Aparna Thakker, Co-Founder, KoolKampus, has introduced community concepts to benefit students
Aparna Thakker, Co-Founder, KoolKampus,
With a motive to give back to society KoolKampus has introduced the community concept in institutes that would get the students, teachers, parents and schools on one platform. In a tete-a-tete with Elets News Network (ENN), Aparna Thakker, Co-founder, KoolKampus informs that the company now plans to share content with rural schools for free
What are the various reasons behind starting KoolKampus?
KoolKampus was started as a way of giving back to society. Having been part of the Indian and Western education system, we wanted to bring about a change that benefitted students the most.
Allowing students to learn at their own pace and empowering teachers to be creative while teaching are the two prime factors that define KoolKampus.
We wanted to introduce the community concept in institutes that would get the students, teachers, parents and schools on one platform. Inter-school sharing of teaching content is also an important aspect of KoolKampus. Apart from this, we wanted to make quality education available to all. We plan to share content with rural schools for free.
What are the major benefits for organisations and individuals adopting your solutions?
Among an array of benefits, our top value for schools and institutes are putting a stop to the schools’ dependence on content and hardware vendors, improve student learning at a deeper level, high cost savings for the schools, empowering teachers to experiment with new teaching methods like flipped classroom and automated tests, and grading allow teachers to focus on teaching.
What are the various difficulties and hurdles encountered in doing business at the ground level?
Conceptualising a unique programme, then developing your vision of a better e-learning system and finally deploying the product have been the easiest part of our journey. Our biggest challenge has been the human nature to resist change. Convincing principals about the changing trends in e-learning and getting them changed has been tough. Even tougher has been to edify teachers to adopt technology. Our end users, students and parents have been very open to embracing the change.
What is the vision of your company for the next two years?
Provide technology and content to 50 reputed schools and institutes and adopt equal number of rural schools.
What are the various methods you are using to increase the visibility of your organisation?
Apart from regular sales, marketing and branding efforts, we rely on references from our satisfied customers.
How you can differentiate your services from competitors?
Among others, we provide a cloud based secure environment for schools and institutes. Our platform is very flexible and can be customised for each customer, and our services can be availed anytime and anywhere
What are the ways of engaging the customers with you?
KoolKampus believes in partnering with education institutes and assisting them in every possible way to reduce cost and improve quality of education.
What are the major stakeholders and sectors you are focusing on?
We are targeting any school that believes in the importance of technology in education. Being in a B2B business, we do not directly target our end users. We build relationships with schools and institutes.
What are the various initiatives taken by your organisation to emerge as a market leader?
As an early stage company, we are aware that there are already players on the field. But we strongly believe that our offering is exceptional and rewarding to all the stakeholders. All our efforts are towards improving the features of the platform to make learning ‘kool’ for students.
Ashish Arora, Vice President, Publishing and Digital, Cambridge University Press
Ashish Arora, Vice President, Publishing and Digital, Cambridge University Press
A one of its kind digital learning solution, comprising of books and learning resources on a tablet, Cambridge University Press has launched Cambridge Learn, which will transform teaching and learning for teachers and students. Ashish Arora, Vice President, Publishing and Digital, Cambridge University Press, India, in an interaction with Bhawna Satsangi of Elets News Network (ENN) throws light on the digital solution designed to engage students in a better way
Please throw light on Cambridge Learn and how is it beneficial in developing skills of students?
Cambridge Learn gives us an opportunity to look at learning in a better way. It acts like an ecosystem of collaborative learning. It’s a maiden attempt, in a way, a vision to fill the gap. It is first of its kind digital solution which uses technology to deliver digital learning ecosystem in a classroom. We have high quality Cambridge content which is for IB related schools across various levels. Collaboration is the key so it is a tablet-based solution. Every student will have one device and the beauty of the solution is that it is device-agnostic. It will work in apple ipad, android as well as windows operating system.
Whether the school is equipped or not with the infrastructure, we are ready to give the solution. Every student will have a digital textbook enhanced with learning objects which will help the student in learning in a better and easier way. There is a management and classroom component to help the teachers, parents and students.
Is the content in sync with the syllabus of the school?
Yes, it is a complete teaching and learning programme that would enable the introduction and optimum use of technology in the classroom. Cambridge International Examination in International Board (IB) is in sync with the endorsed textbooks which are available.
Do you also provide any teacher training programme?
