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Govt of India and Japan Sign MoU to Launch Joint Research Initiatives

The Ministry of Science & Technology (DBT & DST), Government of India and RIKEN, Japan’s largest research organisation have signed MoUs for launching joint research programs in the fields of Biology, Life sciences and Material Sciences. (Genome–related research including systems Biology, Computational science including development of Bioinformatics tools, Detection tools for security and other areas of mutual interest)

The Memorandum of Understandings (MoUs) were signed by Prof Noyori, President of RIKEN and Dr T Ramasami, Secretary, Department of Science& Technology (DST) and Dr K VijayRaghavan, Secretary, Department of Bio-Technology (DBT). This will formally launch the RIKEN- DBT&DST Joint Research activities.

The cooperation will facilitate exchange and foster collaborations between Japan and India, in these fields. They extend a long history of collaboration between India and Japan, two powerhouses of Asian research and innovation.

Speaking on the occasion Dr K Vijay Raghwan, Secretary DBT said this MoU will usher in a new era of cooperation in the area of innovations and techniques for the agricultural and pharmacological industries in India.

Dr T Ramasami, Secretary DST hoped recognising the importance of science and technology and the high potential of further cooperation in various areas of research between the DST and RIKEN will further the scope of new inventions.

The Ambassador of Japan to India, Takeshi Yagi said mutual cooperation between the two prominent Asian countries in the fields of Biology, Life sciences and material sciences is an important phenomena and such steps need further strengthening.

Huawei Announces Maitree Scholars of 2013

As a part of its Corporate Social Responsibility (CSR) initiative, Huawei, a global information and communications technology (ICT) solutions provider, has announced results of current year’s ‘Maitree’ scholars marking the third successful year of its education based social initiative in India. Open to aspiring Indian students who have already secured admission to institutions of higher education in China, the Maitree Scholarships aim to build a platform for exchange of ideas between the two nations, fostering a closer understanding of each other’s culture and society.

Since its inception in 2011, the scholarship program has significantly helped in promoting scientific education and academic research of students and in the process has also expanded career opportunities available to Indian students. This year, Huawei has handed over 20 scholarships to outstanding as well as needy students to cover their tuition fees to pursue academic courses in China.

Yao Weimin, Vice President, Corporate Affairs, Huawei India commented, “At Huawei, we are focused on providing social, environmental and economic benefits for the communities and geographies where we operate. In the third year of Maitree Scholars, we have announced scholarships for Indian students to follow their dream of higher studies in China. Huawei extends its best wishes to the of ‘Maitree’ Scholars of 2013”.

“I won Huawei Maitree Scholarship in year 2013 that has allowed me to pursue my Masters in Business Administration from one of the most renowned business institutions in China i.e. China Europe International Business School. Being born and brought up in a farmers’ family, this scholarship has now eased my career path that I am now more confident to complete my course with full vigor and further contribute to the well-being of both the countries. I am happy to be associated with such a responsible and respected global organization that lets nurture young talent. I am sure that more students would understand and appreciate the value of this unique education program to head towards their bright and remarkable future”, said, Upendra Pratap Singh, a winner of 2013 Huawei Maitree Scholarship.

India ready to finally opens the gates for foreign varsities; riders attached

FEForeign universities can soon set up independent campuses in India and offer degrees without the need to collaborate with Indian institutes. Under the proposed rules, Foreign Educational Institutions (FEI) that want to set up a campus in India, can do so through an association to be registered as a company under section 25 of the Companies Act, 1956.

As per the powers vested with the Central government to make rules under the UGC Act, the MHRD is finalising the UGC (Established and Operation of Campuses of Foreign Educational Institutions) rules by which foreign varsities can set up campus in India and issue foreign degrees.

MHRD recently sent proposals to the Department of Industrial Policy and Promotion and Department of Economic Affairs to permit foreign universities open campuses in the country as companies, as provided under the Companies Act and both departments have given their approval.

