Education Insider by MK Menon

RNI No: 114514 KERENG/2012/41957

‘Use education for positive changes in society’

SPECIAL INTERVIEW: K S DASGUPTA, IIST

Sunita Narain

June 2012 l `50 $5

www.educationinsider.net

COUNTERPOINT

Dr Ashok V Desai

CAMPUS FOCUS

Vishva-Bharati

EXPERT TALK

Sudhanshu Bhushan

Space boom bonanza Commercialisation of space has given rise to more opportunities in space science and technology

Volume 1 Issue 3 | June 2012 Editor Ravi Deecee Associate Editor T N Shaji Deputy News Editor Sanjeev Neelakantan Chief Sub Editor Dipin Damodharan Sr. Reporters Lakshmi Narayanan Prashob K P Shani K Sreekanth Ravindran

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Liberal philosophy vital for space usage

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EDITOR’S NOTE

DC Media Publication

ECHNOLOGY is the very backbone of the present era. The human brain has given birth to numerous devices and techniques to explore the environment and beyond. Earlier, the concept of territory was limited to the land and seas alone. But with the expansion of technology, it extended to the atmosphere and then to the outer space as well. An analysis of the evolution of the air and space laws shows that man’s knowledge about various possibilities of using the air column and outer space has evolved gradually. The information bombardment in the sphere of space technology has also opened up various career and educational opportunities. National institutions like the Vikram Sarabhai Space Centre, the ISRO as well as international organisations like the NASA have done path-breaking jobs in taking forward our knowledge about the outer space. At the same time, the economies of the world, especially the developed economies, have begun attempts to exercise monopoly over the outer space and thereby establish sovereignty over the area. Each economy is seen to have its own biased motives behind developing space technology. This materialistic attitude should be dropped in order to avoid wars over the ownership of the outer space in the near future and a change can only be brought about through education. This is where the significance of space education lies. Our students should be moulded in such a way to make them understand that the environment, sea, space and air columns are resources of humanity as a whole. They should be used with utmost care and concern. This is a fundamental thought that education at all levels and fields should strive to impart. The reckless use of our natural reserves and environment is an issue on which the civil society is waging a tough battle. Legislative and administrative actions are being initiated at the national and international levels to enforce the peaceful and sustainable use of our resources. Education is the only tool that can make constructive changes in the attitude andmindset of our young generation. They should grow up learning how to share and care for. In our current issue, we have spotlighted the area of space education, highlighting the academic prospects of the same as well as the need to advocate a liberal philosophy towards the collective usage of the outer space for peaceful and productive purposes.

EDUCATION INSIDER I June 2012

CONTENTS

COVER STORY

Space boom bonanza Commercialisation of space has led to the emergence of space science and technology as a sector that has great potential for growth and development. India, along with world majors the US, Japan and China, has taken the lead in establishing its supremacy over this domain

25 34

COUNTERPOINT

Dr Ashok V Desai

The former Chief Economic Advisor to the Government of India shares his views on liberalisation of education and entry of foreign universities

‘Integrate technology with curriculum’ G Madhavan Nair, Former Chairman, ISRO

INVESTMENT OPPORTUNITIES Czech Republic

Czech Republic’s Ambassador to India says the open market system back home enables edupreneurs across the world to invest in the education sector

EXPERT TALK

Sudhanshu Bhushan

Educationist

INSIDER VIEW

Dr B Ashok IAS

EDUCATION INSIDER I June 2012

CONTENTS

CAMPUS FOCUS

NUI Galway

Ranked among the elite universities of the world, National University of Ireland Galway calls on international students to avail of its excellent research facilities

48 45

BRAINWAVE Khushboo

INDIAN CAMPUS

Actress takes on the role of an inspirational speaker

Vishva-Bharati

EDUPRENEUR

Dr K V Kupusamy RVS Group

Columns 36 I Karthikeyan Iyer 55 I Snehaj Srinivas Cover photo credit: NASA EDUCATION INSIDER I June 2012

MAIL BOX

Let more youths join the Army The cover story in the April edition of Education Insider, titled ‘Arms and the Aspirants’, was very informative. The ample coverage reflects your dexterous planning and coordination. I hope more youngsters will join the armed forces and help us overcome the shortage of manpower. Admiral K R Srinivasan, Chennai

Cover story has rich insight The cover story in the May edition of Education Insider on private universities was an excellent piece of work. The main and related reports helped me understand the potentiality of such universities in India. Saurav Malhotra, New Delhi

Highlight primary education woes It is a great pleasure to read Education Insider. Try to focus on the problems of the primary education sector in India in the coming issues. Aditi Iyer, Bengaluru

Student community needs more coverage I have read Education Insider. Its content is quite good. But I have a feeling that this magazine can be useful only to academicians. Try to add more articles on student community. Suhasini, Madurai

Ex Quiz Me is excellent I have become a fan of Education Insider after reading the April issue. Ex Quiz Me is far ahead of the normal ones as it reflects the value and importance of information quiz. Keep up the good work, Snehaj Srinivas! Poorvi, Noida

Cover story one-sided Education Insider’s cover story on private universities (May Issue) seems to be one-sided as it ignores the commitment of private sector institutions towards weaker sections. If we observe the functioning of private institutions in India, we can easily notice that they are led by profit motives and are not at all bothered about the backward sections of society. There hardly exists any role for these “ostentatious institutions”. Roshni Sebastian, Cochin

Congrats DC Books! I am so happy to receive an international education magazine from DC Books. My heartiest congrats to the entire crew behind Education Insider. I wish DC Books all the very best in its new venture. Brigadier Aditya Kaur, Pune

A source of inspiration The motivational stories in Education Insider are quite inspirational and paint a true picture of the power of education. I expect more from the editorial team. Divya P N, Pune

E-MAIL YOUR LETTERS TO: editorial@dcmedia.in FAX THEM TO: 0484 4021 145 OR WRITE TO DC MEDIA, DC Books Pvt Ltd, 234/C, Adjacent to YMCA Chittoor Road, Cochin-35, Kerala, India

EDUCATION INSIDER I June 2012

NEWS PICS

IGNOU’s online course on biodiversity NEW DELHI: Indira Gandhi National Open University (IGNOU) will launch an online programme on biodiversity from next July. The appreciation programme on sustainable management of biodiversity aims to recreate and secure linkages between people and nature. The onemonth online course can be pursued by graduates in any discipline.

Abu Dhabi hosts education summit ABU DHABI: The Abu Dhabi District Education Council (ADEC) organised a summit on education at Emirates Palace Hotel in the second week of May. The event was held under the patronage of General Shaikh Mohammad Bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, the chairman of ADEC. More than150 international delegates, including the former UK Prime Minister Gordon Brown, Malaysian Deputy Prime Minister and Minister of Education Muhyiddin Yassin, business leaders and leading academics, took part in the three-day summit.

IIT-Bombay part of NY’s CUSP MUMBAI: The Indian Institute of Technology-Bombay (IIT-B), along with five other universities, will establish a Centre for Urban Science and Progress (CUSP) in Brooklyn, New York. The New York City Economic Development Corporation, which had invited universities from around the world to come to NY to fuel research for existing industries, declared CUSP as the second runner-up out of all the entries it had received. The consortium, comprising IIT-B, New York University, City University, New York, Warwick University, UK, Toronto University and Carnegie Mellon, will set up an applied science institute offering a full-time master’s programme, executive programmes and PhD, all in the areas of urban science.

Nirupama Rao honoured PUDUCHERRY: India’s Ambassador to the US Nirupama Rao has been conferred with an honorary doctorate by the Pondicherry University. In a diplomatic career spanning over three decades, she has served in various world capitals, including Washington, Beijing and Moscow. She has acquired extensive experience in Sino-Indian relations, having served in the East Asia Division of the Ministry at policy

Russia plans aerospace university MOSCOW: Russia has set ambitious plans for establishing an aerospace university for producing a new generation of talented professionals for the aviation and space industries. Russian Deputy Prime Minister Dmitry Rogozin announced plans for the establishment of a modern aerospace university to produce a range of specialised personnel for space research and rocket sectors. This university is expected to come up at the Khrunichev rocket factory, north of the capital city Moscow, where leading experts have been invited to discuss the future course of action. EDUCATION INSIDER I June 2012

level capacities for several years, and later, serving as India’s first woman Ambassador to China from 2006 to 2009. Her other ambassadorial assignments include Peru, Bolivia and Sri Lanka (where also she was India’s first woman High Commissioner).