We provide a teacher training programme that helps them understand the tool. We also give teachers training on how to teach with the solution. The solution offers lot of tools for personalisation and enables teachers to give specific and customised instructions to students because not two students are alike. It is very important that the differentiated instructions are given which caters to their different learning capabilities. There’s a simple and powerful learning management system in place where teachers can add on the content, their PowerPoint presentation, or their references and they can then share it with students also. The teachers are thoroughly trained, we do lot of hand holding to the extent that what kind of questions students can ask or the parents. The idea of training is to empower teachers.
What is the time duration of teacher training programme?
Two days of teacher training programme take place at the school. We do a medial review and evaluate how well the technology has been used and what are the difficulties they face, what are the good things, how it makes a difference. So, training is a continuous process and again we are available on call to support them. After the schools have adopted the solution, it is a very big responsibility for us to support them in whatever manner we can.
Which schools have adopted the Cambridge learn solution?
Podar International School has adopted this solution. It’s a group of seven schools and at present, there are around 800 subscriptions done across all chains. The response has been very encouraging and they are one of the early adopters of technology.
Should schools be infrastructure ready to adopt the Cambridge Learn solution?
Certain percentage of schools are infra wise best tech oriented. With the micro -level schools which have decent server, LAN connectivity, internet connectivity, projectors, Wi-Fi for a classroom management solution, the solution is deployed in a local server which is sent to the cloud, so you don’t have to necessarily connect with the internet always. In a local area network, a child tablet or a teacher tablet can connect to the local server which then syncs with the cloud. When a child goes home, he can connect to the internet so that everytime the system is in sync.
There are less number of International Board schools in India. What is the roadmap you have developed to achieve the targets?
This is just a start. We are also working on a solution for CBSE market which we will be launching shortly this year. As a starting point, the IB schools are the early adopters of technology. So, we made a system that can be used for betterment of the students. Even before implementing the solution, we did quite a few pilots, took the feedback and then made the product. The CBSE solution will have collaborative learning and personalised learning and the stakeholders will be students, parents and teachers. Since it is a different market place, the solution will be different from Cambridge Learn.
What actual road-map are you planning to develop?
We are focusing on doing further pilots, marketing communication, reaching out to schools, lining up the pilots. Let the schools experience the solutions first and then the implementation of the solutions will be done.
Arijit Chatterji CEO and Co-founder, Eukti Learning Solutions
Arijit Chatterji, CEO and Co-founder, Eukti Learning Solutions
Arijit Chatterji, CEO and Co-founder, Eukti Learning Solutions, in conversation with Elets News Network (ENN) explains how Eukti Learning Solutions aims to improve the learning outcome, reduce overall cost of ownership and increase employability and enrollment
What are the various reasons behind starting Eukti Learning Solutions?
Eukti Learning Solutions was founded for the purpose of increasing the access and quality of education and learning. We believe that education, and especially higher education, should deliver higher quality, higher engagement and eventually better outcomes. Also, primarily easy access to good quality content is a must. It is important that lack of good faculty should not become a bottleneck for students to enhance their learning.
What are the various difficulties encountered in doing business on ground level?
A major challenge is adoption of new technology. Many Institutes are not geared to adopt new technology based solutions and their comfort zone lies with chalk and talk, making it very difficult to help them grow beyond. Infrastructure is also a major stumbling block, where many institutes are not IT ready. There is the administrative challenge as well some institutes do not allow digital devices in the campuses of educational institutes.
Which are the ways of engaging the customers with you?
We engage with our customers in various ways, which entails including them as thought leaders, pilot access for short time, acting as a complete solution providers. We are available all the time for any engagement.
What is the market size of the services offered by you in India at present?
We aspire to have 40 million users by 2018 and the market potential is over `12,000 crore.
What is the major benefit for organisations and individuals adopting your solutions?
There are various benefits of adopting our solutions. Those using it can improve the learning outcome by better engagement and better quality, reduce overall cost of ownership and increase the employability and enrollment.
What is the vision of your company for next two years?
We are looking forward to partner with over 100 institutions to drive this transformation.
What are the various methods that you are using to increase the visibility of your organisation?
Since this is a concept which needs to be understood by the senior management, we definitely engage in active decision with key stakeholders. In addition, we spend time in meeting various advisors in the education space.
How you can differentiate your services from competitors?
Our solution is unique and is customised for the institution. I am sure the level of customisation and personalisation that we offer is also a great value for our customers.
