returns and one can generate extra revenue by adding after school activities like day care, hobby classes and tuition classes. It’s recession free and is not impacted by business cycle. On the side K-12 school business needs heavy investments, running expenses are high, one need to wait for break-even and profits to come but its K-12 is a big business with big investment, which gives big returns for generations. Although the words franchisee and franchisors are very popular these days but we never believe in this concept and looked for business partners who can join and help us to expand our network, says Rathore.

The need for skill development is the national clarion call, which is being earnestly taken up by various states too. Roshni Sen, IAS, Department of Women and Child Development and Social Welfare, Government of West Bengal, shares about the skill development initiative of her department with Elets News Network (ENN)

How is the Government of West Bengal trying to develop the status of the women and children of the State via skill development?

Since the new government came to power, the overall status of the women of the State has improved considerably. The State Government rolled out a plethora of projects targeting the all round development of the women of the State. The State Child and Women Welfare department targets the women as well as the children. We equip them with proper technical as well as vocational training, which later helps them in gaining ground in the job market. We believe in the philosophy of ‘catch them young’ as young adults are an excellent learners and that is the best time to enhance their skills through systematic learning.

We focus on women and children who are in conflict with law, who are destitute and in difficult situations. We offer well-designed skill development courses for the girls and boys who are living in the juvenile homes

How does the department focus different segments and create specific courses by keeping the targeted need in mind?

We focus on women and children who are in conflict with the law, are destitute and in difficult situations. We offer well-designed skill development courses for the girls and boys who are living in the juvenile homes. As these women and children cannot be placed into mainstream education, we prefer technical education for them, which gives them financial independence, after being free from legal complications. We train women in making different jute products and also help them market those products. We are also zeroing in on short-term computer training courses and also on different financially viable courses such as retail, which has huge potential in the state. We are also training them in ‘Zari’ art work which is also in high demand in the market. These courses will not only empower the women in the State, but also create a ground for them, who are left in the lurch by society. We are empowering these girls who are living in destitute homes, with these courses. Different corporate and NGOs are joining hands with us in building the future of these girls.

What special steps is the State Government undertaking to rehabilitate girls rescued from the clutches of trafficking?

Everyday several girls are rescued by the anti-trafficking authorities and rehabilitation becomes a major jolt for them. By keeping this as a priority, Chief Minister Mamata Banerjee conceived a project “Muktir Alo”. The project is at the nascent stage and will be announced by the end of this month. Under this project, the rescued girls will be trained in different skill sets such as masala grinding and block printing. Both the existing sex workers and girls who have been rescued from different states of India will be enrolled under this training camp. We are doing this in association with the Nijoloy Home, as they already have an existing set up that runs under the Price Andrew Charitable Trust. These girls will be getting training in making kimonos and jute bags and specific handicrafts, and these products will be sold in boutique shops in London and their money will be credited directly into their accounts. Initially, the project has handpicked 50 girls from different parts of Bengal and later, we had plans of expansion by gauging the viability and utility of the project. We have also trained several girls under the Shukanya project.

How does financial empowerment of women benefit the overall growth of the State?

Today, every girl needs to be self-reliant and financially independent because through micro-level research, it has proved that if a state is investing on the growth of a girl child, then that financially empowered girl adds up to the GDP of the country further adding to its 360 degree development.

What is the outcome of the coveted State project, ‘Kanyashree’?

Kanyashree, till date has benefited several girls of the State and it has also created a buzz among the girls against early marriage. This project has also increased the literacy level of the girls in the State and included lesser privileged girls into the education process though financial inclusion. It has also helped in mending the health parameters of the girls of the State, which is again linked to the child mortality rates. I believe Kanyashree project is a true symbol of women empowerment. In Nadia district, several girls under this project got training in voice modulation and are currently working in BPOs. In Bankura, many girls are trained in organic farming under the umbrella of Kanyashree. In Coochbehar also, we got splendid results under the Kanyashree project. The project has developed confidence within the girls and also made them aware about education and other social nuances.

What were the roadblocks the project faced in its nascent days and how were these overcomed?

There were several hurdles but we managed to overcome all of them. We convinced the banks and also motivated the teachers and did a smart publicity campaign which motivated many girls to join back schools. We handled trafficked girls in a separate way and motivated them to join Kanyashree. We made schools the epicenter of all activities related to project, which ushered more students in the schools.