NEWS PICS

Harvard, MIT offer free online classes

NEW YORK: Harvard and MIT have announced a partnership to offer free online courses to students around the world. The initiative, known as EdX, will be run by a non-profit organisation controlled by the two schools. Each has committed $30 million to the project. The first official courses will be announced this summer and are set to begin in the fall. EdX students won’t receive university credit for the classes, which will span a variety of disciplines. There’s no admissions process, but there are exams and other assessments, with certificates available for a modest fee to students who demonstrate mastery of the material.

Meta University on anvil NEW DELHI: The Union Human Resource Development Ministry has decided to start a Meta University by the beginning of the next academic year. Jamia Milia Institute, Delhi University, Jawaharlal Nehru University and Indian Institute of Technology, New Delhi, would participate in this project. Meta universities enable sharing of learning resources through the use of latest technologies. They represent second generation universities, which are free from physical boundaries and are able to operate in virtual space, taking advantage of the innovation and flexibility possible in such domain.

MoU with Pak institute

NZ to speed up student visa process WELLINGTON: In a bid to attract more international students, New Zealand has agreed to speed up visa processing for those who want to study in the land of Kiwis, but only if they use governmentendorsed agents. From the end of July, international students who use a New Zealand Specialist Agent can get their visa applications processed within 10 working days, as compared to the 30 days’ average waiting time through other agents, according to sources in the New Zealand External Affairs Ministry.

Parliament passes IIT Bill

HYDERABAD: Indian School of Business (ISB) has signed a Memorandum of Understanding (MoU) with Karachi’s Institute of Business Administration (IBA) to provide executive education in Pakistan. The Centre for Executive Education at ISB will offer open and custom-designed programmes under the collaboration, the first as part of its mission to focus on emerging markets. Besides Pakistan, the centre plans to reach out to Bangladesh, Iran, South Korea, Thailand, Vietnam, the Philippines, Indonesia, Turkey, Mexico and Nigeria.

NEW DELHI: Parliament has passed a Bill that will make the six new Indian Institutes of Technology (IITs) capable of granting degrees to engineers who pass out from these institutes. The Indian Institute of Technology Bill adds nine technical institutes in Bhubaneswar, Gandhinagar, Hyderabad, Indore, Jodhpur, Mandi, Patna, Ropar and Institute of Technology, Banaras Hindu University (BHU), to the list of IITs. All these institutions have already been declared as institutions of national importance.

EDUCATION INSIDER I June 2012

NEWS PLUS

Odisha boosts jailbirds’ education BHUBANESWAR: As part of attempts to expand the coverage of secondary education among inmates, the jail administration of Odisha will open 16 centres of National Institute of Open Schooling (NIOS) in various prisons of the state. The decision to open these new NIOS centres has been taken by the Prison and Correctional Services Directorate following satisfactory results at the only existing NIOS centre at Berhampur Jail within one year. Under the NIOS system, inmates can take examinations for Class X and XII. The successful inmates will get NIOS certificates, which will be equivalent to the Class X and XII certificates of the Central Board of Secondary Education (CBSE). NIOS, an autonomous institution under the Ministry of Human Resource Development (HRD), conducts examinations twice a year. The enrolment process for the next session has already commenced in six jails. The Indira Gandhi National Open University also has two centres, but its programmes are meant for those interested in higher/professional education. The jail administration hopes that the NIOS system will motivate the inmates to pursue higher education and help them in finding employment once they are out. This will also keep them away from unlawful activities.

UAE hosts highest number of IBCs ABU DHABI: The United Arab Emirates (UAE) hosts the highest number of international branch campuses (IBCs), according to latest reports. The country’s 37 IBCs make up a world share of 19%. The higher education sector of the country has made a departure from the domestic focus in the ’70s and ’80s to a more international outlook since 2000, especially after the creation of major free zones, such as the Dubai Knowledge Village and the Dubai International Academic City. The trend offers significant opportunities for stakeholders in EDUCATION INSIDER I June 2012

higher education. The expansion of IBCs across the world is continuing at a tremendous pace. IBCs extend the reach of institutions and enhance their international profile and status. More importantly, they provide greater access to an expanding student market, especially in Asia, where demand for higher education will continue to outstrip supply for another 20 years. Many governments, especially in Asia and parts of Africa, see IBCs as the preferred destinations of the outward-bound youth and as essential components of their national economic and developmental goals.

NEWS PLUS

Bulgaria edu fair to be held in October SOFIA (BULGARIA): Bulgaria will host the most acclaimed international education fair, ‘Education Beyond Borders’ (EBBS), at the National Palace of Culture here. It is scheduled to take place from October19 to 21. This three-day education fair aims to attract high school and under graduate students looking to pursue their higher studies in Bulgaria and abroad. Bulgaria will showcase the country as an international education centre through this fair. This international education fair also intends to bring together Bulgarian students and universities from across the world. The event is an initiative developed by the Bulgaria-based Bery Group. It is organised with the cooperation of the Sofia Municipality and the Bulgarian Government. This is the only Bulgarian event which has been supported by the European Union programmes CORDIS & TED. The fair attracts thousands of visitors each year. Participants include schools, universities and language organisations, embassies and foreign ministries, education associations and foundations from all over the world. Each edition attracts about 15,000 visitors, who get a chance to enquire about the courses being offered at more than 100 international universities from Europe, the US and Canada. This makes it the most comprehensive education fair in the country.

Intel to mentor 7,000 girls NEW DELHI: Intel India has announced that it will mentor 7,000 girls through its Technology and Entrepreneurship Programme. The programme will be conducted across 50 schools in and around Delhi. The main objective of the programme is to promote financial and economic literacy and create an independent identity for girls. Intel India has already received 15 business plans from about 40 girls. Shelly Esque, vice-president at Intel, global director of the company’s corporate affairs group and president of Intel Foundation, said: “We felt that girls and women were under-represented in technology careers and usage, which is why we initiated this programme.” The children would benefit from

the programme by discovering their entrepreneurial potential, enhancing the spirit of innovation, creativity and decision-making, she added. Intel invests about $100 million globally in corporate social responsibility programmes with focus on areas such as education, environmental sustainability, community and global relations. The company has also started an Easy Steps Programme, which is aimed at promoting technological literacy among adults and youths across the country. It has tied up with organisations such as Pratham, Nehru Yuva Kendra Sangathan and the Ministry of Youth for this programme. So far, about 75,000 people have been trained under this programme. EDUCATION INSIDER I June 2012

YOUNG ACHIEVERS

Kevin in multi-millionaires’ club

merican software engineer and CEO of mobile photo-sharing application developer Instagram, Kevin Systrom is in the elite company of multimillionaires, with the world’s largest social networking site Facebook purchasing his company in cash and stock for $1 billion. The application enables users to take a photo, apply a digital filter and share it on social networking sites. An Instagram application tuned to Apple’s iPhones, iPads, and iPod touch devices has been downloaded more than 27 million times since the first version was released in late 2010 by the San Francisco startup, founded by Kevin and his friend Mike Krieger. In April 2012, the company added support for Android camera phones running 2.2 (Froyo) or higher. It is distributed via the iTunes App Store and Google Play. Facebook CEO Mark Zuckerberg had offered Kevin a job during the initial stages of the social networking site. But Kevin had declined the offer to pursue engineering. Kevin made the right choice then. Or else, he wouldn’t have been able to snap up this deal.

Mentoring underserved youth

entor Together, an NGO led by an Indian woman, is only three years old. But it has already scaled great heights by empowering underserved urban youth. Arundhuti Gupta moved to India from Manchester in 2009 to start a mentoring programme after graduating in finance. Arundhuti established Mentor Together to provide a platform for underprivileged youths to develop their skills, personality and pursue career goals. Socio-economic change in our urban centres has created immense opportunities for the youth, but it has also spawned inequity and alienation. Disadvantaged youth need not only skills, but also an avenue to reach out to people of other generations. Mentor Together has a strong network in the countryside. It organises career workshops as well with support from like-minded organisations. In 2011, Arundhuti was honoured as a young achiever by the Karnataka government for her invaluable services to society.