What are the major stakeholders and sectors you are focusing on?
We are primarily focusing on higher education institutes. However, we have received interests from some of the international schools in the K-12 segment.
We engage with our customers in various ways, which entails including them as thought leaders, pilot access for short time, acting as a complete solution providers
What are the various initiatives taken by your organisation to emerge as a market leader?
We have been busy engaging with our customers and that is the only initiative we have taken so far.
Gayathri B Kalia Chief Operating Officer (Skills), DDU-GKY, Ministry of Rural Development
Gayathri B Kalia Chief Operating Officer (Skills), DDU-GKY, Ministry of Rural Development
The aim of Deen Dayal Upadhyaya-Grameen Kaushalya Yojana (DDU-GKY) is to make rural poor youth economically independent. Gayathri B Kalia, Chief Operating Officer (Skills), DDU-GKY, Ministry of Rural Development, in conversation with Elets News Network (ENN) shares about the roadmap to empower the rural youth and placing them in jobs
What is Deen Dayal Upadhyaya – Grameen Kaushalya Yojana (DDU-GKY)?
DDU-GKY (previously known as Ajeevika Skills) is the Placement-linked skill training division of the Ministry of Rural Development (MoRD) announced on Antyodaya Diwas, 25th September, 2014. It has recently adopted the vision to ‘transform rural poor youth into economically independent and globally relevant workforce.’
What does DDU-GKY do?
About 69 per cent of the country lives in villages. Agriculture is the largest employer (about 48% of its 490 million strong workforces), but resulting in only 13 per cent share of the GDP of the country. Rural poverty is a reality and the Prime Minister’s vision of ‘Skill India’ is a strategic initiative. In line with the PM’s vision and the objectives of MoRD (poverty alleviation as well as economic empowerment) DDU-GKY, in partnership with private industry, is empowering this fraternity with skills and placing them in jobs.
DDU-GKY has pioneered the concept of placement linkage, job retention and career progression as part of its action and mandate, with clear goals as well as incentives associated with each, prescribing 75 per cent placements and a minimum wage of `6,000 per month.
Of the 21 and more skill training programme employed by the Government of India, DDU-GKY is unique in its tight focus on rural poor youth, and its ownership of the entire Skilling Life-Cycle, from mobilisation to migration and career progression. This often involves appreciation of the inherent rural challenges like supporting the individual through his or her journey from an ‘anganwadi’ of just 10-12 households to a large city like New Delhi, with a population of over 15 million, a culture of consumption and literally, an out-of-this-world glitzy lifestyle.
What is the success rate of DDU-GKY?
From April, 2012 till 31st March, 2015, DDU-GKY has trained over 5.08 lakh and placed over 3.65 lakh candidates. Currently, it has over 240 on-going projects, with over 350 training centers, developing skills among candidates in over 40 trades across the country which will impact over 7.9 lakh candidates in the next two years at an investment of over `2,660 crores.
But the real success of the programme lies in what has made these numbers possible. Some of them are:
DDU-GKY works in the Public-Private partnership mode, with over 1,200 registered training partners across the country and another 1,200 partners wanting affiliation and investments. This has allowed the division to access the best of the resources and deliver programmes of quality.
DDU-GKY works with a business-like ‘Outcome Oriented Process’, which is division agnostic and can be employed as a ‘best practice’ across many skilling programmes, through its guidelines, Standard Operating Processes (SOPs) and a self-learning system that can adapt to the real-world situation. What this has achieved is standardisation in process and delivery, development of world-class training infrastructure and an ability to build scale and capacity.
DDU-GKY is accessible across the length and breadth of the country. It has pioneered regional inclusion of disadvantaged areas like the NorthEast (a different share of investment to facilitate larger numbers), Himayat (J&K, a special programme) and Roshni (programme for those in LWE affected districts). And social inclusion through provisions like reservation of near 50% for SC/ST population, 33% for women (thereby tapping into a large potential workforce), 15% for minorities and 3% for persons with disabilities. In fact, with respect to disadvantaged groups like PwDs or victims of human trafficking, DDU-GKY is putting in place dedicated infrastructure and resources.
Another key factor is the ability of DDU-GKY to innovate. Innovation in using technology in very interesting ways. Like, a possibility of remote site management through CCTV image capture of its training infrastructure. Like, for instance, in introducing training modules in Life Skills, basic IT skills and Communication (English) in every skill programme. This makes candidates employable in a wide range of organisations, from MSMEs to MNCs.
