Eying Global Recognition for Indian Degrees

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April 11, 2014

If all goes well, Indian universities will soon be on par with some of its renowned global counterparts as the country is set to get full-fledged membership of Washington Accord by June 2014. Ankush Kumar, with inputs from Mohd Ujaley of Elets News Network (ENN) explore India’s chances of becoming signatory to Washington Accord

India is a provisional member of Washington Accord since 2007 and is confident to get the full-fledged status by June when a meeting of the body is due to take place. This will enable global recognition of Indian degrees improving employability of Indian engineers in other countries. The Accord signed in 1989 is an international agreement among bodies responsible for accrediting engineering degree programmes. So far, 16 countries are signatories to it.
India has 723 universities, which include many institutions of national importance, 37,204 colleges and 11,356 professional schools offering diplomas. Overall, about 28.6 million students are pursuing higher education, according to an official data. Less than 25 percent of these institutions are accredited.
There is a grave need for accreditation process to keep pace with higher education institutions in the world. It will also help in keeping abreast of changes in higher education. Several factors hinder the global employability of professionals. For instance, deep-rooted and highly contextual differences in educational framework of countries continue to be major impediments in credentialing engineers and management professionals. If the educational frameworks of different countries contain pre-defined set of internationally expected norms, then, it may form the basis of harmonizing the various educational systems.
Gregory Prastacos, Dean, Stevens Institute of Technology, USA, says, “Accreditation guarantees the quality of education provided is according to the standards agreed upon, from content and relevance, to pedagogy and connections to industry. It’s a quality guarantee not only to students and parents, but also to employers, who can be assured of the quality of education, a job candidate has received before employment.”

Accreditation: Indian Context
Accreditation is an integral part of the higher education institutions. The two accreditations that higher education in stitutes in India are required to have are accreditation to regulatory bodies, and accreditation to professional associations. Accreditation to regulatory bodies, such as AICTE, NAAC and UGC ensures that academic institutes are developing and maintaining certain level of standards in terms of infrastructure, faculty, pedagogy, etc. Without accreditation, institutes may go for sub-standard measures at students’ cost. Accreditation to professional associations such as the Bar Council of India, Energy Institute UK, Council of Architects, Indian Institute of Town Planners, etc. validates academic rigor required for the profession, industry acceptability of qualification, and reinforces employability of graduates.

“Accreditation is very vital for survival of an institute. If you have got accreditation from good universities, you can proudly say that I am grooming students of international standards,” said Padma Shri Dr Pritam Singh, Director General, International Management Institute.

India has 723 universities, which include many institutions of national importance, 37,204 colleges and 11,356 professional schools offering diplomas. Overall, about 28.6 million students are pursuing higher education, according to an official data. Less than 25 percent of these institutions are accredited

Road Ahead

India has a robust system of accreditation of the professional institutes, which are also recognized by the industry within the country even though internationally, the country is yet to get accreditation for its courses. This has been preventing the Indian professionals to get recognition abroad easily and in turn practice their profession. It is being rectified now with the country moving towards becoming a full signatory to the Washington Accord.
According to Ashok Thakur, Secretary, Department of Higher E d u c a t i o n , “Once we get the full-fledged members h i p status of the Washington Accord, we will be able to get global recognition for our Indian degrees and improve mobility of students and engineers. After acquiring full status of the Washington Accord, employability of Indian engineers in other countries will go up substantially. This will help our students pursuing technical education”. Right now, India is a provisional member of Washington Accord since 2007 and is confident to get the full-fledged status by June when a meeting of the body is due to take place. Two members were deputed by the Washington Accord to help India align its accreditation norms with the best international practices.
He further added, “We have made the National Board of Accreditation (NBA) totally autonomous, and we are in the process of making the National Assessment and Accreditation Council (NAAC) independent. As far as IITs are concerned, they are free to decide if they wish to be accredited by these bodies as these premier institutes have so far refused to be accredited.”

From Provisional to Signatory
India represented by the National Board of Accreditation (NBA), New Delhi was accepted as a provisional member of the Washington Accord in 2007 and is still holding the provisional member status. By conferring provisional status, the signatories have indicated their confidence that NBA-AICTE has the potential capability to reach full signatory status. NBA is preparing to apply for full signatory status of Washington Accord under the guidance of the mentors appointed by IEA Secretariat (Secretariat of Washington Accord).
If this happens, it will be an important step forward. It will bring accreditation into focus in India. It will also ensure seamless mobility of our students in different countries and continents for employment and other purposes. It will also bring greater international credibility to our accreditation processes, and increase our confidence in delivering quality education to our youngsters,” said Surendra Prasad, Chairman, National Board of Accreditation.
Steps are also being taken to set up National Accreditation Regulatory Authority (NARA), supplementing the country’s efforts to improve quality and meet international standards. He further added, “The role of NARA is stipulated to be very different from that of NBA. While NBA will remain the main accreditation agency for accreditation of professional technical education and has no regulatory role; NARA is a much more powerful concept, which will bring accreditation to the centre stage of higher education. If and when enacted, NARA will regulate the standards of all accrediting agencies, which may come up in future in various fields of education.”
The Washington Accord was signed in 1989. It is an agreement between the bodies responsible for accrediting professional engineering degree programmes in each of the signatory countries. It recognizes the substantial equivalency of programmes accredited by those bodies, and recommends that graduates of accredited programmes in any of the signatory countries be recognized by the other countries as having met the academic requirements for entry to the practice of engineering. The Washington Accord covers professional engineering undergraduate degrees. Engineering technology and postgraduatelevel programmes are not covered by the Accord.
The Washington Accord Agreement applies only to accreditations conducted by the signatories within their respective national or territorial boundaries. The signatories are not bound to recognize programmes accredited or recognized as substantially equivalent by other signatories outside their national boundaries.