From virtual pinboard to e-sale

nce you start listing the achievements of 19-year-old Sahil Lavingia, even the best entrepreneurs of the day would turn attentive, seeking inspiration from this Indian prodigy. To start with, he was part of the founding team of Pinterest, a virtual pinboard and social networking site. He helped in designing the site, which is the third most popular social network (after Twitter and Facebook). The Wall Street Journal is a member of Pinterest. The US President Barack Obama, too, has a pinboard. Lavingia has also helped build a number of smart phone apps and co-launched a file sharing site in 2010. These days, Sahil is busy with Gumroad, an online platform enabling sale of intangible things such as songs, albums, videos and photos, among other things. Gumroad has received a great feedback thus far.

PERSONALITIES Madhu Kannan

Gets ready for the

bull run at Tata Madhu Kannan’s track record of effective administration and eminence among the corporates have catapulted him to the envious position of Group Head, Business Development, at Tata Sons from the post of CEO and Managing Director of the Bombay Stock Exchange (BSE)

yrus Pallonji Mistry, Deputy Chairman of Tata Group’s holding company Tata Sons, has effected a major change at the top by zeroing in on Madhu Kannan, CEO and Managing Director of the Bombay Stock Exchange (BSE), for the group’s business development operations as its head. The new development comes a few months ahead of Mistry’s famed takeover from Ratan Tata as chairman of the group. Kannan was the youngest CEO of Asia’s oldest bourse. At Tata, he will report to Mistry. The 38-year-old steps into a position that has been lying vacant since the exit of Alan Rosling, a former Executive Director of Tata Sons, in 2009. Rosling oversaw the group’s international operations in Bangladesh and China. Kannan’s appointment reflects Mistry’s efforts to build a strong second line of leadership, comprising young people. Kannan has no previous experience with the Tata Group. BSE had witnessed favourable growth under Kannan’s effective administration. Kannan took over as the BSE head in May 2009. He was brought in to turn around the fortunes of an exchange which was struggling to keep pace with its competitor, the NSE. He ushered in changes to make BSE more investor-friendly. For instance, he lowered BSE’s membership fee from Rs one crore to Rs 10 lakh. He had introduced the market-making mechanism LEIPs (Liquidity Enhancement Incentive Programmes). An electronics engineer from the Birla Institute of Technology and Science, Pilani, and a business management graduate in finance from Vanderbilt University in the US, Kannan had worked as MD (corporate strategy and business development) at Bank of America-Merrill Lynch, and as a senior vice-president at NYSE Euronext.

At 38, Kannan is the second youngest man to head a key operation at the Tata Group ever since Ratan Tata became the chairman at 34 years in 1938 As the business development head, Kannan’s responsibilities will include creation of potential strategies to identify new regions globally and new business segments that could provide better opportunities. The Tata Group includes Tata Motors, owner of the Jaguar Land Rover brands and maker of Nano cars, Tata Consultancy Services, Tata Steel and dozens of other companies.

EDUCATION INSIDER I June 2012

Dr K V Kupusamy EDUPRENEUR

Finding solace in a noble mission to serve society, poor

By Sreekanth Ravindran

ord Swaraj Paul, British Indian steel tycoon and Chairman of Caparo Group, and Dr K V Kupusamy, Chairman of RVS Group of Institutions and one of the most successful edupreneurs of India, seem to share a common thread of fate’s cruel intervention. If it was the sad demise of his daughter that made Paul stay back in London, the untimely death of his beloved son Rathnavel Subramaniam changed Kupusamy’s course of life. “The unexpected departure of my beloved son Rathnavel Subramaniam left a lasting and compelling urge in me to set up an establishment that would serve the needs of society at large,” explains Kupusamy, sitting in solitary splendour at the Chairman’s cabin of RVS Group of Institutions in Coimbatore.

Dr K V Kupusamy, Chairman of RVS Trust, is a successful edupreneur. Started with a mission to serve society through the private educational system, the Trust has grown by leaps and bounds over the years

Early beginnings

According to Kupusamy, RVS Educational Trust was established in 1983 with an aim to create centres of excellence in education, catering to the needs of rural as well as urban students. With the setting up of an engineering college at Dindigul, RVS group initially forayed into the engineering education sector. The college offered both graduate and diploma courses in engineering. Recalling his struggles, Kupusamy says, “The challenges during those times were multi-pronged, ranging from financial hurdles to many barriers, inclusive of bureaucratic wrangles. My indomitable will and determination helped me confront the challenges and accomplish my goals.” By 1986, RVS Group’s expansion plans led to the establishment of an elementary school and an arts and science college in the Salur Campus in Coimbatore. Gradually, the group started venturing into all sectors of higher education across Tamil Nadu. As of today, RVS Trust has facilities in Coimbatore, Dindigul, Korattur (Chennai), Sempatti, Tenkasi, Thanjavur, Thathankulam and Karaikal, where

EDUCATION INSIDER I June 2012

EDUPRENEUR Dr K V Kupusamy

students can pursue higher education in arts, science, management, medicine, para-medicine and Indian alternative medicines, apart from engineering. At the salubrious campus in Sulur, a suburb of Coimbatore cosmopolitan city, the Trust runs a Matriculation Higher Secondary School, RVS Arts and Science College, Management Studies and Research Institute, paramedical institutes of nursing, physiotherapy and pharmacy institutes, an Ayurveda college, and an RVS multi-specialty hospital. The Trust also owns a cluster of educational institutions, comprising a dental college, an engineering college, a polytechnic college, a teacher training institute, a college of education, and Homoeopathy, Siddha and Ayurveda colleges, at Kannampalayam Campus near Sulur. Apart from these, the Trust runs RVS Engineering College, a polytechnic institute, a college of education, a management institute, and an industrial institute at Dindugal, Bakthavatsalam Vidyastram Central Board Senthil Ganesh, School and Women’s ColManaging Trustee lege at Korattur, Chennai and an arts and science college, a college of education and a teacher training institute at Karaikal.

International collaborations

As a distinguished edupreneur, Kupusamy believes that students should get an international exposure when it comes to their areas of specialisation, especially in the background of increasing globalisation. Considering this factor, RVS Group of Institu-

tions has been engaging in several academic collaborations across the globe to promote cross-cultural ties and exchange of best practices. “We have already reached a memorandum of understanding (MoU) with the University of Leicester and Coventry University (both British universities). Bilateral MoUs have been signed with three Chinese institutes, namely, Yunyang Teachers College, Hebei College of Finance, and Jiaozuo Teachers College, for the purpose of facilitating student-faculty exchange, apart from twinning programmes. We have also tied up with Oracle and SAP Academies to impart extra software skills to our students,” says Kupusamy, who was honoured with Doctor of Philosophy in education by Italy’s Dianora University in 1993.

RVG’s uniqueness

Ask him about the uniqueness of RVS Group of Institutions and Kupusamy is quick to point out that “the speciality lies in the spectrum of student strength at our prestigious institutions... We have students from Kerala, Karnataka, Maharashtra, Nagaland, West Bengal, Manipur and also from several countries including Bhutan, Nepal, Sri Lanka, Oman, Yemen, Nigeria and Sudan. This preference by overseas students to join RVS institutions is an indication of the popularity and the quality of our institutions.” The presence of foreign students lends charm and charisma, ensuring a cosmopolitan culture in the campus. Bharathiar University has awarded first place to RVS campuses for the enrolment of maximum number of foreign students, he adds. EDUCATION INSIDER I June 2012

EDUPRENEUR Dr K V Kupusamy “Another speciality I would like to mention is that our institutions cater to the needs of all students, irrespective of their rural or urban backgrounds, with uniformity in standards. There is a tendency among many reputed institutes of the country to ignore students from rural backgrounds. But here, we acknowledge the real strength and potential of rural students,” he said.

Ensuring quality

The increasing emphasis on quality is another singularity of RVS Group of Institutions. “Quality is ensured through annual strategic plans. The academic activities are monitored strictly with proper assessments by an Internal Quality Assurance Cell (IQAC). Every year, the performance of the faculty members is assessed, and the selected members are honoured in a glittering ceremony presided over by an important person who has excelled in his stream,” says Kupusamy. This system has been recognised as the best faculty performance appraisal system by reputed educationists, says Kupusamy, adding that the entire gamut of administrative activities have been automated and networked in order to improve efficiency.