The degrees awarded to the students need to get an equivalence certificate from the Association of Indian Universities (AIU), the MHRD said in its statement. These universities will also function under the UGC rules.

While to the foreign universities this is an opportunity to tap a country with a population of 1.2 billion, to Indians provides a chance to receive quality education without leaving the country or to pay in dollars. For India, it also turns out an good opportunity to lure significant foreign direct investment.

As per MHRD officials over a dozen foreign universities mainly from the US, followed by Australia and Canada have expressed their desire to enter the market.

MHRD is working on the details and an official notification is expected to published soon. Once it is notified , it will render irrelevant the Foreign Educational Institutions (Regulation of Entry and Operations) Bill 2010, which the government was unable to get passed in the parliament.

However, there are riders attached in the new rules that may prove to be a deterrent in attracting the foreign players.

For the starts, the FEI must be among the top 400 universities of the world as per the ranking published by Times Higher Education, Quacquarelli Symonds or the Academic Ranking of World Universities by Shanghai Jiao Tong University.

They would have to be a not-for-profit entity that has been in existence for at least 20 years and accredited by an agency of the country of origin or by an internationally accepted system of accreditation.

In addition to this, they will be required to maintain a corpus of not less than Rs 25 crore (brought down from Rs 50 crore suggested earlier).

The courses offered are to be of quality comparable to those in their main campus.

Open e-school soon to be launched in Kerala

COMPA web-based, digital open school called ‘Ischooledx.com’ has been set up at Infopark in Thrissur district of Kerala. Students from any part of the world can get admission to this school and can follow the classes right from their home or school with the help of an internet connection.

The admission to the web-based school, which is free for all students, will officially begin on September 16 (Monday).

It claims to be the “biggest school in the world” and has been established on the lines of the National Repository of Open Education Resources (NROER) launched by the Union government, first time in Kerala. It aims to promote the standard of learning process in schools at an international level across the country.

It has brought together digital resources like collection of documents, audio-visuals and interactive objects for various subjects in different syllabuses.

‘Ischooledx’ will also provide classes in Indian languages, which will give an opportunity to Indian origin students living abroad to study their mother-tongue like students in India do.

It features a modern lab facility and digital library as part of the project which will give an opportunity for students, parents and teachers to get free access to the collaborative nature of the digital repository from anywhere in the world.

‘Ischooledx’ is promoted and managed by G Forum, leading publishers of academic books to promote Global Standards of Education to all school students.The USP of ‘ischooledx’ is that students from all parts of the globe can come and study at any time they wish and can avail of global standards, said Jose Paul Athappilly,CEO of ‘ischooledx’.

Annual Resource Guide 2013 :: October 2013

EDITORIAL

Rationalising Academic Research in the Country

SPECIAL FEATURE

CYBER SECURITY
India Unlikely to Meet Cyber Security Workforce Target
SCHOOL
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Educating more than 130 Million People Worldwide

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Delivering High Quality e-learning Solutions to Schools

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EVENT REPORT

CONFLUENCE 2013 The Next Generation Information Technology Summit

INDUSTRY COLLABORATION

ISB partners with Biocon to launch executive programme on Business Analytics

 

 

 

JRE School of Management Organises HR Summit

JRE School of Management has organised an HR Summit titled ‘Innovative HR Strategy for Business Success in Current Scenario’ to discuss and explore strategies for continued HR competitiveness in an economic scenario that has turned negative.

Acknowledging the pressure on HR in the wake of the current economic downturn and its impact on corporate performance, employee morale and hiring deceleration, the HR Summit discussed innovative HR strategies that businesses are adopting to address the challenges and transformation of current and future business environment. This Summit was also designed to help budding managers to become more effective HR professionals and widen their horizons to new perspectives and practices. Students attending the seminar got insights into various practical aspects of HR and its criticality through the life cycle of a company.