Like, for instance in introducing GeoTagged Bio-metric Attendance recording system, details of which can be accessed over the web. Also, in case of blended learning content (audio, video and online in addition to books and lectures) delivered through video infrastructure and a Tablet PC, dedicated for the use of each individual in training.
And innovations beyond technology include the facilitation of ‘Migration Support Centers’. It’s the place in a big city the candidate can call home and go to as frequently as needed. Counseling in Migration Support Centers is to help candidates adapt from village life to work life full of targets and demands. Like, for instance, its champion employer policy or Industry Internship Programme. Champion Employer is an engagement with employers who commit to training and employ 10,000 or more in 2 years. An industry internship is where the candidates get the opportunity to not only learn on the job but also a step into a permanent role after one year. Both have introduced newer training techniques, pedagogy and benchmarked infrastructure from world-class employers.
Last but not the least, is DDU-GKY’s ability to soak in, learn from and develop ‘best practices’, and share the same in a constructive ‘to-do’ manner with its Project Implementing Agencies (PIAs). This has, in particular, aligned DDU-GKY as the implementing arm, for several of the initiatives of the Government, like Smart Cities, Digital India and Make in India. Smart cities can be smart only when its residents are e-savvy and can put the digital and active interfaces of government to good use. Digital India is not only about seeping in infrastructure, the hardware and the software, but the people ware. It is the smart ‘digitally skilled’ users who eventually will help realise the dream of a 100 smart cities. Likewise, DDU-GKY is one of the primary assets in the ‘Make in India’ programme, wherein investors can be assured of large numbers of ‘ready-to work’ manpower from day one.
What is the focus of DDU-GKY this year?
As it builds scale and capacity, DDUGKY is focusing and investing in quality, which has many definitions and action areas. Some of them are addressed in the SOPs, but most mean pushing the bar upwards continuously. DDU-GKY has a multi-pronged approach and view of quality. It has instituted man-toman initiatives like training of trainers, bringing together subject matter and domain experts to the benefit of the frontline trainers in PIAs. At the same time, it is also taking global initiatives bringing to access the best in very specific skill areas or trades to ensure that candidates can benefit from a better understanding of automation in blue-collar work profiles.
Another key focus area is alignment with strategic HR goals and newer management models in managing the human resource. This is a mutually beneficial partnership that will allow industry to gain access to adequate men and women, better leverage through cost sharing (8-12% savings) and DDUGKY in gaining better systems, future alignment and most importantly, a better grip on skill demand. It is an ideal tomorrow if DDU-GKY can cater to the skill demand of the world, scalable from the micro (each individual) to macro (country-wide demand). It is with this thinking that DDU-GKY is keenly seeking opportunities to partner with HR leaders and seed strategic thinking in the skilling Eco-system, including employers ranging from MSME to large MNC organisations.
Vinod Tawde Minister-in-Charge, Department of Education, Government of Maharashtra
Vinod Tawde Minister-in-Charge, Department of Education, Government of Maharashtra
The new Government in Maharashtra is trying to improve the quality of education by taking small steps at a time. As it completes a year in power, it is aware of the long march ahead and promises of many more progressive steps that are in pipeline for progressive Maharashtra
According to the changing situation in the national and international employment scenario, the Maharashtra State Government has increased its focus on the importance of skill education to make the students equipped with job ready skills. The industries need skilled manpower and thus vocational training has been stressed in the State Higher Education Sector. The necessity for importance of potential development has increased for better skilling of the students in Maharashtra.
For that matter, highlighting and encouragement of potential areas of development for productivity and for empowerment of policy has been developed by the State Government. The introduction of credit framework in skills and choice based credit system aims to keep the higher education delivery system in sync with students’ aspirations and employment needs.
“Maharashtra Government has introduced many initiatives to make a difference in the lives of students. We have created an entirely new and dedicated Department for Skill Development & Department of Productivity Improvement in the State to give more impetus on these areas. Also, we have introduced choice-based credit system (CBCS) for next annual year, brought-in a new regulatory framework in Maharashtra University, abolished negative marking system and got back student elections in the institutes, changed minimum age for admission to nursery classes. I am sure to serve more and better in the coming months,” says Vinod Tawde, Minister for Education, Government of Maharashtra.