Vision on education

Kupusamy asserts that the cure for all maladies of mankind lies in education, healthcare and farming. Apart from being a successful edupreneur, Kupusamy has also made major contributions to the health sector. He has been instrumental in setting up many modern, Ayurvedic and Homoeopathic hospitals across Tamil Nadu. His interest in agriculture brought about the development of farms at Tenkasi, Dadankulam, Thanjavur, Sempatti and Sengathurai. Assisting Kupusamy in chasing the dreams is his son Senthil Ganesh. A post graduate in software engineering from University of Westminster, UK, Ganesh, who is the Managing Trustee of RVS Group, helps his father in piloting the conglomerate, which has about 5,000 employees and around 30,000 students spread all

over Tamil The unexpected Nadu. departure of my beOn the role of private loved son Rathnavel sector in Subramaniam left imparting a lasting and comeducation, pelling urge in me Kupusamy observes that to set up an estabthe private lishment that would sector should serve the needs of not engage in any kind of society at large competition with the government sector. It must supplement the government’s efforts in providing education to all. According to Kupusamy, private sector involvement has undoubtedly helped raise the general level and variety of educational opportunities. It has helped many students to tap rapidly emerging local as well as global career opportunities. “Though there are several government institutes throughout the country to deliver education, the supply of students has far exceeded the available seats. Economic liberalisation has also led to an unprecedented demand for educated people. In this context, the private sector has emerged as a successful alternative for the education-hungry population,” points out Kupusamy, who adds that utmost importance should be given to value-based education. “The study of moral and ethical values that make us a perfect man is value-based education. The values include those factors which can give psychological and physiological benefits. It can improve the relations among family members and strengthen social bondage. And the values also contribute to patriotic vision and mission,” says the educationist.

Future plans

On the group’s future plans, Kupusamy remarks, “The most important aim of the Trust is to ensure quality education and training at a cost affordable to the poorer sections of society. Quality education is the only way forward for both society and nation.” RVS Trust has been growing from strength to strength, making spectacular headways in the fields of education, agriculture and social service. “We believe that it is our commitment towards society and nation as a whole that has helped us in accomplishing our goals,” opines Kupusamy. Amid acute dearth of quality educational institutions in our country, contributions by people like Kupusamy can guide entrepreneurs venturing into the education sector. EDUCATION INSIDER I June 2012

INSTITUTE OF ENGINEERING AND TECHNOLOGY, KALADY

(An ISO 9001:2008 Certified Institution, Approved by AICTE, Affiliated to M.G. University)

KALADY,KERALA-683574 Ph:0484-2463825 E-mail:adishankara.net@gmail.com Website:www.adishankara.net

B.TECH

ELECTRICAL AND ELECTRONICS

INFORMATION TECHNOLOGY

M.TECH MBA

ELECTRONICS AND COMMUNICATION

APPLIED ELECTRONICS AND INSTRUMENTATION

COMPUTER SCIENCE

MECHANICAL ENGINEERING

VLSI & EMBEDDED SYSTEM COMPUTER SCIENCE POWER ELECTRONICS & POWER SYSTEMS

With specialisation in HR,Finance and Marketing

B.TECH M.TECH MBA Results

Best results in the university % pass never falls below 78% 7 batches passed out Produced 13 university ranks. 1489 placements in top IT and non IT Companies

MBA admission started.Those who have MAT score more than 600 can apply now. Add-on course of Logistic management. PLACEMENT TRACK RECORD ASIET HAS CROSSED 1450 PLACEMENT OFFERS

2006 2007 2008 2009 Software Core Industry

170

175

180

190

12 200

BPO Total

2010

2011 2012

190 30

160

198

212

10 10 210 230

30 210

17 256

30 289

First self financing college toImplement Campus Connect soft skill & Technical program partnering with Infosys Get five university ranks in the 2010 University Examination Be visited by Former President of India for interaction with the students Have record placement of 85% consecutively from the first batch. Cross 1247 placement offers in the first decade of Academic excellence. Awarded the status of Active Centre by Infosys and Shriram Group of Companies Top rated college among new geneartion self financing colleges. Register 20 patentsof students projects Achieve an over all pass percentage of 95% consecutively from the first batch.

INDUSTRY INTERACTION & ACADEMICS Training programs by experts from relevant industries-Incubation Centre- Campus Connect with Infosys-concurrent industrial visit by students and Faculty- collaboration with Department of Science and Technology-Webinar interactions with prominent experts from International Universities-Mission-10X with Wipro. Companies who visited ASIET 2011-2012 TCS,CTS,HCL Technologies,Accenture, UST Global,Reliance Communications, PCIL,L&T Infotech,Sutherland Global Services,Godrej Infotech,IGate Patni,Sri Ram Group of Companies,Videocon,Blue Star IBS,Orion India,Federal BankMPhasis, South Indian Bank,ICICI Bank,HDFC Life etc

VOICES

“Education will help in employability and industrialisation would augment employment opportunities. Efforts are being made to accelerate industrial growth through model townships and industrial estates ” Bhupinder Singh Hooda, Chief Minister, Haryana

“A major hindrance in the implementation of the Right to Education Act is the lack of clarity over sharing of expenditure on education between the Centre and states. Who will foot the bills of school uniforms, transportation, and books of the 25% students who will be admitted free-of-cost to private schools?” Ramanlal Vora, Education Minister, Gujarat

“Indian girls and women are under-represented in technology careers and usage. They need to be motivated and well-trained. We are focusing on that” Shelly Esque, Vice-President, Intel

“Chinese education will always be an integral part of the national education system, and in the last three years, the government had increased allocations for Chinese schools ” Datuk Seri Najib Razak, Prime Minister of Malaysia

“We have a problem with education — school orthodoxy that goes back more than 100 years, but is now repackaged as 21st century skills” Dannel P Malloy, Governor, Connecticut, USA

“As we push forward with the digital transformation of education, it’s worth taking a look at just how greatly technology can impact teaching and learning in this country ” Vineet Madan, Senior Vice-President, New Ventures & Strategic Services at McGraw-Hill Higher Education

EDUCATION INSIDER I June 2012

COLLEGE OF ENGINEERING & TECHNOLOGY Mulavoor P.O, Ernakulam District., Kerala.-686673 UG Courses Offered

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Why ILAHIA?  Integrated Campus with modern infrastructure facilities.  Well designed class rooms equipped with modern teaching aids.  Experienced faculty with proven track record.  Personality development programs by international trainers.  Full fledged facility for carrier guidance & placement.  Well Disciplined campus.  Excellent sports and Recreation facility.  Facilities for co-curricular, extracurricular and self enhancement programmes.  Scholarship for meritorious students.  Up to date information regarding students academic progress.  Close monitoring of students academic performance with focus on weak students.  Concurrent parent teacher’s interaction to update the student’s performance.  Implementing the mission excellent performance program to focus on the overall program of the students.

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COVER STORY Space education

Space boom BONANZA

A career in space science and technology will enable you to become a part of the revolutionary team that is steadily working towards further improvement in the living conditions of humans. Thanks to the commercialisation of space, the time is ripe to take a plunge into this domain EI Bureau

God has no intention of setting a limit to the efforts of man to conquer space — Pope Pius XII

an has discovered a terrain of development within the voidness of space through his countless expeditions beyond earth. Space is the veritable work station of the scientific community, helping them design technological solutions that have improved the quality of human life. The experiments have gathered such a critical mass that space is a flourishing economy today. This rapid and unprecedented commercialisation of space has ushered in a huge demand for trained technologists, who are capable of confronting and surmounting challenges in one of the most complicated and tenacious branches of science. World’s coveted space agencies, including NASA