Providing Tailor-made Interactive Solutions

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digitalLEARNING Network

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April 11, 2014

Ramya Chatterjee, Director – Sales & Marketing, Cybernetyx, talks about the company’s array of products for different customer segments

Please tell us about your IWB product categories?
Cybernetyx is a fast growing multinational technology corporation headquartered in Hameln, Germany with sales and support presence in multiple continents across the globe. With its philosophy of “Freude an Technik” (Technology can be fun), Cybernetyx conceptualizes, develops and manufactures the most advanced MultiTouch Interactive Products which are deployed in all market segments, including Education, Corporate and Government. Our flagship IWB product EyeRIS (Eye like Rapid Imaging System) is extremely popular and widely acknowledged as a technology leader in the interactive solutions space, already impacting more than 15 million presenters, educators and learners in a short span of time and rising at an exponential rate. Many Global Fortune 500 companies have integrated Cybernetyx’s core technology engine called Visual Touch to provide interactive display products and solutions to their clients, thus making Cybernetyx the fastest growing company in the ICT space across the world.
Cybernetyx has the complete range of IWB products depending on the specific need of industry vertical and end user application. Sharing below a summary:

What is the price range of the solutions that you offer in India? Do you think they are affordable for the start-up schools or the low profile schools?
Cybernetyx has the complete range of IWB products depending on the specific need of industry vertical & end user application. Cybernetyx core strength is its capability to provide tailor-made solutions for different customer segments like classrooms at all levels of education, corporate board / meeting rooms, training centers, coaching centers, broadcasting studios, medical science, simulation centers, media & entertainment industries, retail application and R&D centers. Thus, the price range also varies depending on the value added features & technology advancement of the product. Typically it starts from as low as `21,000 (for OptiMax 3 series for price sensitive segments) & goes as high as `64,350 (for AIO Integrated UNIBOARD Solutions). We also manufacture ONFINIA series of interactive video wall solutions which are priced towards the high-end segment starting at `4,54,000.

What are the quality standards that you follow for your products?
Cybernetyx has stringent and process driven quality control; quality assurance and quality check policies. Before releasing a product commercially, we do a lot of internal and external quality testing. We have CE &RoHS certification for EyeRIS. Cybernetyx products are also registered with DGS&D Rate Contract. EyeRIS also undergoes multiple and thorough quality testing formalities of ERTL Lab. Our products have SGS certification for quality, and all the necessary compliances required for a global roll-out.

Do you also export these products to other countries?
If yes, then please specify the geographical areas? Yes, we cater to different countries in South East Asia (like Japan, Singapore, Indonesia etc.) and Middle East from our India office. Cybernetyx also acts as technology / OEM partner for ‘technology collaboration’ / ‘technology transfer’. Last year, we opened our technology platform for integration with display ODMs and signed up for global strategic tie-up with some of the renowned Projector brands who will soon launch interactive projector with Cybernetyx interactive technology engine (known as Visual Touch) inside. This would help Cybernetyx to have its presence in more than 70 countries across the globe.

Ushering Quality Improvement Through Accreditation

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April 11, 2014

Surendra Prasad, Chairman, National Board of Accreditation (NBA) in conversation with digitalLearning’s Ankush Kumar about NBA’s accreditation as an instrument of quality assurance

What were some of the key initiatives you took during your tenure as Director, IIT Delhi?
It is rather late in the day to talk about the initiatives taken 3–9 years ago; IIT Delhi is always on the move. While leadership does matter, the commitment of the people is the key to progress in all aspects of academic life, and I am proud of my colleagues at IIT Delhi, who are always striving to make it better than it was yesterday. It would be sufficient to say at this stage that our focus was on creating and improving infrastructure, empowering the faculty and students to give their best in teaching, learning and research, and continuous attention on curriculum matters. The period saw an increase in student strength, for which we initiated several large infrastructure projects (including a large hostel, a large academic complex and significant addition to faculty housing), all of which have taken shape now. An initiative for starting a School of Biological Sciences was taken to give an impetus to Biology in the institute. Another initiative for nano-science and technology has led to an inter?disciplinary activity in an emerging area.
A `50 crore research fund was created from institute’s earnings from sponsored research and consultancy. A significant sum was raised from alumni and wellwishers to support these initiatives during the Golden Jubilee year. We paid attention to recruitment of the best faculty and created incentives for them, and empowered weaker sections of students by organising special confidence?building workshops for them. We also made efforts to get additional land for campus extension, which fructified recently.