Choice based credit system
From next educational year, the education in Maharashtra will be on choice based credit system. With this scheme, students’ overall development will be possible and they can choose their convenient options to study the subjects that are of interest to them. This will result in a generation of expert workers as it will open possibilities for students in employability. This scheme will be started by all the universities in all the states. Maharashtra will also have a new Indian Institute of Management in Nagpur
School education
Ending the long pending impasse on nursery admissions, the State Government decided on the age of admissions in schools. The Government Resolution (GR) issued states that for admission in 2015-16 sessions, the age group for playschool and nursery will be three years and for 1st standard the age limit will be 5 years. There is a provision made by the Government for backward classes and for special students in non government aided schools of 25 per cent reservation.
But instead there are schools which are connected to the educational departments CBSE, IB, ICSE, IGCSE. In these schools admission criteria for 1st standard is different which is arising the problems for 25 per cent reserve quota admission. To bring this problem in order, the government has given preference to 25 per cent reserve quota admission to pre-primary and 1st standard.
According to this rule, if the admission capacity of pre-primary is more than the admission capacity of the 1st standard then leaving the 25 per cent quota of the 1st standard aside, rest of the seats will be given. And if the capacity of pre-primary is lesser than 1st standard then the 25 per cent reserve quota will be kept by the preprimary and rest of it will be given to 1st standard.
Also if there is admission capacity open after the admission process of pre-primary is done then the rest of the admission seats will be given to 1st standard. The GR is passed that Teachers Eligibility Test (TET) exam is compulsory for all teachers from all types of schools.
The trend of earning credits and not undergoing the required rigour, satellite teachers and an online course will adversely affect the quality of students in our country
The Choice-based Credit System (CBCS) is fast gaining a place in various institutions across India’s educational landscape. The University has approved the implementation of the CBCS, ending confusion among the candidates seeking for undergraduate programmes. Nidhi Sharma of Elets News Network (ENN) gets the view of the educationists on the pros and cons of the system.
The Indian Government recently made the Choice-based Credit System (CBCS) mandatory for all 400 public universities at the undergraduate and postgraduate level beginning in the academic year 2015-2016. After much debate and deliberations Delhi University approved the implementation of the CBCS from the upcoming session, ending the confusion among the students seeking admission to undergraduate courses. CBCS, which is practiced in many of the world’s acclaimed universities, has received mixed reactions in India from various educationists across the country.
Many claim that CBCS aspires to help India meet international standards in the world which today is a global village. On the other hand, the introduction of CBCS by few top government universities, such as the Delhi University (DU), is being vehemently opposed by various bodies, educationists and teachers.
In fact, DU’s programme to implement the CBCS has gone through very tough times.
CBCS-Journey so far
Initially, DU had decided to go ahead with the introduction of CBCS from the coming academic session, apparently without the ‘mandate’ of the varsity’s Executive Council. In an official communication to deans of all faculties on April 29, DU’s Joint Registrar (academics) directed them to start preparations for the implementation of CBCS. The registrar’s communication came after a meeting between the Vice- Chancellor, Dinesh Singh, and the deans to discuss its implementation on 23rd April, 2015.
Presently, DU’s Executive Council has approved the implementation of the CBCS from the upcoming session, ending confusion among candidates seeking admission to the undergraduate programmes, but things are not as simple
UGC guidelines for Choice Based Credit System programme
Provides a ‘cafeteria’ approach in which the students can take courses of their choice, learn at their own pace, undergo additional courses, and acquire more than the required credits
The grading system is considered ‘better’ and ‘desirable’ because this will facilitate student mobility across institutions within the country and across other countries, and also enable potential employers to assess the performance of students
The teachers and students’ bodies recently staged a strong protest outside DU Vice-Chancellor’s (VC) office
Strict opposition followed by the staff associations of over 30 DU colleges who resolved against CBCS for a range of reasons. The Delhi University Teachers’ Association (DUTA) forwarded their resolutions to the University Grants Commission (UGC) that had posted the proposed structure and draft syllabi of 18 subjects on its website inviting comments. The UGC had advised the varsity to wait before putting the system into practice. Following this, DU said that in case the Executive Council decides against it, it would drop the idea.
Presently, DU’s Executive Council has approved the implementation of the CBCS from the upcoming session, ending confusion among candidates seeking admission to the undergraduate programmes, but things are not as simple. Major opposition still stands tall, severely criticising DU for this. Sources have informed Elets Technomedia that the council comprised 17 people, of which five were not in favour of CBCS being introduced.