How are the Self Help Groups (SHGs) working with the government?

The SHGs are playing quite a crucial role in different state projects. They are preparing and supplying food to different state-governed projects, also helping us in convincing girls in joining the Kanyashree project. We are also using different folk artistes such as Chhau and Baul in publicising the Kanyashree project in different parts of Bengal. This is helping in reviving the dying folk arts and also giving Kanyashree a unique platform.

KIRAN, the project of Kolkata Police has claimed to be the ray of hope for youth open up doors of opportunities for them. The project aims to empower students from impoverished background and minority communities, finds out Subhajit Bhattacharya of Elets News Network (ENN)

Destiny took a new turn for Intekab, Khalisa Shamim, Nishat, Kaushik and Sunny. Today, they are not lost faces who are struggling to fetch their own identity. They are professionals and well placed in different multi nationals across the city.

They are empowered youth with a focused mindset and eager to achieve their own dreams. They do not live under the hollow of despair instead their mind is free of fear and their heart is filled with hope.

But, how did they create their own identity and achieved their financial prowess. KIRAN, the project of Kolkata Police opened the window of opportunities for these youth from different minority oriented areas of Kolkata. The KIRAN project started its journey in the year 2008 by targeting the students from impoverished background and from the minority community. Beniapukur Police station was the first to roll out this project and instantly got overwhelming response from the locality. Intekhab Alam (20), a student of KIRAN is now well placed in a multinational, says, “KIRAN has helped me to achieve my goal and opened a plethora of opportunities in front of me.”

According to experts, India will very soon be counted amongst the biggest and apt producers of human resource for the global market. The demand of the able and skilled human resource will increase in manifold over the coming few years. By keeping this in mind, the Kolkata Police started this tailor made project to enhance the skills of the students who belong to the large minority community of Kolkata.

Aiming to bridge the gap between cops and the community and to hone the skills of the lesser privileged children, the project KIRAN was dolled out by the Kolkata Police in association with the West Bengal Minority and Finance Corporation.

The project enrolls 40 students in every batch and makes them computer enabled by enhancing their computer skills which later open doors of the job market in front of them. “In the last few years, the project has earned accolades from different sections of the society and we successfully imparted computer education to more than 4,000 minority students of Kolkata,” says Shoven Banerjee, Officer-in Charge, Community Policing Wing. Presently, the Men in White are running these KIRAN centers in more than 20 minority populated zones of Kolkata. Khalisa Parveen (18), completed her course and managed a job offer few days back. She says,“I got a job after I completed my computer course from KIRAN. My perspective on cops has completely changed, I believe they are not only people in uniform who brandish their lathis and guns, but they have a humane face behind the white uniform.” Till date KIRAN has successfully trained more than 3,500 girl students.

This project is not only enhancing the skills of several youths, but is also eradicating the gulf of mistrust between cops and community. The course is offered to those who have completed their plus two and is completely free for students. Presently, the knowledge centers are spread across 20 minority populated areas, which are Beniapukur, Gardenreach, Karaya, Jorasankho, Ultadanga, Entally, Tangra, Taltola, Topsia, Ekbalpur, Cossipore, West Port, Narkeldanga, Phoolbagan, Bhowanipore, Ballygaunge, Watgaunge, Park Street, Nadial and Tiljala have started functioning.

Via KIRAN, computer education is not only extended to minority community, but it is also extended to underprivileged youth. The faculties of the KIRAN center thinks that the growing job market is in massive demand of employable workforce and Kolkata Police is creating that workforce through KIRAN and a gamut of students are getting good job offers from the market.

Aiming to create a balanced scientific process that combines both success and uniqueness as the important components of the educational process, the Colleges of Applied Sciences in Oman are working under the supervision of the Ministry of Higher Education. To bring quality education in the State, the colleges are striving to offer specialised courses to the students

The Colleges of Applied Sciences

The colleges of Applied Sciences are working continuously and steadily under the supervision of the Ministry of Higher Education and in accordance with the strategic plan of the colleges of Applied Sciences to assure optimal investment of skills and abilities and to enhance teaching and learning experience in the colleges. The colleges strive to achieve the quality of education by utilising all possible potentials. These colleges aim at creating a balanced scientific process that combines both success and uniqueness as the important components of the educational process.