How do you see the scope of Electrical Engineering as a career for students as compared to some of the other rising streams?
I always tell anyone who approaches me for career advice that he/she should choose a career which is easy to relate to and for which there is passion in the heart. Unlike earlier days, when young people had limited options, today’s world offers a lot of choices. So, a comparison is not the right way of looking at career options! It is more important to choose to do what you enjoy doing most!
Having said that, Electrical Engineering continues to be a great career option. Content-wise, it is an engineering discipline very closely related to basic sciences (Physical, Mathematical, Chemical, Biological and Medical), and offers the excitement of working at the frontiers of science and engineering simultaneously.
It has a large domain of interest and has been the mother field from which many other disciplines have been born: computer science, information sciences, bio?medical engineering, control and automation, modern high?speed communications, and large scale power generation and distribution systems. It continues to evolve at its frontiers and has much to offer in terms of nano?devices, and concepts, which can transform technologies of tomorrow. It has been a happening field for a long time, and continues to be so today!

Is there anything unique about the teaching methodology at IIT Delhi as compared to some of the other institutes?
The uniqueness of IIT-D’s teaching methodology lies in its diversity! Every faculty member has the freedom to try his or her own unique style for engaging with the students, and they use this freedom well. Some continue to use traditional methods, others deploy latest technologies for effective communication, and many engage students in participative learning. The focus is on teaching and understanding concepts and using them to solve complex problems in different domains. With the diversity of background and expertise that our faculty members bring, the teaching?process has become a very vibrant one.

“Outcome-based accreditation system examines all the aspects of education very rigorously”

What is your vision for NBA in the coming years? How important is accreditation for Indian Universities/ Institutes?
Accreditation is an instrument for quality assurance and continued improvement. Preparing for a career in Engineering, Technology or Management profession requires attending a college with engaged faculty, impactful research, relevant and challenging curricula, and the highest standards of quality. My vision is that NBA accreditation will provide an assurance that all stakeholders, viz., students, parents and employers will get what they expected from an institution.
In India, we have a two-fold objective. On the one hand, we have aligned our processes with international practices so that graduates of all tier?I institutions (all autonomous colleges and institutions) become eligible for employment and higher studies internationally, with a seamless mobility. On the other hand, the rapid expansion in the higher education scenario in the last decade and a half has given birth to a large number of engineering and management institutions to address the needs and aspirations of our young population. The issue of quality, however, remains. NBA is committed to be a facilitator for quality improvement and assurance in such a large and diverse system, through the instrument of accreditation.

The Foreign Educational Institutions (Regulation of Entry and Operations) Bill, which aims to regulate the entry of foreign universities in India, is still pending in the Parliament. How are foreign universities going to help the Indian education system?
I have not studied this Bill in sufficient depth. However, I am clear that if there is a way to set up quality education centers which are genuine and from the best universities in the world, it will bring in a new dimension to higher education in the country and help the higher education sector rise to the next level. But it must be done very cautiously, to avoid it’s obvious misuse and exploitative potential.

Students complain that most engineering institutes pay more attention towards imparting theoretical knowledge rather than giving practical assignments. Has this trend changed in the last few years?
As I mentioned earlier, the Indian engineering education scene has expanded rapidly and well beyond the natural capacity of any system to expand. This has given rise to many problems; lack of adequate or well?qualified faculty and infrastructure are the biggest of these. This has naturally led to such situations. Outcome based accreditation system, the current internationally accepted model, examines all these aspects of education very rigorously. As more institutions go for accreditation, these issues will necessarily have to be addressed. I am sure that the corrective trend is already in place

Engineering Sprouts 10 Unique Courses

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April 11, 2014

Today’s hyper connected world is truly a global village, and the credit for this goes to engineering. The once monolithic field of engineering has splintered into many disciplines, creating many conventional and unconventional job opportunities. Roselin Kiro of Elets News Network (ENN) finds out some of the unusual yet upcoming careers in engineering that offer promising scopes.
Technical education plays a vital role in a country’s progress, producing skilled manpower, enhancing industrial productivity and improving the quality of life. Indians have traditionally been drawn to the engineering field. But recently, engineering is seeing a significant growth in India, with a number of engineering institutions coming up. Along with reputed engineering institutions like IITs and NITs, there has been a spurt of private engineering colleges as well. Engineering education was started in India by the British and focused mainly on civil engineering, which arose out of the need for the construction and maintenance of public buildings, roads, canals, ports etc. With time, the branches of engineering have diversified. Here are some of the unique and unusual branches of engineering with new age career options for students to look out for.