A highlight of this Summit was a panel discussion on ‘HRM (Human Resource Management) – Leading Through Intense Change and Transformation’. The panelists included Geetanjali Pandit, Chief People Officer, Zee Media; Blesson George, HR Head- Business, Jubliant Life Sciences; Nirmal Raghav, HR Zonal Head, Idea Cellular and Prateek Dubey, HR Zonal Head, Coca Cola. In the enriching discussion that followed the panelists shared their experiences in HR function gathered over the years and across different market conditions and economic periods. They also gave students valuable tips for a smooth beginning in their careers.

Panelists said that the role of Human Resource is changing as fast as global markets and technology and whereas formerly, the HR department was viewed as an administrative overhead, it is now acknowledged that Human Resource professionals are essential firm leaders and are acknowledged as a critical component in corporate success.

Speaking on the occasion, Harpreet Singh, President- JRE Group of Institutions, said, “We at JRE are committed to providing our students with maximum practical experiences. Such symposiums allow students to interact directly with top notch industry professionals and get an understanding of concepts beyond theory and which goes a long way in preparing students for a successful innings in the industry.”

IIM-Lucknow & New Zealand varsity ink MoU

mou-370x264Lucknow: The Indian Institute of Management, Lucknow has signed an MoU with Lincoln University, New Zealand to collaborate in research, executive education and faculty and student exchange programmes. The MoU was signed by Julia Innocente Jones, Director International Strategy and Marketing, Lincoln University and IIM-L director Prof Devi Singh.

Through the long term partnership, both institutes will mutually support each other in the pursuit of excellence in global business education with special focus on agribusiness management. The collaboration will include extensive research with a special focus on agribusiness management and sustainability.

Collaborative case studies would also be developed which would be then used for teaching purpose, design and deliver series of faculty research workshops.

Tripura leaves behind Kerala in literacy

School childrenAgartala: India’s northeastern state of Tripura achieved the top spot in literacy with 94.65 per cent, beating Kerala (93.91 per cent). The state’s literacy had now risen to 94.65 percent from the 87.75 percent in the 2011 census.

This was recently announced by Tripura chief minister Manik Sarkar while addressing a a function on the occasion of International Literacy Day. Sarkar said that the final evaluation of the neo-literate people was conducted across the state between August 10-25 under the supervision of the (Kolkata-based) Indian Statistical Institution (ISI).

He added that after the final report of the ISI, the state’s literacy would cross 96 percent.

A government survey was conducted by the eight district magistrates in August 2012 which found that only 131,634 people of the state’s 37 lakh people, including those aged 50 and above, were illiterate.

The Chief Minister lauded the work done by over 8,254 voluntary literacy workers (VLW) under 8,152 adult literacy centres to make the leftover (131,634 people) unlettered people literate.

Tripura’s success is attributed to the involvement of local government bodies, including gram panchayats, NGOs and local clubs under the close supervision of the State Literacy Mission Authority (SLMA) headed by the chief minister.

According to the 2011 census, literacy level is 93.91 per cent in Kerala and 91.58 per cent in Mizoram, among the most literate states in the country. The national literacy rate, according to the 2011 census, is 74.04 per cent.

(Source: PTI)

India An Emerging R&D Destination


India, till now, has not realised its full potential when it comes to research and development (R&D). It has lagged behind western and Asian countries in terms of investment and results. However, going by the recent trends, things are changing, as India is increasingly climbing up the R&D value chainacross sectors. Chhavi Bakaria,ENN

 


Few years back an Indian mobile manufacturer was not even heard of, and today indigenous brands like Micromax and Karbon are steadily eating into profits of established global brands like Samsung Electronics and Apple Inc.

And not too long ago, the world’s cheapest car — Tata Nano’s launch in 2009 awed experts and carmakers across the world and bagged accolades for innovation.

These brands are an example of how India is gradually progressing in R&D and innovation,and that is not it.

From being a destination for IT and business process outsourcing, India is now fast moving to become a major center for cutting-edge research and development (R&D) projects of global multinationals as well as local firms. The overall R&D expenditure in India has doubled since 2007 and is estimated to be around USD 40 billion in 2012.