(National Aeronautics and Space Administration), European Space Agency, Canadian Space Department, Australian Space Research Institute (ASRI) and ISRO (Indian Space Research Organisation), along with their associated partners, have been recruiting thousands of technologists during the past few years to meet their behemoth requirements. G Madhavan Nair, a world renowned space scientist and former chairman of ISRO, observes that it is high time our educational mechanism provides incentives to professionals who are willing to join the world of space. “Almost all branches of engineering find their application in space technology, which is getting commercialised day-by-day. Hence there are wide opportunities for space technologists in areas such as developing satellites, rockets, communication systems, scientific instruments, along with fabrication and processing of materials. Pure science branches like material sciences, electronics, computer science and associated software technologies are also an integral part of space technology,” says Nair, adding that only individuals who have a penchant EDUCATION INSIDER I June 2012

for taking risks and overcoming challenges, fulfill the eligibility to pursue a career in space. Echoing similar views, Mitrajit Ghosh, a research scholar at Aachen University, Germany, explains, “Research and engineering activities relating to space technology and its applications are accelerating at a faster pace. Apart from its conventional applications in telecommunication and broadcasting, space technology has moved forward, influencing all scientific aspects of human life.” As of today, satellites are being effectively used for a variety of purposes, from geology to espionage. The communication scene is so well-developed that scientists and engineers are planning to combine almost all elements of communication into a single dish, a new technology that will swallow a large chunk of future technicians, adds Ghosh. Space Economy OECD (Organisation for Economic Cooperation and Development) defines Space Economy as the total economic value of the entire range of activities including the use of resources that create and provide benefits to human beings in the course of exploring, understanding, managing and utilising space. According to estimates, this industry is worth more than $10 trillion. Over the years, the range of civilian space applications has increased significantly. Three main types of space applications currently dominate the space business and will continue to do so in the medium term: telecommunications, earth observation and positioning and navigation systems. Telecommunications: It is currently the most significant and dynamic market for space technology and its applications. It includes fixed telecommunication services (voice, data, internet, multimedia), broadcasting (TV and radio services, video services, internet content) and mobile services (data, voice, internet, multimedia, digital radio). Though this sector initially began with limited coverage to serve limited number of professional users, satellite communication systems are evolving towards global coverage, connecting majority of the world’s population. Earth Observation: Earth Observation helps scientists in measuring and monitoring the earth’s climate and environment, apart from mapping its resources. It has applications in a growing number of domains, including agriculture, resource management, exploration, mapping and planning, hazard monitoring and disaster assessment (landslides, earthquakes, volcanic eruptions, floods and droughts) as well as security, defence and the enforcement of international agreements. Latest space technologies are also being explored to monitor EDUCATION INSIDER I June 2012

‘Integrate technology with curriculum’ Padma Vibhushan G Madhavan Nair, a world renowned scientist and space technologist, is the former chairman of Indian Space Research Organisation (ISRO). Currently, he is the Chairman of the Centre for Management Development, Thiruvananthapuram. In an interview with Education Insider, he speaks about the need for incorporation of technological studies in the curriculum By Sreekanth Ravindran

hat are the areas where space industry has potential for growth, which, in turn, will generate opportunities for space technologists? Almost all branches of engineering find their application in space technology. Hence there are wide opportunities for space technologists in areas such as developing satellites, rockets, communication systems, scientific instruments, along with fabrication and processing of materials. Pure science branches like material sciences, electronics, computer science and associated software technologies are also an integral part of space technology. Where do we stand in a global perspective, when it comes to space education? We are as advanced as the US, European countries, Japan or China. We possess powerful rockets and our PSLVs and GSLVs are really competent. However, unlike the West, we lack a strong base in technology or pure sciences. Do you think ending government monopoly in the space sector will lead to the emergence of a broad platform for innovations and subsequent opportunities for space professionals? Private sector is always led by instant profit motives and hence they are hardly showing any interest in the space sector. If you consider Western countries, the basic funding is done by the government in space technology. However, the orders are placed with private sector companies. So, the functioning of the space industry is more or less similar in India and the West. There is only a difference in the way it is being managed. What was your inspiration to become a space scientist? From the beginning, I was keen on pursuing a career that was challenging in nature. After completing my engineering, I joined the Atomic Energy Programme and later, shifted to Space Research. How can we attract best talents towards space technology? Despite the immigration of many scientists and technologists to the West, we had been able to attract India’s best talents towards the space sector. However, better remuneration packages by private companies,

COVER STORY Space education

pressure from the IT sector and several other factors have resulted in acute shortage of space professionals in the country. Do you see any scope for mega projects in clearing space debris? I don’t think any such projects will be commissioned, at least for the next 15 years. You need high-level international cooperation for such projects. Though chances of satellites colliding with each other are increasing, associated technologies to clear space debris are very complex. The Indian Institute of Space Science and Technology (IIST) was established only in 2002. Why did it take so much of time to set up an exclusive space technology institute? Earlier, we were recruiting engineers and science graduates. But unfortunately, the quality of students has been declining on a massive scale. A good percentage of engineers are unemployable. So, we were forced to set up an institute exclusively meant for training and developing space technologists. Do you think private institutions should be allowed to teach space technology? Is there a need to set up more space education institutes? As of today, there is no bar on private institutions to teach space technology. The most important point is that private players are intensely profit-oriented and they don’t teach anything simply out of their love for the subject. Again, what matters the most is not the numbers but the quality of professionals. I believe that mushrooming of institutes will undoubtedly degrade the quality of professionals. Will curricular integration with technology bring about an improvement among students learning new age concepts and processes? We need to have an integrated approach in this aspect. Instead of being taught obsolete technologies at schools, children should get an exposure to latest technologies. Better laboratory facilities should be available at all schools. The entire education system should be revamped to improve students’ understanding of the topics, logical thinking process and ability to analyse. I think our entrance-oriented higher education won’t yield any positive results. Maximum emphasis should be on research and development, especially when it comes to higher education, and of course, we need good teachers. Teachers who can really motivate students and nurture their talents.

greenhouse gases. Positioning and Navigation: The use of satellites for localisation and navigation purposes is rapidly expanding. The implementation of GPS (Global Positioning System) has allowed the development of a growing number of applications in air transport, maritime transport, land transport, localisation of isolated individuals. Career options A student who aspires to pursue a career in space should either be a graduate in any branch of engineering or a post graduate in physics or mathematics. Engineering graduates from IIST (Indian Institute of Space Science and Technology) are directly absorbed and trained by ISRO. Engineering graduates (Non-IIST students) can apply to the post of junior

World’s top Space Agencies

NASA National Aeronautics and Space Administration (NASA), formed in 1958, is the space agency of the United States. NASA is responsible for the nation’s civilian space programme and research in aeronautics and aerospace. No country in the world has been able to emulate or outperform its manned Moon landing missions. Currently, NASA is maintaining the International Space Station and overseeing the development of the Orion Multi-Purpose Crew Vehicle and Commercial Crew vehicles. The agency is responsible for the Launch Services Programme as well. European Space Agency Established in 1975, the European Space Agency is an intergovernmental organisation of 19 member states, headquartered in Paris, France. ESA is spearheading human spaceflight initiatives, launching and operationalising unmanned exploration missions to other planets and the Moon, maintaining a major spaceport (the Guiana Space Centre at Kourou, French Guiana), and designing launch vehicles. The main European launch vehicle Ariane 5 is operated through Arianespace with ESA sharing the costs of launching and further developing this launch vehicle. ESA science missions are based at ESTEC in Noordwijk, the Netherlands; Earth Observation missions at ESRIN in Frascati, Italy; ESA Mission Control is located in Darmstadt, Germany; the European Astronaut Centre that trains astronauts for future missions is located in Cologne, Germany; and the European Space Astronomy Centre is located in Villanueva de la Cañada, Spain. Russian Federal Space Agency The Russian Federal Space Agency, popularly known as Roscosmos, is the government agency responsible for the Russian space science programme and general aerospace research. It was previously the Russian Aviation and Space Agency. The Main Mission Control Spaceflight Operations Centre is located in Korolev. The Cosmonauts Training Centre is located in Star City. It uses the launch facilities at Baikonur Cosmodrome in Kazakhstan and Plesetsk Cosmodrome in northern Russia. China National Space Administration China National Space Administration is the national space agency of the People’s Republic of China. Along with China Aerospace Corporation, it has authority over space development efforts. Jiuquan Satellite Launch Centre is the primary spaceport. In 2003, China launched its first manned space mission, becoming the third country in history to send a man into space four decades after the erstwhile Soviet Union and the US. EDUCATION INSIDER I June 2012