The specialisations offered at the Colleges of Applied Sciences are

? Design Programme
? Information Technology Programme
? International Business Administration Programme
? Biotechnology Programme
? Communication Programme
? Engineering Programme
? English Programme

Academic Programmes Review

The programmes of Information Technology, Communication Studies, and Design have been enriched in the practical side by increasing the practical experience in all courses. The graduation projects will also be a principal component in the specialisations plans of the previously mentioned programmes with the necessity of linking these projects with the industrial sector. The new programmes involve training as a fundamental requirement for all students, in addition to adding the course (Entrepreneurship, Creativity and Innovation), in response to the resolution of the Education Council. All these issues aim at providing the graduates of the Colleges of Applied Sciences with the skills required by the job market in order to fulfill the needs of the sustainable development.

The Strategic Plan of the Colleges of Applied Sciences (2015-2020)

The Strategic Plan of the colleges of Applied Sciences aims at developing the colleges and improving their performance in a scientific and systematic way. Setting the strategic plan of the colleges of Applied Sciences (2015-2020) has come as a result of series of scientific stages consistent with those applied in other higher education institutions when setting strategic plans. The strategic plan of the colleges involves in its development of all the stockholders. It includes the vision and mission of the colleges besides six strategic goals with six sub-mechanisms for each strategic goal. The strategic plan also includes performance indicators to measure to what extent the strategy is applied.

The Policies of the Colleges of Applied Sciences (2015-2020)

The policies of the colleges of Applied Sciences are clearly set including their definitions, importance and objectives. Twenty-seven policies were set to cover all fields of work in the colleges. In order to set these policies, an academic methodology was adopted starting with analysing the needs of the colleges and involving participation of teams from all different work scope in the colleges.

Training was provided to people who work on the strategy enabling them to understand the fundamentals, methodology and skills of setting and implementing these policies in order to fulfill the criteria of form and content and to be consistent with the bylaw of the colleges and the basic law of the Sultanate.

A comprehensive methodology was adopted in preparing these policies to ensure their effectiveness. However, some im- portant dimensions should be emphasised when evaluating the effectiveness of these policies. For example, the projects should be under trial for two years besides depending on the local recources and expanding the participation base by organising team works, sessions and workshops. Actual needs of the colleges should be also studied.

There will be a systematic evaluation of the colleges interaction with the new policies according to the policy guide prepared for this aim. Guide books containing policies and regulations will be set for every category in the college community like student guide. These guide books will be available on the colleges website to be accessed by all users to ensure communication and transparency.

The colleges of Applied Sciences annually host visiting professors to pass on their experience to students. Students also have training opportunity for a year during their study in order to hone their skills. The colleges also offer programmes for continuous learning for the community.

Consultancy Services

The colleges of Applied Sciences are currently working to develop consultations regulations in order to offer consultancy and services to the industry and business sectors. The colleges will serve the community in a practical and more organised way. The colleges will also be connected with the industrial sector to enrich the applied side of the learning experience, which is an essential part of its strategic plan. The Directorate General of the Colleges is planning to establish a unit in a forthcoming plan to provide the services of student support and guidance for the colleges of applied sciences in order to achieve its strategic goals and strengthen the students identity.

Creating Incubators for Entrepreneurship

The colleges of Applied Sciences are intending to create incubators for entrepreneurship. These incubators aim at enriching the educational community and providing a suitable atmosphere to embrace students graduation projects that are considered to be the real starting point of their career path.

The colleges of Applied Sciences are working at establishing integrated building systems and regulations for six colleges. New projects will be launched in future like the Engineering workshop in Sohar College of Applied Sciences. A Multiple- Purposes Hall will be opened in Salalah and Ibri Colleges of Applied Sciences along with new specialisations in entrepreneurship.

The Ministry of Higher Education represented by the Directorate General of the Colleges of Applied Sciences strives to develop the applied sciences colleges in accordance with the needs of education and labour market.

Students Council

An electronic election system for the student’s councils will be activated in the colleges in the next academic year. There is also an idea to create a club for graduates as a way to communicate with the graduates of the colleges.

The colleges have already launched a Graduates Forum in Sohar College of Applied Sciences to connect the graduates with their institutions in order to enrich these institutions.

The Graduates Forum also aims at establishing good connections and relationships between the graduates and their colleges to support cooperation between them. It is also a chance to show the community and companies the graduates of the colleges along with their achievements in the work- place and introduce the different specialisations offered in the colleges.