American multinational Dell recently inaugurated a new state-of-the-art Firmware Lab at its R&D centre in India’s southern Bangalore city. The new lab is the only Firmware Lab to be established outside the company headquarters in Austin.

Highlighting upon India’s R&D potential, Rudramuni B, Executive Director and Head, Dell India R&D, says, “Dell envisions India as a critical R&D and innovation hub for Dell’s global eco-system. With the inauguration of the new lab, Dell India will look to further augment its R&D capabilities. Our investment in this facility bears testimony to the highquality talent available in India.”

Also, Suzuki Motor Corporation (SMC) recently announced plans to establish an integrated research & development (R&D) centre in Rohtak, Haryana. The testing facility and the R&D Centre at Rohtak are expected to become operational within two-three years and it will help in the design, development and testing of new vehicles for the company’s African, West Asian and some South Asian markets.

More and more companies in industries ranging from IT and telecom, pharmaceuticals and biotech are taking up ambitious R&D projects, aiming to serve the Indian market, and also eyeing a piece of the global pie by innovating.
Dr A Didar Singh, Secretary General, FICCI, says, “India is fast emerging as a major force in the global research and development arena. A considerably large talent pool across diverse areas of science, technology and management, along with robust academic and research infrastructure and a progressive policy environment is spurring a lot of basic and industrial R&D activity in the country and increasingly making it a top choice among global corporations for off-shoring their R&D needs.”

IndiAdvantage

Multinational companies have been setting up their R&D units in India since 1980’s. According to the data compiled by Federation of Indian Chambers of Commerce and Industry (FICCI), currently over 800 multi-national companies are having one or more of their R&D centers based out of India. Most of these centers have steadily increased their capacity and headcount over the last few years.

And most companies have continued to show interest in India for their research and product development needs despite its low 2013 Global Innovation Index (GII) rankings.

Indian students are also waking up to the potential lying in the field of research and are ditching fat pay checks of corporate jobs to pursue their quest for knowledge, thereby adding to the pool of skilled talent. “Skilled workforce refers to people who have done their Masters or PhDs. Good news is that in Engineering and Technology sector the IITs, ISCs are increasing their PhD output dramatically in the last five years from 100 PhDs per IIT five to six years ago to about 200 PhDs per year now. It will go up to 400 four years from now,” informs Professor Bhaskar Ramamurthi, Director, IIT Madras.

Prime Minister Manmohan Singh

on Industry-Academia collaboration in R&D


“This would be of mutual benefit to both- to the corporate sector it would mean cost effective solutions and newer technology while for the IITs it would bring much needed funds and enhance their research capabilities,


Key factors fuelling R&D in India: 
>> Large and Developing Market:India’s young population and burgeoning middle class with their ability to spend money and aspirations to acquire new products have created a large market that both Indian and foreign companies are lookingto tap into
>> Huge Talent Pool: India has alarge scientific pool available for companies to employ for their research activities. With over 1.2 million students, there is also no dearth of young talent whichcan be trained by companies for research
>> Reduced R&D costs: As compared to the western countries,India provides the opportunityto lower the R&D costs, whichis an attractive reason for manymulti-nationals to outsourceprojects to the country
>> Strengthening intellectual property regime: Patenting,which is an important measureof innovative R&D activity, is onthe rise in India. Patent registrationsn the US from India grewfrom 94 in the year 2000 to 465 in 2010, and registrations in Europe increased from 7 in the year 2000 to 200 in 2010>>Other factors: Fluency in English language and a strong judicial framework are other keyfactors that are driving researchand development


Apart from the corporate biggies, India is also attracting large number of international universities that are partnering with several Indian universities or institutes to carry out joint research in various fields. For example, Deakin University, Australia is already working on 20 tie-ups with Indian Institutions including The Energy and Resources Institute (TERI) with which they run a joint- Biotechnology Centre. It is looking to expand these partnerships in future with premier institutes like the IITs for various joint projects and student exchange programmes.