COVER STORY Space education System (NNRMS) supports conduct of multi-theme and multi-level training programmes and awareness workshops by training personnel from different departments concerned with project implementation, selected State Remote Sensing Indian Institute of Astrophysics, Bengaluru Application Centres, ISRO as well as Department of Courses: Integrated MSc in Astrophysics, Integrated PhD in Space Centres. About 350 professionals, university faculty Astrophysics members, school teachers and students are being trained Indian Institute of Science, Bengaluru, Department of Physics annually. Courses: MSc and PhD in Astronomy and Astrophysics To promote long-term collaboration for human resource Raman Research Institute, Bengaluru development in the areas of remote sensing and Geographic Courses: PhD programmes in Astronomy and Astrophysics with Information System (GIS) on a regular basis, NNRMS has various specialisations made arrangements with (i) Geological Survey of India Training Institute, Hyderabad, (ii) National Water Academy, Inter-University Centre of Astrology and Astrophysics, Pune CWC, Pune, (iii) National Bureau of Soil Survey and Land Courses: PhD in Astronomy and Astrophysics, Use Planning, ICAR, Nagpur. These institutions have been Msc in Physics with a specialisation in Space Science regularly conducting several training programmes for the National Centre for Radio Astrophysics at Tata Institute of benefit of space professionals as well as researchers. Fundamental Research, Pune IIRS has launched distance learning programmes, Courses: PhD programmes in Space Science with various including EDUSAT-based training programme, since specialisations 2007 for post graduate students in science. More than Indian Institute of Space Science and Technology, Trivandrum 40 universities and institutions spread across India are The institute offers BTech courses in Aerospace Engineering, covered under this programme. They impart training to Avionics and Physical Sciences. Post graduate programmes more than 2,000 students.Realising the importance of space are available in four specialisations. PhD and post doctoral technology, many universities and institutions have started programmes are also offered by the institute. The institute offering educational programmes in remote sensing, GIS functions under the Department of Space and hence it has close and geo-informatics, abiding the curricula standardised by tie-ups with ISRO NNRMS. On the global front, a good number of space technologists are Indians or PIOs (Persons of Indian Origin). Many engineer/junior scientist at ISRO, which is notified scientists currently working in NASA, the European Space Agency at regular intervals. Post graduates in physics or or at Kourou in French Guiana, South America, began their career as mathematics can join research programmes in scientists in ISRO or in other Indian academic/research institutes before astrophysics at Physical Research Laboratory, migrating in search of greener pastures. Ahmedabad, or Vikram Sarabhai Space Centre, Thiruvananthapuram. Both institutes are subsidiaries of ISRO. Doctorate (PhD) holders (and those who have submitted their thesis and are awaiting award of degree) with a specialisation in science or engineering that is relevant to ISRO can also apply. What is the difference between an astronaut and a cosmonaut? Specialisation can be in subjects such as aeronautics, There is no difference. While Russians prefer to use the term agriculture, atmospheric sciences, chemical cosmonauts, American space travellers call themselves astronauts. engineering, civil engineering, computational fluid What is a black hole? dynamics, computer systems, control systems, A black hole is a region in space where gravitational force is so intense electrical engineering, electro-optics, electronics, that if anything, even light, enters the region, there’s no escape. environmental sciences, geology, material How do you differentiate between a star and a comet? science and metallurgy, mechanical engineering, Comets are extra-terrestrial bodies that are smaller in size when oceanography, power systems, remote sensing, space compared to stars. Stars shine with their own light, whereas comets science, structures, telecommunication and water reflect the light produced by stars. resources. Once recruited, these PhD holders will be What is the purpose of the international space station? appointed as junior scientists. With six state-of-the-art laboratories, the Space Station is a premiere ISRO’s training programmes research facility. It is hoped that it will bring about advancements in The Indian Institute of Remote Sensing (IIRS) medicine, technology and science. Experiments in the Space Station under the National Remote Sensing Centre, will also enable us in improving our understanding of the Earth’s Hyderabad, is a premier training and educational environment. institute set up for developing trained professionals What is space debris? in the field of remote sensing, geo-informatics and Space debris refers to all space exploration objects which have served GPS technology for natural resources and disaster their purpose and are in a state of disuse, floating in orbit around management. IIRS has trained thousands of scientists Earth. As the orbits of these objects often overlap the trajectories of and engineers from India and hundreds of foreign newer missions, there is a likelihood of collision with satellites and students from various countries of Asia and Africa. space vehicles. The National Natural Resources Management

Key institutes in India

FAQs

EDUCATION INSIDER I June 2012

COVER STORY Space education

Major milestones 1962: Indian National Committee for

Space Research was constituted by the Department of Atomic Energy. 1963: First sounding rocket launched from Thumba, Thiruvananthapuram, on November 21. 1969: Indian Space Research Organisation (ISRO) formed under the Department of Atomic Energy on August 15. 1972: Space Commission and Department of Space (DoS) were set up on June 1, and ISRO was brought under DoS. 1975: Aryabhata was launched from Kapustin Yar, with help from USSR on April 19. 1979: First experimental launch of Satellite Launching Vehicle with Rohini Technology Payload on board on August 10. 1982: INSAT-1A launched on April 10, 1982. 1988: Launch of first operational Indian Remote Sensing Satellite, IRS-1A, on March 17. 1992: Third developmental launch of ASLV with SROSS-C on board on May 20, 1992. 1995: INSAT-2C, the third satellite in the INSAT-2 series, launched on December 7. 1997: First operational launch of PSLV with IRS-1D on board on September 29. 1999: INSAT-2E, the last satellite in the multipurpose INSAT-2 series, launched by Ariane from Kourou French Guyana on April 3. 2001: The first developmental launch of GSLV-D1 with GSAT-1 on board from Sriharikota on April 18. 2004: The first operational flight of GSLV (GSLV-F01) successfully launched EDUSAT (exclusively for educational purposes) from Sriharikota on September 20. 2005: ISRO’s Polar Satellite Launch Vehicle, PSLV-C6, successfully launched CARTOSAT-1 and HAMSAT satellites from Sriharikota on May 5. 2008: PSLV-C11 successfully launches ‘Chandrayaan-1’ from Sriharikota on October 22. 2009: PSLV-C14 successfully puts seven satellites including OCEANSAT-2 into space from Sriharikota. 2011: PSLV-C18 launches MeghaTropiques, Jugnu, SRMSat and VesselSat-1 from Sriharikota.

The men who made it happen Vikram Sarabhai

Known as the father of Indian Space Programme, renowned physicist Dr Vikram Sarabhai played an instrumental role in the establishment of the Physical Research Laboratory in Ahmedabad. His greatest achievement was the establishment of ISRO. With the support of Dr Homi Jehangir Bhabha, Dr Sarabhai also set up the first rocket launching station in India at Thumba near Thiruvananthapuram. The visionary had given a convincing explanation on the objectivity of India’s space programme. He said, “There are some who question the relevance of space activities in a developing nation. To us, there is no ambiguity of purpose. We do not have the fantasy of competing with the economically advanced nations in the exploration of the Moon or the planets or manned spaceflight. But we are convinced that if we are to play a meaningful role nationally, and in the community of nations, we must be second to none in the application of advanced technologies to the real problems of man and society.”

Satish Dhawan

Satish Dhawan, the second chairman of ISRO and father of experimental fluid dynamics research in India, had directed the Indian space programme through a period of extraordinary growth. Dhawan carried out pioneering experiments in rural education, remote sensing and satellite communications. His efforts led to operational systems like INSAT, a telecommunications satellite; IRS, the Indian Remote Sensing satellite; and the PSLV, that placed India in the league of space faring nations.

U R Rao

Udupi Ramachandra Rao is the Chairman of the Governing Council of the Physical Research Laboratory at Ahmedabad. Prof Rao accelerated the development of rocket technology, resulting in the successful launch of ASLV rocket in 1992. He was also responsible for the development of the operational PSLV, which successfully launched an 850 kg satellite into a polar orbit in 1995. Prof Rao initiated the development of the GSLV and the development of cryogenic technology in 1991. He was responsible for the successful launch of INSAT satellites during his stint at ISRO.