Community Service and Exchange Programmes

Developing students’ skills and potentials are highly considered in the colleges. The ‘Obligatory Training’ within a specific system is a very important factor to enhance students` abilities to help them continue their academic journey and their own path later on.

The programme of the cultural student exchange is highly valued in the colleges. The colleges have received international students to study in different majors. The Directorate has also sent students to Germany, France, China, Britain, the United States of America, Finland, Morocco, India and Australia to study the languages of these countries. These students are now teaching the languages they learnt in Al-Rustaq College of Applied Sciences.

There is a plan for a cooperative training project, which is a regulated academic process to merge the educational process in classes with practical learning through providing students with productive careers close to the academic and professional trend with preference of paid jobs in most cases. The project will be first experimentally applied in the information technology department at Sohar College of Applied Sciences starting from the next academic year.

Amidst growing concerns over quality of education in the state run schools in rural India, the Telangana Social Welfare Residential Educational Institutions Society (TSWREIS) has emerged as the lone bright spot by producing thousands of outstanding students despite many challenges. Sudheer Goutham of Elets News Network (ENN) digs into the details of initiatives by Telangana SWREIS that set an example to all other state-run institutions

Despite challenges like social exclusion, economic insecurity, illiteracy of parents and the burden of abject poverty, in last three years alone, Telangana Social Welfare Residential Educational Institutions Society (TSWREIS) has sent approximately 200 students to premier Indian institutes like IITs and NITs and hundreds to medical and engineering colleges in the State, which is exceptional for a government institution. Most of the beneficiary students are those from BPL families.

Students of Telangana SWREIS schools have been consistently showing extraordinary performance in the board exami nations vis-a-vis other State-run educational institutions.

One of the biggest achievements in the history of the society has been the entry of its 22 students into the prestigious undergraduate courses in Azim Premji University, Bangalore for the year 2015-18 without any reservation.

While thirty positions eligible for full financial aid for entire country, Swaeroes could achieve a big haul of 22 seats. Girls dominated the boys with 12 seats.

In this regard Dr. R.S. Praveen Kumar, Secretary, Telangana SWREIS says, “It is a true game changer in the journey of these students towards higher education. Of Course, Azim Premji University extends full financial aid to the students from challenging economic background.”

Sreenivasa Rao of Azim Premji Foundation says, “We have been associated with the education department in the State for a pretty long time to improve the quality of education in rural government schools and Anganwadis. We interviewed hundreds of students all over India for admission into 100 seats but the confidence displayed by the students of Telangana SWREIS is remarkable. As a man from village and having studied in government institutions, I feel proud of this amazing achievement.”

Sigiri Srija, who got admission into Azim’s is a wonder kid. She studied in TSWR School /Jr. Colleges, Mallapur and Madikonda. She hails from Dharmaram village of Karimnagar. Her parents come from a economically poor background. Her father Lachaiah is a mason. Srija’s brother, Suryanarayana is physically challenged. He is bed-ridden and frequently suffers from convulsion. Srija’s mother, Madanamma stays home taking care of her ailing son. Srija says gripping her fists, “My only ambition is to reach pinnacle in my studies and get rid of the problems because poverty and health problems of my brother always work on my mind.”

Academics and non academic go hand in hand in Telangana SWREIS and this was proven when students of Telangana SWREIS hit the national headlines with their unique world record of scaling the non-friendly Mt. Everest at such a tender age creating sensation that made them juvenile celebrities.

It was for the first time that two poor tribal students from the remote areas of Telangana braved one of the world’s most unfriendly terrains. Malvath Poorna, from Nizamabad district broke the record as the youngest girl (13+) ever to conquer Mt. Everest and Sadhnapalli Anand, 16, from Khammam district is the first Dalit boy to scale the Mt. Everest, which is another record.

Despite extreme weather conditions- a bitter chill of -45 degrees of temperature that freezes bones and blood, and dead bodies on their way to the top, there was something distinct in the two young minds that drove them to success.

Meanwhile, Anand recalling the experience tells, “On our way we came across many dead bodies. Ridge was risky. A single faltering step here would mean death. There is no hope of getting even the dead body. But, they did not deter out spirits. I remembered two of our Society’s Ten Commandments- ‘Never Give Up and Never Fear the Unknown.”