Peter Hodgson, Professor, Deakin University, Australia, says,

“I think India has got fantastic potential with its large human resource capacity. People prefer to invest in India than China because their intellectual property is much more secure in India and language is much easier. I also think there is more trust between western nations and India than probably China. The education system here is very much similar to the Western education systems. So there is a lot of common understanding. We are looking at expand partnerships in three areas — biotechnology, nano-technology and anufacturing.”

Better Policies

Till now, the overall government and industrial spending in scientific and technological R&D has remained below 1% of total GDP for more than a decade. The government spending accounts for over three-fourths of the Gross Expenditure for Research & Development (GERD), followed by 20-25 percent spent by private sector and 5 percent by universities as shown in the graph.

According to the data provided by the Science and Technology Ministry around 500 Indian scientists working abroad have come back in the last seven years, thanks to better research opportunities and their passion to do something for their native country. The majority of the reverse brain drain has happened from the US, Germany and Britain.

Credit must be given to the several schemes run by the Indian government like the Indian The Ramanujan Fellowship, Innovation in Science Pursuit for Inspired Research (INSPIRE) Programme and the Ramalingaswamy Fellowship.

Under the 12th Five-Year Plan (2012-17) the government is also looking to expand the base of human capacity for research by offering 1000 overseas doctoral and 250 post-doctoral fellowships supported by assured career opportunity.

Highlighting steps undertaken by the government, Dr Shashi Tharoor,Minister of State for Human Resource Development, explains, “The government is striving hard to create the best possible R&D structure. The 12th Five- Year Plan seeks to create an ecosystem, which will contribute to create industrial R&D share in the national R&D expenditure, creating indigenous capacities to attract and absorb FDI, raising manufacturing industries’ contribution to 25 percent of GDP, and raising technology in the value added exports from our country.”

He further adds, “The Plan’s chief focus will be to motivate and support innovation, micro, small and medium enterprises and creating a cluster of such enterprises which will be able to contribute on our national economy. The government aims to establish 10 privately-operated industrial R&D centres dedicated for micro and small industries. Public-private partnership will be emphasised, which will create elaborate research between industries and the universities and public-funded research institutions.”

Shashi Tharoor, Minister of State forHuman Resource Development

The 12th Five-Year Plan seeks to create an ecosystem, which will contribute to create industrial R&D share in the national R&D expenditure, creating indigenous capacities to attract and absorb FDI

Peter Hodgson, Professor,Deakin University

“There is more trust between western nations and India than probably China. The education system here is very much similar to the Western education systems. So there is a lot of common understanding. We are looking at expand partnerships in three areas — biotechnology, nano-technology and manufacturing,”

Government is contemplating on increasing the investment in R&D in public and 20 private sector to two percent of GDP via the following measures:

• Higher allocation to scientific research

• Setting up of new institutions for science and educational research

• Creation of centres of excellence and facilities in emerging and frontline areas in academic and national institutes

• Strengthening infrastructure for R&D in universities

• Encouraging public-private R&D partnerships

• Increasing grants for industrial R&D projects.

Industrial R&D spending in India – 2010
Company R&D Spend (USD million) R&D Spend (% Revenue)
tata      Tata Motors 397.8 1.50 %
prithvi     Prithvi Information 246.3 60.50 %
polaris Polaris Software 228.0 67.60 %
bhel   BHEL 176.3 2.50 %
mahindra   Mahindra & Mahindra 157.2 2.50 %
lupin    Lupin 112.7 9.30 %
infosys  Infosys 112.0 1.90 %
relianceReliance Industries 110.0 0.20 %
Bharat Electronics 67.2 5.90 %

Stumbling Blocks

Need for higher Government Spending on R&D: The government should increase funding to research and development projects. As per data provided by FICCI, India’s R&D expenditure is merely 2.1 percent of the total global expenditure in R&D in comparison to US where R&D spending accounts for about a third of the global R&D spends (33.6 percent) and, Japan and China account for 12.6 percent each. Increasing thrust from the government, especially, in terms of doubling public R&D spend from the current level of just under one percent to a projected two percent of GDP over next five to ten years.