Kasturirangan

Dr Kasturirangan was responsible for directing the Indian Space programme for over 9 years, as Chairman of ISRO and the Space Commission and as Secretary to the Government of India in the Department of Space. He was also the Director of ISRO Satellite Centre, overseeing the development of new generation spacecraft, the Indian National Satellite (INSAT-2), the Indian Remote Sensing Satellites (IRS-1A and 1B) as well as scientific satellites. He was also the Project Director for India’s first two experimental earth observation satellites, Bhaskara-I and II. His contributions include the successful launch and operationalisation of the Polar Satellite Launch Vehicle and the Geosynchronous Satellite Launch Vehicle. He also oversaw the development and launch of some of the world’s best civilian remote sensing satellites (IRS-1C and 1D), new generation INSAT communication satellites and ocean observation satellites IRS-P3/P4. He also led the initiative to enter the planetary exploration era by conducting extensive studies that culminated in Chandrayaan-I. EDUCATION INSIDER I June 2012

Space education COVER STORY

GenNext ready for challenges in space For those who have limited knowledge of the advances and opportunities in the space education sector, hereâ&#x20AC;&#x2122;s your best chance to get a rich insight into the intricacies of the field from an accomplished academic scholar and senior scientist, K S Dasgupta, Director of the Indian Institute of Space Science and Technology (IIST) By Sreekanth Ravindran Space is getting commercialised at an unprecedented pace. What is the relevance of IIST in the light of this rapid commercialisation? Or is it just an institute which aims to meet the requirements of ISRO? Space-related services are touching the lives of common man in all walks of life, both in rural and urban contexts. While the role of space activities in improving the overall quality of life is now fairly well-recognised, what space can offer to future generations of humanity holds far greater spread and promise, particularly in areas like disaster management, satellite navigation systems, interplanetary mission, space medicine, satellite-based distance education and commercial communication systems, space transportation, space power generation, space resource utilisation, space security, and many more. Naturally, such great promise of space leads to extensive commercialisation. And in such a backdrop, the importance of a focused institute like IIST increases many fold in teaching and training young professionals and future leaders of space activities in the multi-disciplinary opportunities that space offers to humanity. Meeting the requirements of ISRO is one of the aims that drive our activity. On the broader visions, IIST strives to inspire, train, and prepare professionals at graduate, post graduate, doctoral and post doctoral level to explore, expand and contribute to frontier research in the emerging field of space and technology that will make space a sustainable source of improving the quality of life for the current and future generations. In more concrete terms, our students at all levels, trained by our excellent and highly proficient members of faculty, will have the opportunity to contribute not only to ISRO, but also to the whole gamut of space utilisation efforts in the country. Research in space science and technology encompasses a wide spectrum of areas, and our students, who are trained and groomed, will be capable of taking up any research challenge in future. Apart from research, what are the other career options available for students pursuing space education, especially in the wake of space commercialisation? First, we should recognise that there are many good aspects of space commercialisation. The global recognition of what space can offer to the humanity indicates that the time has come for space commercialisation. When properly administered, managed and controlled, space commercialisation expands immensely the future career opportunities to students; in governmental bodies, space industry, manufacturing centres, space tourism, space law and policy matters at national EDUCATION INSIDER I June 2012

and international levels. When we go from research level to operationalisation, the trained professionals will have a challenge to sustain and maintain the increased volume of space activities, which are obviously going to increase in the coming decades. There will also be many spin-offs from space research, particularly in new materials developments, nano technology, space medicine, rural development, agriculture forecasts and management and many such vital areas. These avenues provide vast future opportunities for career expansions. Do the students need to sign any employee bond with ISRO for a minimum period? Yes, students need to furnish a bond that the student shall diligently complete the course and, if inducted, shall serve ISRO/ Department of Space as nominated by the Government of India for a minimum period of five years. Almost all coveted institutes in the country, including IITs and IIMs, are facing severe faculty shortage. What about IIST? Yes, this is a reality. However, we are fortunate

COVER STORY Space education enough to get good faculties in aerospace, avionics, physics, chemistry and mathematics. We need more qualified faculty members. Hence, our recruitment process is continuous and we advertise in national newspapers as well as international journals – IEEE Spectrum and AIAA. A good number of faculty members at IITs, NITs and IIMs are not from the best universities. Do you think at any point of time IIST will have to compromise on the quality of its faculty members? We normally recruit those faculty members at Assistant Professor’s post who have excellent track records in academics, publications and research. We have not compromised the quality of faculty mem-

bers as we believe the credentials of any institute depend on the quality of the faculty members. Does IIST permit foreign nationals to join its various programmes on space technology? Any candidate applying for IIST admission test (ISAT) has to be an Indian citizen. How is IIST curriculum different from the engineering syllabus? How is the institute infusing creativity into the curriculum? The curriculum of our institute is different from the engineering syllabus as we impart knowledge in specialised fields of space science and technology and maintain a holistic approach towards education. The institute offers: • A platform for unique and diverse research. Challenging opportunities for innovative research in niche areas of space science. • Opportunities to take up challenging and exclusive courses.

•

Opportunity to teach a composite slice of inquisitive and brilliant minds from all over India. • Opportunity to be part of the dynamic network of research scholars and skilled faculty members. Ours is a close-knit, collegial and stimulating environment for the free development and exchange of ideas, particularly in areas of interdisciplinary research. • Opportunities for peer interactions with research institutes and universities in India and abroad. IIST is the right platform for intellectual research, academic collaborations and exchanges with scientists all over the world, Nobel laureates and astronauts. • An opportunity for cutting edge research and to utilise state-of-the-art facilities of a variety of national labs across India. • Unique opportunities for career advancement and growth. At the institute, we emphasis on cutting edge research, as we choose researchers from the best academic and R&D institutes all over India. Here, we endeavour to ensure quality research with a series of systematic appraisals of our own research programmes, projects, etc. Simultaneously, we have also started post doctoral programmes in specialised areas, stretching research possibilities of the institute to the ever-expanding horizons of knowledge and dissemination. In future, we believe that IIST will contribute substantially to the Indian Space Programmes in particular and the global community in general. Academics at IIST go beyond the Cartesian limitations of knowledge dissemination. At IIST, we perceive academics from a broader dimension of social change and sensitivity, so that the outcome of high-end research shall improve our understanding of humanity and make breakthrough discoveries. We look beyond the frontiers of knowledge diffusion from the level of the individual and believe in the collective participation in a global advancement of knowledge. Here, we venture to seek the unknown, explore the unexplored and fathom the recesses of information and awareness, firmly rooted in the belief that the connections of knowledge and intensive research aptitudes will eventually lead to the overall progress of the nation. Does IIST have any student exchange programme or collaboration with foreign universities? Memorandums of Understanding have been signed with CALTECH, USA, and Universities Space Research Association, USA, for collaborations at various levels. Three students of the first batch (2007) have completed their final project at Lunar and Planetary Institute, Houston, and two students at University of Texas, Arlington. This year, students of the final year batch will be doing their 6-week internship; two in University of Texas, Arlington, two in Lunar and Planetary Institute, Houston, and two in NASA Goddard Space Flight Centre, in Green Belt, Maryland.

EDUCATION INSIDER I June 2012

COUNTERPOINT Dr Ashok V Desai

‘Vested interests block education reforms’ Best known for his influential role in overturning the age-old socialist policies and rolling out the red carpet for liberalisation in India, astute economist Dr Ashok V Desai has been instrumental in framing sound economic strategies along with Dr Manmohan Singh during the Prime Minister’s earlier avatar as the Finance Minister. Today, the former Chief Economic Advisor to the Government of India is an active journalist with The Telegraph newspaper as its Consulting Editor. In an interview with Education Insider, Dr Desai has expressed genuine concerns on education in the light of rapid globalisation. He has also shared his views on a host of issues, such as liberalisation of the education sector and the entry of foreign universities. Excerpts: By Dipin Damodharan Do you think there is a need for more liberalisation of India’s education sector? I don’t think the education sector has been liberalised much. The only thing that has been done is that a large number of private universities have been licensed. On the other hand, the educational system has developed several offshoots, which are not recognised as part of the system, though they have educated thousands of people – for instance, programmers, waiters, cooks, pilots etc. They have made the university system increasingly irrelevant. That is the first step towards liberalisation. How do you perceive competition in the education sector today? Twenty years ago, there was no competition in our education sector. But today, the situation has changed drastically. The sector is witnessing an unhealthy competition today. More than the Central government, the states have to do a lot of things in education. They should realise the urgency and make up for the yawning gaps in education immediately. Does India need to revamp its education system? Reforming the system is virtually impossible. There are too many vested interests and too many people wielding power who can stop reforms. It would be better to create new methodologies and concepts under the system. There must be a thorough check on the bottlenecks in developing a better education system.

Recently, Union HRD Minister Kapil Sibal said our education system should be student-oriented, rather than examination-oriented. What do you have to say? This is a typically clever and meaningless remark. An examination-oriented system is not necessarily student-oriented. I do not see how one can judge whether

Reforming the system is virtually impossible. There are too many vested interests and too many people wielding power who can stop reforms a student has learnt something without examining him. But I do think that the present examinations are largely irrelevant. We need something else, besides examinations. What is your take on the entry of foreign universities? Indian universities are much inferior to (reputed) foreign universities. Sending Indian students to foreign universities is quite an expensive affair. So, it obviously makes sense to let foreign universities set up base in India.