1.Environmental Engineering: This new branch of engineering aims to address environmental issues like the maintenance of air, water and land resources scientifically. Environmental engineers learn to design, construct and maintain proper waste management system for habitation. The water resources sector needs a large number of qualified engineers for ensuring drinking water to rising world population. Industries too require skilled environmental engineers. According to Rishabh Sethi, Chief Operating Officer, SPML Infra Limited, “There is a good demand of environmental engineers, but as of now the availability is limited. Environmental considerations and guidelines in all infrastructure development projects is much higher now than ever before, and for any large and complex projects, good qualified environmental engineers will be a resource. The demand would increase with the passage of time and hence the requirement is to produce good environmental engineers”

Career path: An environmental engineer can find jobs in NGOs, research centres, and many governmental departments look out for environmental engineers.

Few institutions offering this course: Indian Institute of Technology, Kanpur; Indian Institute of Technology, Kharagpur; Delhi College of Engineering; Sri Venkateswara University, Tirupati; Hindustan College of Science & Technology, Mathura.

“Engineering education have followed changes in technology and society to meet the critical challenges and to provide the workforce required skill sets to integrate new developments into the economy” – Rishabh Sethi, Chief Operating Officer, SPML Infra Limited

2.Electronics and Communication Engineering: This discipline deals with electronic devices and software interfaces. Its scope stretches from the inside of a house to the industries. This course moulds a student to direct, control and test produce processes as well as to ensure the safety, installation and functioning of gadgets. This discipline incorporates knowledge based on digital electronics and logic design, fundamentals of communication engineering, electronic circuits, signals and systems, power electronics, applied electromagnetic theory, integrated circuits, control systems and computer architecture. According to P Sivarama Prasad, Associate Professor and HOD, Department of Electronics and Communication Engineering, NRI Institute of Technology, “Electronics and Communication Engineering is the evergreen branch of engineering throughout the world since its inception due to rapid development in semiconductor physics and communication technology. Electronics and communication engineering has engulfed day-today activities of human beings. As a result, there is a huge demand for electronics and communication engineering graduates, both in hardware and software industries”. In today’s electronic age, there is a huge demand of skilled professionals to cater the needs of the society. Dr. Sunandan Baruah, HOD department of Electronics and Communication Engineering, Don Bosco College of Engineering and Technology, Guwahati says, “In this electronic age, new gadgets with multiple and advanced features is a boon to us. Noise free communication and high speed data transfer has become the need of the day. Improved analytical and diagnostic instruments are being developed, increasing the demand for engineering graduates in electronics and communication engineering.”

Career path: One can find job in the consumer electronics, electricity generation and distribution, communications, transportation and many more.

Few institutions offering this course: Alliance College of Engineering and Design, Alliance University; Uttaranchal Institute of Technology (UIT); NRI Institute of Technology, Kothur; Amity University, Noida; Don Bosco College of Engineering and Technology, Guwahati.

3. Aerospace Engineering: Aerospace engineering is among the glamorous branches of engineering. Aerospace engineers design and build different kinds of aircrafts using the latest technologies. They often work in large aviation companies like Airbus, Boeing and even NASA. Engineers from this field mainly deal with development of new technology in aviation, space exploration and defense system. According to Professor Bhaskar, HOD Aerospace Engineering, Indian Institute of Technology, Madras, “After successful completion of this course, a student can join the core engineering sector as associate engineers and senior associates. Main thrust areas of aerospace engineers in recent times are finite element method and analysis, combustion, thermal engineering, vibration and noise, aero elasticity and many more.”

Career path: One can find jobs like aerospace designer checker, assistant technical officer, aircraft production manager, thermal design engineers, scientist at Defence Research and Development Organisation (DRDO) at ‘B’ or ‘C’ level, and students can also join as analysts in other sectors.

Few institutions offering this course: Indian Institute of Technology, Madras; Anna University, Chennai; Bengal Engineering and Science University, West Bengal; Indian Institute of Aeronautical Engineering, Dehradun; Indian Institute of Aeronautics, Patna; Institute of Aviation Technology, Bahadurgarh, Haryana

4. Marine Engineering: This branch of engineering is an interesting and adventurous career option for water sports lovers. Also known as Ocean Engineering, it broadly refers to the engineering of boats, ships, oil rigs etc. This branch of engineering combines other engineering disciplines to develop systems that operate in the oceans and coastal waters. It also includes fields of studies like marine biology, oceanography, geophysics and marine geology, power and propulsion plants, automation and control system for marine vehicles of any kind like surface ships, submarines etc. According to A.N.S Neti, Engineer Officer and Training in-charge, Marine Engineering and Research institute (MERI), Mumbai, “A marine engineer is eligible to join the challenging and demanding shipping field as junior engineer on merchant navy ships. With experience and qualifying the examination conducted by DG shipping, the candidate can rise to the rank of Chief Engineer which is the highest position in engine department”.

Career path:Marine engineers can work as under acousticians in underwater vehicles, coastal engineers, geotechnical engineers, navy weapon engineering officer, marine engineering officer, harbor master, pump man and many more.

Few institutions offering this course: Marine Engineering and Research Institute, Mumbai; Indian Institute of Technology, Madras; International Maritime Academy (IMA), Chennai; Cochin University of Science and Technology; National Institute of Technology (NITC), Kozhikode.