Opposing the CBCS, DUTA President Nandita Narain says, “The CBCS is meant to majorly benefit only the private universities, and not institutions like Delhi University, which cater to a huge and varied population. Just like the Four-Year Undergraduate Programme (FYUP), CBCS is another experiment being conducted on students which will only make them suffer. CBCS is without any direction, a move taken without considering the infrastructure restraints of the university. The trend of earning credits and not undergoing the required rigour, satellite teachers and an online course will adversely affect the quality of students in our country.”
Narain further added, “UGC is not acting in a very responsible manner and again trying to push through a drastic change just before admissions are about to begin for the next academic session. The move is not very constitutional and ignores the fact that universities have been given the right to frame their own syllabi and curricula due to the mass population of students who come from all backgrounds.
DUTA member Saikat Ghosh explains, “The Delhi University teachers are not in favour of CBCS and there are numerous practical reasons for it. Importantly, CBCS requires the semester system which is not desirable in our present set-up. Firstly, the number of teaching days are very less in a semester which comprises six months and more importantly, semester system requires a system where the teacher caters to a small class. This is not workable, particularly in an institution as vast as DU which caters to thousands of students from a varied background, geographically, culturally, economically etc. It happens in private universities where the cost structure is very high. Furthermore, time is a major constraint.”
“The concept of common curriculum being propagated by the present government can’t be imposed. Where is the flexibility of choice provided? As far as the availability to choose from unique subject combinations is concerned, there is a serious derth of number of qualified teachers for the same. Regular and permanent appointments need to be made to ensure that teaching-learning is stable”, he adds.
Opining that we can’t only be experimenting with the future of students, Ghosh further said, “After all, what happened in the case of FYUP. Future of those students is still in a fix. The student count is rising exponentially while the infrastructure is not. In its financial budget, the government has reduced the allocation for education and this is a big setback. Many years back, Madan Mohan Malviya had said that if we want our country to rise in the next 30-40 years, we need to allocate at least 6 per cent of our total budget to education.
Under CBCS, students will be able to pursue three types of courses foundation, elective and core. Students must pursue core subjects every semester and are free to pick electives from a pool of subjects unrelated to their disciplines. This means if you are a computer science student, you can still opt for history as an elective
“We cannot blindly follow the US, we are not such a sound economy. Due to the OBC reservations and other factors, very soon there is going to be a huge mix of students’ population which will have the special need. The one-size-fits-all approach will not work and the government cannot be blind to the need of education, and has to stop experimenting with the students’ future. More concrete and developmental steps need to be taken in the field of education.”
The opinion of students is no different from that of their teachers. Mohammed Asif, a 2nd-year student of Aurobindo College, History Hons says, “Both CBCS and FYUP have common problems, completely ignoring the infrastructure capability of the University.” He threw further light on the problem of availability of experienced teachers, informing that there are 4,500 adhoc teachers in the university. “Furthermore, the syllabi of CBCS has not been prepared by the educationists of DU, but it is a bureaucratic syllabus. This is not desirable in education,” he said.
Understanding the Choice Based Credit System in India
The CBCS is introduced at PG level in most of the universities, and at UG level in IITs, IIMs, NITs, Agriculture and some Technological universities in India. The introduction of CBCS at UG level in all kinds of universities and colleges in India is yet to take place. However, off late it is happening in some universities now and UGC has issued guidelines in this regard. In years to come, introduction of CBCS at all levels will become mandatory to receive recognition and financial support from UGC. In this context we should know that CBCS is going to be a common feature in all educational institutes and universities in Europe and America. The UG course is of three years duration with six semesters in India. In every semester a student will study:
1. Compulsory Core courses consisting of courses with 4, 3 or 2 credits
2. Elective course consisting of courses with 4, 3 or 2 credits and a student will have a choice of choosing any subject from any faculty other than his own subject. For example a student studying BA with HEP major can choose a course in literature, Music, Fine arts, Statistics and Environmental science, and computer applications etc. This gives expanded scope, enabling an exposure to other discipline. It adds to student’s skill.
3. Foundation courses which are of two kinds – compulsory Foundation or Elective Foundation. These courses are aimed at knowledge enhancement and value based education.