Increasing Private Sector Spending on R&D: India’s private sector investment in R&D is less than 25 per cent of overall spend. While the cumulative domestic R&D output and investment in India has shown a healthy growth trend over the years, but boosting domestic private sector investment continues to be a challenge.

Lack of Skilled Human Resource: While the sheer numbers of India’s talent force favour outsourcing R&D to India, but bridging gaps in skills remains to be a tough task. India must continue to emphasise the development of high quality scientific and technological skills.

Poor R&D Infrastructure: According to a McKinsey report commissioned by the USA-India Chamber of Commerce, problems like poor policy and infrastructure still cloud the R&D growth in the country especially in the Indian healthcare sector.

Quality Research: There is a greater need to increase quality research in science and technology. There are also concerns about none of the Indian universities making it to the top 200 universities globally because of lack of or substandard research. Research (in terms of volume, income and reputation) accounts to 30 percent of the total evaluation. Recently, the Ministry of Human Resource Development (MHRD) has urged universities to put more money into research.

Bridging the Industry-Academia- Public Gap: At present, the R&D ecosystem is segmented with a lack of lab linkage between industry-academia public that is leading to low competitiveness. There is a need for open collaboration between all R&D stakeholders. The government should facilitate exchange programme between researchers and academia and public to create better synergy in public-private.

Need for Applied R&D: Recently, Prime Minister Manmohan Singh emphasised the need for private sector participation in scientific research and also urged the scientific community to ensure that the research is converted to technology or products that will boost India’s development goals.

For long, India has enjoyed a vast and strong intellectual tradition yet it has lagged behind countries like Russia and China in terms of R&D. It can build upon its academic lineage with further innovation and research. As government and private investment increases in higher education, science and technology the future of R&D in India is bright. Through path breaking R&D, India has the potential to realise its dream of becoming a knowledge economy.

Teachers are no Longer Gurus but Knowledge Facilitators

Advent of ICT has altered the role of teachers. Teachers should not just be trained on how to use the ICT tools, but most important is the technological, pedagogical content knowledge. Dr Termit Kaur Ranjit Singh, Senior Lecturer and Lead Trainer at Universiti Sains Malaysia, shares her experience and views with Shahid Akhter, ENN

There are various challenges faced by teachers for successful functioning of ICT in the educational scenario. What are the concerns and what should teachers do to overcome these challenges for successful ICT integration in education?
A major concern would be the mindset of teachers who fear that ICT implementation may eliminate the role of teachers in the classrooms, thus creating a resistance to the digital revolution in educational technology.
Teachers need to accept the major challenge of re-thinking and re-framing their roles and competencies from that of knowledge-generators to knowledgefacilitators. This is a huge step away from the traditional role of teachers especially in India, where teachers are gurus, and are beyond questioning. Given the type of learners we have today, teachers should also be competent enough to employ particular applications and be proficient with technology. They have to be confident to integrate ICT into existing curricula and understand all about technology with pedagogy integration. Teacher anxiety over being replaced by technology or losing their authority in the classroom as the learning process becomes more learner-centered can be lessened only if teachers have a deep understanding of their changing role.
There are various efforts made by UNESCO Bangkok in addressing the urgent need to educate teachers on their changing role from guru to facilitator. One of the many efforts in integrating ICT in teaching and learning, UNESCO Bangkok ICT in Education Center, has created various ICT in Education Resource Distribution Centers (RDCs) in the region. One of the main tasks of these RDCs, is to get teachers to understand the new role as a facilitator. Lead Trainers for these RDCs run workshops with teachers on ICT integration and use of appropriate pedagogies as part of professional development for teachers. These workshops have proven effective in eliminating the fear that teachers have in losing their jobs! UniversitiSains Malaysia, being the top research University in Malaysia was the first in the region to be UNESCO Bangkok’s RDC. To date, we have carried out professional development not only in Malaysia but also in other countries such as The Republic of Maldives. Using Peer Coaching, a huge number of teachers have benefitted from these workshops. Sharing of practices on education ommunity networks can also contribute towards eliminating that fear of using ICT for teaching and learning.