5. Agriculture Engineering: The task of an agricultural engineer is to improve the agricultural production by means of better engineering methods, inventions, technology and equipment, which also require a good intellect and a desire to make a difference to the future of farming. According to Dr Derrick Mario Denis, Professor and Dean Vaugh School of Agricultural Engineering & Technology, Sam Higginbottom Institute of Technology and Science, Allahabad, “The agricultural engineering industry is on a mission to help produce ‘more with less’, whether it is a more efficient way of tilling or threshing, an irrigation system that uses less water or food preservation that manages seasonal glut for the lean times ahead. An engineering degree in agriculture trains young minds and make them emerge as trained professionals to cater to the agricultural and related industrial needs of the community”. Dr Wazid Ali Khan, Professor, Department of Agricultural and Food Engineering, Maharashtra Institute of Technology, Aurangabad says, “Growth of agricultural engineering industry is on the higher side in the Agro & Agro-based industry. Technological changes with respect of seed production, controlled environment crop production and storage leading to high yields is picking up at a rapid rate.” There is a requirement of skilled agricultural engineers suitable for industry as well as global challenges. Dr Wazid further adds, “Banking sector needs skilled agriculture engineer and food engineer in dairy development, farm mechanisation, food processing with knowledge about the economic viability”.

Career path: One can find job profiles such as planning, supervising and managing irrigation, drainage, water control system, food processing, food machinery, packaging, ingredient manufacturing, and processing technology and in healthcare firms.

Few institutions offering this course: Indian Institute of Technology, Kharagpur; College of Agricultural Engineering, Acharya NG Ranga Agricultural University, Rajendranagar; Shere- Kashmir University of Agricultural Sciences and Technology, Jammu; Sam Higginbottom Institute of Agriculture, Technology and Science, Allahabad.

6. Automobile Engineering: The rapid advancement of technology in recent years has ushered in a new era of hi-tech vehicles, making the Indian auto industry very competitive. It deals with the designing of vehicles, manufacturing new products, repairing and servicing vehicles. It includes fields of studies like motor systems, design, technology and many more. With the growth in the automobile sector, there is a huge demand of skilled automobile engineers. Automobile engineering field requires a lot of determination, dedication and hard work.

Career path: Automobile engineers can get job profiles like executive and managerial position in automobile manufacturing industries in departments like design, planning, maintenance, Research and Development, sales and marketing, maintenance and service engineer in automobile workshops, aircraft industries and aviation and many more.

Few institutions offering this course: The Oxford College of Engineering, Bangalore; JECRC University, Jaipur; Swaminarayan College of Engineering and Technology, Kalol; PSG College of Technology, Coimbatore; Manipal Institute of Technology, Karnataka; Greater Noida Institute of Technology (GNIOT).

We see a massive growth in the engineering industry, thanks to major investments from national and major international players. India is now a sought after destination mainly for highly skilled workforce and possibly for cheap raw materials

7. Architectural engineering: This discipline trains students to apply the engineering principles for constructing, planning and designing buildings and other structures that can withstand natural calamities such as hurricanes, heavy snow, earthquakes, etc. It not only covers various fields like spatial design, aesthetics, safety management, material management but also works on building system designs and structures, computer aided designs and models, etc.

Career path: Architecture engineers can work as structural engineers, construction engineers, building inspector, construction technologists, urban, community and regional planners, environmental designers, technical architects etc

Few institutions offering this course: Apeejay Institute of Technology, School of Architecture and Planning, Noida; College of Engineering And Technology, Bhubaneswar; Government Engineering College (GEC), Kerala; Malaviya National Institute of Technology, Rajasthan.

8. Robotic engineering: It is one of the top career choice made by engineering students which deals with the design, construction, operation and application of robots. Robotics is taught as a specilisation in computer science, electrical and computer engineering and interactive mechanical engineering fields. Automation and Robotics Engineering is a rapidly growing field. Research in this field focuses on human robot interaction, artificial intelligence, medical robotics, control systems and sensors, automatic navigation systems, kinematics, entertainment and gaming systems, aeronautics and space etc

Career path: There are many job opportunities in this field like, researchers, robotics system engineer, robotic specialist, analyst, and can apply the concept of robotics in the area of psychology, biology, chemistry, bioengineering etc

Few institutions offering this course: SRM College of Engineering, Chennai; University of Technology and Management, Kolkata; Vel Tech, Delhi; Vels Institute of Science, Technology & Advance Studies, Chennai.

9. Petroleum Engineering: Petroleum engineering deals with the production and processing of products like gasoline, diesel, heating oil from crude oil. Petroleum engineers work closely with geologists to understand the geologic formation and properties of rocks containing the oil reservoir, determine the drilling methods to be used and the maximum profitable recovery of oil and gas. Petroleum engineering is inter-related with other disciplines such as geophysics, petroleum geology, formation evaluation, drilling, reservoir engineering and many more. According to Dr Satish Sinha, Assistant Professor, Rajiv Gandhi Institute of Petroleum Technology, Raebareli, “There is a huge demand of petroleum engineers in the industry. Petroleum engineers get jobs in the upstream sectors in oil and gas industries like ONGC, OIL, GAIL etc. There are several private sector companies like Reliance, Cairn etc. who look for talents in this field.”