Each semester will have about six courses with about 20 credits. For example four hours of teacher student contact hours in theory class room per week is considered as four credit course. If it is two hour student teacher class contact then it is equivalent to two credits. If it is lab teaching then four hours lab is equal to two credits, likewise. As the UG course is of three year duration with six semesters then if each semester is 20 credit, a student will study UG course for a total of 120 credits (6 semester x 20 credits each = 120 credits). But the total credit study can vary from 90 to 120 credits depending on the university system.
The credits are converted into grade, grade points and credit points. Based on this, calculations are made to derive SGPA (Semester Grade Point Average) and CGPA (Cumulative Grade Point Average). In CBCS system a student can choose to conduct a research project also for one or two semesters (4 or 8 credits). It is also possible that a student can go to other university in India or abroad and study there and earn some credits for a semester period and come back to his parent university. The credits earned abroad or other university will be considered by his parent university. This flexibility of moving a student laterally and vertically in CBCS system is really a novel idea and convenient for students.
To implement the CBCS at UG level, very massive office automation, classroom teaching using ICT facilities, MOOCs, Wi-Fi facility, Virtual classrooms and library facilities, automation of examination, transparency in evaluation, digital evaluation and digital printing of marks cards and degree certificates are essential with security features.
The trend of earning credits and not undergoing the required rigour, satellite teachers and an online course will adversely affect the quality of students in our country
Madhurima Kundra, another DU student and member of All India Students Association (AISA) feels, “CBCS is a change which is being pushed by the UGC and MHRD without ample and adequate discussion with the primary stakeholders, i.e. teachers and students on the desirability, feasibility and long-term implications of such a systemic change. How can the students and teachers not be involved in a system which will bring a major impact in their educational life.”
Furthermore, Jawaharlal Nehru University Students’ Union (JNUSU) came together with DUTA and other students to show their support against the CBCS. Ashutosh Kumar, President, JNUSU, holds the view that it is about the coming together of all bodies to unite against the undemocratic decision to introduce CBCS.
Views in favour
In the midst of all this heated debate, many universities, particularly the private universities, have a very different take on CBCS. Nikhil Sinha, founding vice-chancellor, SNU, says, “We have been following the recently notified CBCS since 2011. Students have the option of pursuing programmes with major and minor combination, double majors and also have the option to change their major mid-way. The undergraduate programmes have been structured to allow flexibility to the students to design their own course and fulfill the credit requirements. This is in line with the UGC guidelines.”
According to Sinha, the new system would help in programme portability and institution portability. “However, it might be a challenge for a student of a small college to migrate to a university because of different accreditation processes. Thus it becomes imperative to strengthen the accreditation processes along with the credit system.”
First Movers
Recently, a number of new generation private universities like Ashoka, Shiv Nadar and FLAME have adopted the interdisciplinary approach to higher education with success
Noida-based Amity University introduced CBCS and credit transfer system in 2014-15
Shiv Nadar University has been following CBCS since 2011
Ashoka University’s curriculum is on the lines of UGC notified CBCS
This year, the Institute for International Education estimates that India is the number two country of origin for foreign students in the US, with over 1.2 lakh students studying there, contributing an estimated $3.3 billion. Therefore, a major percentage of the education fraternity decide on follow the internationally widespread CBCS. Under CBCS, students will be able to pursue three types of courses foundation, elective and core. Students must pursue core subjects every semester and are free to pick electives from a pool of subjects unrelated to their disciplines. This means if you are a computer science student, you can still opt for history as an elective. A study of varied subjects widens students’ horizon and exposure.
The current framework suggests allotting 50 per cent of the total credits to core subjects, 25 per cent to applied core subjects, 20 per cent to interdisciplinary subjects and five per cent for foundation courses. With this interdisciplinary approach, students can choose to develop different skills like communication, writing and debating through their electives and emerge as more employable individuals.
In this backdrop, where there are huge contradictions in views and perceptions are different, we need to understand that a particular system can have different implications in different situations and institutions. Maybe there can be a further exercise and better collaboration between the authorities involved, those implementing CBCS, and the students, whose future is at stake to come together and see what can be done to make a system successful and do away with its lacunae and problems.
Elets Knowledge Exchange (KE) Goa 2015 Summit recently concluded at Goa not only served as a platform to exchange knowledge between the key stakeholders who are active in the fields of governance, urban development- with special focus on smart cities, education, health and BFSI, also highlighted Government of India’s vision of changing India through the Digital India Programme.