Various competencies must be developed throughout the educational system for ICT integration to be successful. What capacity building should be focused on?
Capacity Building of Educators should focus on the teachers, the training and the type of technology needed for the teaching and learning process. Capacity building should be about pedagogical strategies utilising ICTs for teaching and learning instead of how to use the ICT tools. Often, many schools tend to focus on the tools. Teachers should be trained on not just how to use the ICT tools, but most important is the technological pedagogical content knowledge.
The need of the hour is to integrate training for ICT use into pedagogical training, and not simply training them to use ICT tools. Teacher training and continued on-going relevant professional development is essential if benefits from investments in ICTs are to be maximised .
Fostering an environment that is supportive of learning how to teach effectively with technology is important. In your opinion, what are the incentive systems and motivational strategies that could be of support to teachers.
Teachers generally are reluctant to change their teaching styles and habits. They are cautious of time-consuming activities. Providing teachers with access to technology resources within the school post training and having them to work with colleagues in technology-supported instructional design projects are important motivational strategies.
Teachers need to be given time to participate in training activities and they need to be given time to try out what they have learned in the classroom. This means that teachers should not be overloaded particularly with extra-curricular assignments — although perhaps this is easier said than done in the majority of public schools in developing countries where there is a shortage of teachers. Teachers who successfully complete professional development programmes should be given public recognition to give them a sense of achievement and encourage them to continue.

What are the challenges that need to be addressed in the areas of language and content development in ICT Integration in education efforts?
Though the telecom-revolution in the form of mobile technology has successfully pioneered SMS-communication, this has only faintly increased the multi-cultural Indian citizens inclination for English usage. The average Indian student is the one who receives training in educational institutions in his or her native language from teachers who are also more comfortable in knowledge-dissemination in the vernacular medium. English language proficiency is not high, especially outside urban areas and this represents a serious barrier to maximising the educational benefits of the teaching materials produced. In this regard, it is very important to focus on the need for content-development in regional languages, as well as in English. The availability of e-content development in the various languages will motivate the teachers to use it.

Given the large population in India, educational inequity has been a problem. What and how should this be addressed?
To address the issue of inequity in India, all aspects of the educational system will have to be considered; the curriculum development, technology, school infrastructure and teacher training. Having put any one aspect in isolation will certainly not help in solving the problem. In my opinion, many attempts have been made to solve the problems on affordable schooling and textbooks, by providing low-cost textbooks and low-cost tablets such as the Akaash tablets. While all these efforts are all highly commendable, but the issue of teacher training has to be addressed.
In my opinion, a fundamental problem that India is facing is the need of more trained teachers. Until there are teachers who effectively impart knowledge to students in their classrooms, the mission of improving education inequity in India will not be fully achieved.
Continuous support for teachers as they undertake their day-to-day work. This Teacher Professional Development continuum requires that there be closer coordination between those involved in pre-service and in-service teacher education. It also implies the need for capacity-building in ICT integration for teacher educators in pre-service teacher education institutions.
A model that integrates the various dimensions of building the capacity of teachers to teach effectively with technology is UNESCO’s ICT Competency Standards for Teachers (ICTCST). These new guidelines are intended for teachers and Teacher Professional Development providers, including Ministries of Education, as a planning tool that can then be used to assess levels of attainment during Teacher Professional Development programme implementation.

Advent of ICT has altered the role of teachers. Teachers should not just be trained on how to use the ICT tools, but most important is the technological, pedagogical content knowledge. Dr Termit Kaur Ranjit Singh, Senior Lecturer and Lead Trainer at Universiti Sains Malaysia, shares her experience and views with Shahid Akhter, ENN

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