Career path: The job profiles for this branch are processor, oil and gas extraction, petroleum refining, technical service etc.

Few institutions offering this course: Indian Institute of Technology, Mumbai; University of Petroleum & Energy Studies (UPES), Dehradun; Rajiv Gandhi Institute of Petroleum Technology (RGIPT), Uttar Pradesh; Indian School of Mines University(ISM), Dhanbad; L.D College of Engineering, Ahmedabad.

“In this electronic age, new gadgets with multiple and advanced features are a boon to us. Noise free communication and high speed data transfer has become the need of the day. Improved analytical and diagnostic instruments are being developed increasing the demand for engineering graduates in electronics and communication engineering.” –Dr Sunandan Baruah, HOD department of ECE, Don Bosco College of Engineering and Technology, Guwahati

10. Production Engineering: This branch of engineering deals with application of castings, joint processes, metal cutting and tool design, automation, etc. It overlaps with certain aspects of manufacturing engineering and industrial engineering. According to Dr A Rajendra Prasad, Dean (R&D), Sri Sai Ram Engineering College, Chennai, “Production engineering was the preferred branch about quarter century ago, prior to liberalisation. During that period, India was a country of shortage, and industrial output was the sole yardstick. Job of production engineers is to ensure the smooth running of a plant, giving the stated output, production planning and control of labour force”. The production engineer’s job is to execute the engineering practices and knowledge and tackle the management related challenges during the production process.

Career path: This branch offers a lucrative career for those with analytical skills and sound technical knowledge. One can get jobs in manufacturing industries, automobile industries, construction industries, jewellery industries, refining and service industries.

Few institutions offering this course: AISSMS College of Engineering, Pune; Alazhar College of Engineering & Technology, Thozhupadam; Azad Institute of Engineering & Technology, Agra; Bharath Engineering College, Chennai; Birla Institute of Technology, Ranchi

With the growth of industries in India, the requirement for skilled professionals in the engineering sector has also risen. The scope of engineering education has broadened, venturing into different disciplines of engineering. Today the engineering graduates need not go in search of jobs to the western countries; since India has emerged as an industrial hub in both public and private sector, creating various job opportunities. The need of the country is engineering graduates with the talent to contribute in the success and growth of Indian industries, which will result in the growth of the economy of the country

The Projector Market’s Low Penetration offers BenQ a Great Opportunity

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digitalLEARNING Network

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April 11, 2014

Rajeev Singh, Country Head, BenQ India talks to Ankush Kumar of digitalLearning about the Indian AV market and BenQ’s plans for India

Please tell us about your AV product categories for education. What is the USP of your products?
BenQ is the No one projector brand in India with 17percent market share, and we are a leader in the education projector business with more than 50 percent market share of the vertical according to FutureSource 2013 data. BenQ has the largest product offering for Indian market, with more than 20 products. There are specific projectors for education where we specialize. They can be entry level SVGA, XGA, Ultra ShortThrow, ShortThrow Interactive or Network projectors.
We have just launched new projectors MX522P, MS521P, MX505 and MS504 and MX823ST, MW820ST projectors which come with 3000+ ANSI Lumens for day light projection in the classrooms, 10000 lamp hours for extra- long lamp life and SmartEco technology which reduces the consumption of electricity by up to 70 percent. These projectors give schools and educational institutes unparalleled solution for their display requirements.
BenQ is also bringing interactive flat panels (IFP) in sizes from 55”, 65” & 70”. The professional displays and large screens are boon to any kind of educational setup. IFP provides display capabilities in all lighting conditions, and with up to 6 interactive touches, provides a tool to teachers to make the classroom truly interactive.

What is the price range of the solutions that you offer? Do you think they are affordable for the start-up institutes or the low profile schools?
BenQ has products at diverse price ranges to match the need of its consumers. We have more than 20 different types of educational projectors. These start from Rs 25,000 onwards and are suitable for all kind of schools, whether they are startup or low profile.

“BenQ’s revenue grew by more than 30 percent in 2013 as compared to 2012. Mainly this is driven by projector business with over 50 percent market share in education vertical”

What are some of the challenges that you see in the AV market?
The education segment in India is among the fastest growing segments in the world with close to 15 lac government schools and One lac private schools in India alone. Out of this, only 7-10 percent of the private schools have tapped the potential of multimedia classroom teaching, whereas in government schools, the figure is even low. In addition to this, there are colleges and higher educational institutes, which collectively provide us with a huge educational market for technology adoption. The government has also extended support by earmarking a budget of close of USD 6 billion for technology adaptation in education in India.
However, the actual user’s understanding of the right projector technology for their application is still low. In government set-up specially, lack of efficient teacher training and irregular electricity further adds hurdles in technology embracing. Systematic training and orientation is required to fight the initial apprehensions of technology adoption.