Eminent personalities from the field of education shared their vision in the session: Innovation in education in KE Goa. DL brings to you excerpts from conversation with these eminent personalities at the KE Goa.
Balbeer Tegta Chairman, Himachal Pradesh Board School Education
Balbeer Tegta Chairman, Himachal Pradesh Board School Education
For Himachal Pradesh, IT has been embracing the education sector from quite a long time now. Balbeer Tegta, Chairman, Himachal Pradesh Board School Education talks about several IT initiatives that the State has taken to bring efficiency in the sector.
How Has IT initiatives been taken in the school education department in Himachal Pradesh?
Himachal Pradesh has pioneered in the IT area, and it has won several awards at national level. It’s an IT savvy state, and probably one of the few states in the country which is in a big way deploying the IT applications with respect to e-governance, with respect to applications of the IT into various areas and particularly in education sector. IT has been introduced in a phased manner in various schools and also in the education board.
Please throw light on few initiatives that are in the pipeline and are involving intensive IT Implementation?
In school education board, we have introduced several IT initiatives from last two years. We have introduced online applications for registration of students for entrance interviews, various exams, we have digitised old records to provide facility to old students who want to take their registration, certificate and other records from the board. Now, we are also setting up various modules for the working of the office. We want to introduce more transparency and bring efficiency as IT as a tool helps in increasing efficiency, bringing more transparency and providing better services.
What is your opinion on ELETS taking the step to bring all the key stakeholders and IT initiatives under one roof?
I have lot of exposure to various IT applications particularly in education sector and in overall growth of infrastructure, health and other areas and I wish we could also have a summit like this, sometime in near future, for which I will pursue this matter with the government and I am hopeful that this kind of summit would do a good work in furtherance of the cause of education in the State.
I would like to throw light on the growth of Himachal Pradesh in the education sector from last three decades because there had been large expansion of educational activities in the State with the visionary leadership of the present Chief Minister Virbhadra Singh. The State has 17,000 educational institutions, around 90 colleges and five universities. For a population of 65 lakhs in the State, we have around 16,000 villages and for every village we have a school. And that’s a tremendous growth and expansion that has taken place in the sector of education in the State.
This year the education budget for the State is 4,400 crore which is roughly one-fourth of the budget of the State. That shows the priority the government has for the education in the State and the concern it has for improving the quality of education.
Mahendra Kumar Malik State Project Director, Odisha Primary Education Program Authority, Government of Odisha
We are focusing on ICT programme in our State and have introduced IT in primary education. We are running Computer Aided Learning (CAL) programme in elementary schools on pilot basis
Ranjan Choudhury Principal, Program Development, National Skill Development Corporation
Ranjan Choudhury Principal, Program Development, National Skill Development Corporation
Imparting training through digital and information technology, Ranjan Choudhury, Principal, Program Development, National Skill Development Corporation informs the NSDC is running 10 innovative projects where the innovative IT tools have been used
Please throw light on various skill development initiatives or projects which are running currently under your department?
At NSDC, we have about 200 private sector players to create capacity in the skill development and they are currently all across the country. Our partnership ranges from first-time entrepreneurs to establish names in education and training corporate as well as private universities. So, we have got a fairly widespread area where NSDC training centers available all over the country. Apart from this we have also initiated 34 sector skill councils and their various other initiatives as well such as the world skills, UDAAN and other special projects that we carry on time to time.
How has IT been adopted in your sector of operation?
The challenge of developing skills among 150 million people across the country is our mandate. The only way to do it is to make extensive use of technologyDigital and Information technology. So, the training that is provided, a lot of it is through IT and digital enabled content both in terms of delivery. We are also looking at IT enablement in terms of assessment. A lot of trainings that is happening is through simulators and we also have a specific vertical within the NSDC which caters to innovations and there are more than 10 projects that we have when it comes to innovations and most of it is using IT. We are working with an organisation called AVR Edge which is at the moment working on a digital employment exchange based on artificial intelligence.
Any Message for Elets Technomedia for promoting IT & ICT in all sectors of operation in a country and bringing all the stakeholders under one roof?
Elets is a great platform where stakeholders across the country come in and talent skills are something which is underpinning all sectors whether it is healthcare or education. The NSDC training partner if in some way could collaborate with the IT companies and these companies in some way could work with NSDC training providers to make sure that content curriculum and the training that is provided to them is up to standards and they could be scaling with the use of Information technology.