What was your company’s revenue growth (in AV Category) for FY 2012-13?
Number of units sold in 2013 as compared to 2012? BenQ’s revenue grew by more than 30 percent in 2013 as compared to 2012. Mainly this is driven by projector business with over 50 percent market share in education vertical. Most of the educationists work with BenQ, owing to its largest product portfolio, DLP technology providing a sturdy and long lasting colour reproduction.

University Rankings and Skills Development

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digitalLEARNING Network

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April 11, 2014

By Dr Haresh Tank, Director, Station-e Language Lab.

Every time university rankings are announced, we harp on the way Indian university lag behind in research and we have not been able to establish world class institutions. This clamour translates into a few articles on the renowned universities with higher rankings in the world order and that is all. We have yet to unearth the root cause of why Indian universities fare so badly in the university rankings. Universities are entirely different from the culture of rote learning and rat race for numbers that we celebrate at the school level. Last year, we fared equally badly in PISA rankings. It is this kind of schooling that does not develop the key competences and skills that leads the young generation of the country to institutions of higher learning where they further the legacy of rote learning and top the universities. While all this happens, nobody asks the key question that if students score so many marks in the university examinations and secure such wonderful grades, why are they considered unemployable by the World Bank and the market at large? The university toppers, when they are asked to do the ‘real work’ in the companies, are exposed by their sheer lack of skills that are fundamental to the workings of the companies.
Our problem starts with the policy of higher education. It is sad to note that our policy begins and ends with increasing the GER. When GER increases, we feel we have triumphed. And what about the quality of higher education? There is a deep, meaningful silence over this at the policy level. In the era of internationalization of education, our policy papers do not reflect any learning from the best practices of the world class institutions of the world. For instance, in China, all the students whether science or arts have to compulsorily study and do well in English and Computers. They form integral part of their education because China knows that these are core skills in the 21st century. In India, even if English is offered, passing marks would do and hence, engineers and MBAs are speechless when facing an interview conducted in English.
At the level of policy, it is pertinent to note here that even countries like US and UK are also remodeling their education system because they have also lagged behind in the university rankings and they have been quick enough to respond to the fact that countries like Finland, South Korea and Germany have done remarkable work in terms of skilling their youth through higher education and this has led to the enhancement of students’ competencies and skills in a way that their students are readily employable and have the skills required for the real-life situations, unlike the rote learning we have cherished. Why do we need certain skills set at the end of the education process? We need certain skills set because the youth passing out of the system has a role to play in the economic processes of the country. Irrespective of the economic processes, our universities have continued to teach ‘subjects’ rather than skills that are required for the economic development of the country. The World Bank suggests that not only are these skills important but today they are crucial for ‘labour productivity’ and employers are looking for certain skills for their companies. Here’s the testimony from the World Bank:
As countries become richer and move up the value-added chain, the skills demanded will change. Bottlenecks will become more evident, constraining growth. Increasingly, labor productivity will depend on high-level cognitive skills (such as analysis, problem solving, and communication) and behavioral skills (such as discipline and work effort). These higher productivity skills are what employers now demand.
(Stepping Up Skills, The World Bank 2010, page 01)
The current focus of skill development has shifted to the learner and his/ her needs and expectations from vocational education and training (VET). To empower the working population, is it essential to start from the source, i.e., the learner. The “voice” of the learner is the focal point of the mission, without which an effective conclusion to and attainment of the final goal would be incomplete. India has the advantage of the ”demographic dividend” (younger population compared to the ageing population of developed countries), which can be cultivated to build a skilled workforce in the near future.
(Knowledge Paper on Skills Development in India, Executive Summary, page 2)

The European Framework of Key Competences
This framework was proposed in the Recommendation on Key Competences for Lifelong Learning adopted by the European Parliament and the Council in December 2006 after five years of work by experts and civil servants collaborating within the Open Method of Cooperation. It defines eight key competences:
>> Communication in the mother tongue
>>Communication in a foreign language
>> Mathematical competence and basic competences in science and technology
>> Digital competence
>> Learning to learn
>> Social and civic competence
>> Sense of initiative and entrepreneurship
>>Cultural awareness and expression.

(Key Competences in Europe: interpretation, policy formulation and implementation, The European Journal of Education, Page 03)

The question to be asked to the policy makers is, where are these skills mentioned above in the country’s policy of higher education? The reason why these skills are needed is that they are supposed to go into the field and do the ‘real work’ which would not be possible without these key skills. The youth in Indian universities studies the subject, perfects rote learning and then when required to go into the field and perform, is exposed. It happens because the policy does not clearly lay down the fact that universities are required to teach ‘skills’ rather than mere ‘subjects’. It is because the policy papers do not define the fact that the skills of the youth and the economic progress are inextricably linked. Countries like South Korea and Germany have thrived as economies because they have rigorously integrated skills into education policy and practice. But these case studies have not made an impression on policy makers in India and hence, the skills development policy in India is not only mono-dimensional as focused on vocational training but it does not belong to the 21st century as the contemporary world operates through the 21st century skills. These 21st century skills have unfortunately found no mention in our policy papers. As a result, no actual upskilling of students takes place at universities and the universities still languish in the previous century in theory and practice. The real world has moved on and it calls for complex skill sets in our youth and to inculcate it, innovative vision and effective implementation are inevitable.

Skills Development Centre (SDC): The Station- eModel
With the concerns of Skills Development in view, Station-e envisaged the concept of Skills Development Centre (SDC). It is a unique construct, aiming at upskilling the youth of the country. We have established several SDCs at various educational institutions – college and university campuses across the country. SDC serves as the training wing of the university, operated in a digital learning lab and powered by highly sophisticated technology. SDC comes with in-built training programs on soft and life skills, integral to the theme of skills development and empowering the youth. Customized to the core, these modules have astonishing transformation value as they produce remarkable results in virtually no time. The youth across the country have benefitted by the innovative Skills Development Centres and carved a niche for themselves in their chosen area of endeavour. What it means for a university is that it proves its worth, demonstrates its relevance through the skills training that the youth passing out of the system will be equipped with the best of skills and competencies required to operate in today’s world.
Skills Development Centre is a turnkey project and a vision product of Station- e. We wish to see an economically empowered India for which skills development of its youth is the key. For this, SDC is a small but significant endeavour at making a humble contribution for taking India to its rightful place in the 21st century world. It will not happen until we elevate the universities in terms of the way they operate and contribute to the empowerment of the youth for their role in this world. University rankings in India will improve the day we bring about policy shift and make Skills Development Centres across university campuses.
Dr Haresh Tank is Director, Station-e Language Lab. In the capacity of Director, he is in charge of conceptualizing and operationalizing initiatives with a special focus on Skills Development. He holds a doctorate in Statistics and is a noted Statistical Analyst. He was also nominated for Young Scientist Award. With a passion for teaching and contributing to the society, he continues to serve as Associate Professor in Statistics. As a Director, Station-e Language Lab, he has initiated several projects in the realm of Skills Development with Government and private companies. In addition, Dr. Tank is serving as Vice Chairman, CII, Western Gujarat Zonal Council.no

In for an Overhaul

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digitalLEARNING Network

-

April 10, 2014

India is on the cusp of launching itself on the global map. The winds of political change that swept the country resulted in a decisive mandate for the Narendra Modi-led NDA government. With this, several sectors are now poised for a renewed thrust and faster pace of growth. Among many others, India’s education sector needs an overhaul and a comprehensive policy is the need of the hour. That will rejuvenate the education system and help India adapt to changing global educational challenges.

The new government is planning to set up an education commission to draft a new education policy. The new policy becomes crucial due to the several changes that the Indian society has undergone since the last NEP in 1986 (later modified in 1992). Ever since, India has been at the crossroads amid waves of liberalisation, privatisation and globalisation, besides democratisation of technology through mobile phones and the Internet. The new education policy would require looking at the needs, challenges and solutions in the sector.

Human Resources Development Minister Smriti Zubin Irani has already indicated that an education policy would be formulated after discussions at the national, state, regional and international levels so as to address all issues. This is a welcome move.

Also, there seems a need to tweak the norms for boarding schools, as it has been long since any government bothered to give those a relook. To help the government come up with the right set of norms in this regard, we decided to do an in-depth story on the state of our boarding schools, and that makes our cover report too.

As new boarding schools with global benchmarks are established to accomodate the needs of a rising India, it is worthwhile to recall what Noble Laureate Albert Einstein wrote: Education is what remains after one has forgotten everything one learned in school. No wonder, a boarding school is a place where every person is moulded in terms of love and loyalty, friendship, discipline and an indomitable spirit and zest for life. Moreover, children are allowed to be human – to err, to learn, to forgive and to forget.

We are also proud to announce the fourth edition of World Education Summit (WES) 2014 (http://wes.eletsonline.com/), scheduled for August 7-8, 2014, in New Delhi. The meet will carry forward the incredible success of the 2013 Summit. This year, the summit will highlight innovations and best practices in the education sector. We invite you all to share the platform and become a part of the imminent resurgence in the education sector.

Unique way to check impersonation by UP Technical University

By

digitalLEARNING Network

-

April 9, 2014

The Uttar Pradesh Technical University (UPTU) has found out a unique way to check impersonation. They have introduced some changes in the state entrance examination -2014 for admission to technical colleges.

The candidates who appear for the exam have to write two or three sentences in their own handwriting on the first page of the question paper booklet. It will be a proof to find out whether the applicant and the examinee were the same.

There is another major change in the admit card. According to the officials, the admit card will have two columns for candidate’s signature and thumb impression.

The admit card will also have a barcode printed on it to ensure no proxy candidate takes the exam.

Road Ahead

“Outcome-based accreditation system examines all the aspects of education very rigorously”

“BenQ’s revenue grew by more than 30 percent in 2013 as compared to 2012. Mainly this is driven by projector business with over 50 percent market share in education vertical”

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