EDUCATION INSIDER I June 2012

INNOVATOR Guest Column Karthikeyan Iyer

Which innovation lever would you use?

“

Give me a lever long enough and a fulcrum on which to place it, and I shall move the world,” said Archimedes. Every organisation wants to innovate and become innovative. At the outset, it feels like a big rock to move, certainly beyond what brute force can achieve. The rock is grounded by inertia -- at both individual and organisational levels. Indeed, the inertia probably provides stability that is critical and beneficial to the organisation’s day-to-day running. But, as Archimedes claimed, every rock can be moved, even with surprisingly low effort, given the right leverage. What levers can an organisation use to get innovation going?

An impossible goal

When Tata Motors set the goal of achieving a (Rupee) one lakh car, the world watched with anticipation (and cynicism). But the team responded beautifully and achieved the impossible. Indeed, what is innovation, if not “achieving the impossible”! Since then, the enthusiasm has visibly spread across the Tata Group, making it one of the top brands recognised for innovation coming out of India.

A process or framework

Innovation is not just about the goal but also about the journey. As old Hindu and Buddhist philosophies say, “Focus on your actions, and the fruit will take care of itself”. Be it Six Sigma, which seeks to inculcate a “high quality, zero defect” mindset at GE or the Toyota Way for continuous improvement and learning, some of the world’s best known organisational innovation stories have been anchored on structured processes, frameworks and philosophies.

Charismatic individuals

Can we talk about innovation today without mentioning Steve Jobs!

The power of a charismatic individual in driving change cannot be stressed enough. The individual doesn’t always need to be the head of the company. In Tipping Point, Malcolm Gladwell explains how extraordinary change can be achieved with a small number of extraordinary individuals, namely mavens (idea creators), connectors (those who spread ideas) and salesmen (those who cause ideas to stick).

Innovative spaces

Our spatial environment wires our brains in ways that we don’t realise. Surrounded by regular shapes, sights, sounds and ways of working, even the best brains will find it difficult to get inspired to innovate. Innovation spaces offer much-needed inspiration and food for new thoughts. Google, for instance, views its entire office space as a playground for creativity and all structures as multi-dimensional in function – as they believe “Ideas need not come only when you are at your desk”. The Google office at Zurich features fireman poles for travelling between floors, a slide to reach the cafeteria, meeting pods and workstations in the forms of Swiss chalets, igloos and cable cars, and of course, full wall whiteboards.

Core capabilities

creasingly one-dimensional and slowly lose the ability to innovate. However, 3M has turned this capability trap on its head. 3M invests in a set of core capabilities (this set grows slowly) – innovation happens at intersections of multiple capabilities and evolving customer needs. For example, 3M scientists have used a technology behind layered plastic lenses to improve the grip of golf gloves. Southwest Airlines, on the other hand, banks on a different set of service, transaction and logisticsoriented core capabilities to continuously improve its services.

Ecosystem

Customers, competitors and partners can be more than just sources of ideas — they can provide strategic directions for innovation. Innovation, as much as it is about developing ideas, is also about getting ideas quickly to market. “Not Invented Here” can be a huge speed breaker. As innovation can be driven by the ecosystem, companies should get ready for partnerships, acquisitions and mergers. For a large company, a small but potentially disruptive start-up can be a wake-up call or a partnership opportunity. Facebook’s acquisition of Instagram is a case in point. Partnering with an organisation with completely different capabilities can also generate new innovation opportunities. For example, Samsung and SAP have partnered to bring Android devices to enterprises. For service sector companies focused on creating new experiences, customers are the primary drivers of innovation. Nike was one of the first to engage its customers to co-create their shoes with its online custom-design app NikeiD. (Karthikeyan Iyer (Karthik) is an

Most companies, trapped by the iner- innovation co-crafter and founder director at Crafitti Consulting, an innovation tia of their core capabilities, become inresearch and consulting firm)

EDUCATION INSIDER I June 2012

National University of Ireland Galway CAMPUS FOCUS

In the forefront of academic excellence

Ranked among the elite universities of the world, National University of Ireland Galway has a distinguished reputation for teaching and research excellence. It has been attracting high calibre students from around the globe By Our Special Correspondent

ational University of Ireland (NUI) Galway is one of Europe’s foremost centres of academic excellence. Over 17,000 students undertake an extensive range of studies at the university, which is renowned for the quality of its graduates. The university offers a wide range of under graduate and post graduate degrees, diplomas and research programmes in tandem with global standards. Established in 1849, the university has a distinguished reputation for teaching and research excellence in the fields of pure sciences, arts, social sciences, Celtic studies, business, public policy, law, engineering and informatics, medicine and nursing. While Sunday Times has conferred the ‘University of the Year’ status on NUI, Times Higher Education World Universi-

EDUCATION INSIDER I June 2012

ties’ Ranking has placed it among the elite universities of the world.

College of Arts, Social Sciences and Celtic Studies

The College of Arts, Social Sciences, and Celtic Studies offers under graduate, post graduate and research programmes in languages, literature, philosophy, as well as in historical, legal, social, behavioural and mathematical sciences. The college is the largest in the university, with strength of about 7,000 students. Students find themselves in a cosmopolitan community.

College of Business, Public Policy and Law

The institute has under graduate, post graduate and research programmes in business administration, business economics,

CAMPUS FOCUS National University of Ireland Galway

public policy and law. It also offers executive programmes for working individuals.

College of Engineering and Informatics

The College has courses in six disciplines: civil engineering, electrical & electronic engineering, engineering hydrology, industrial engineering, information technology, mechanical and biomedical engineering. The expansion and diversification of the college has been considerable in recent years with the induction of wide range of programmes both in Engineering and Information Technology.

College of Medicine, Nursing & Health Sciences

The College of Medicine, Nursing & Health Sciences provides healthcare students with an

exemplary educational as well as cultural experience. The college is internationally recognised for its excellence and leadership in distinctive and innovative programmes of teaching, research and scholarship, which reflect the real strengths of the college.

College of Science

The College of Science consists of four schools — The School of Physics, the School of Chemistry, the School of Natural Sciences, and the School of Mathematics, Statistics & Applied Mathematics. There are also two research Institutes within the College of Science - The National Centre for Biomedical Engineering Science (NCBES) and the Ryan Institute - Environmental, Marine and Energy Research.

‘Student integration is our main goal’ In an interview with Education Insider, Anna Cunnigham, Director of International Affairs, National University of Ireland Galway, detailed the functional aspects of the varsity. Excerpts: Today, we have a problem of plenty when it comes to selecting universities of repute. What makes you unique in such a scenario and how do you maintain your credibility? Ireland offers a safe and friendly environment for international students. Irish Universities have an excellent reputation for the level of pastoral care and support provided to international students. NUI Galway is located on the West Coast of Ireland, one of the most beautiful and picturesque parts of Ireland. The university itself offers a comprehensive range of programmes from Bachelor to PhD levels. Students experience high levels of support from the academic community and are made to feel very welcome by all staff and the wider student body. The university places a high level of importance on student integration and volunteering. Students are encouraged to spend time with sections of the community perceived to be less well-off. International students are also given the opportunity to immerse themselves in the traditional Arts of the Gaeltacht (Irish-speaking area), which the West of Ireland is famous for. What is the significance of Ireland as a destination for higher education and where do you figure in the priority list of international students?

Ireland is one of the two Englishspeaking destinations in Europe. All seven universities in the Republic of Ireland are public and statefunded universities. Anna Cunnigham, Director, Ireland has the highest International Affairs participation rate of the EU in third level education and many multinational companies have located their headquarters in Ireland due to the exceptionally well-educated workforce. Can you provide details about the admission process, with special emphasis on international students? Under graduate international applications are made directly to the International Affairs Office. Students can apply using an application form, enclosing their high school transcripts and IELTS certificate. Students can expect a decision within two weeks of applying. Students may also decide to use one of the many agents which the university employs and details of these agents are available on www.nuigalway.ie/

EDUCATION INSIDER I June 2012

CAMPUS FOCUS National University of Ireland Galway

international. Post graduate students can apply using the online system www.pac.ie. What are the research facilities available at NUI Galway? NUI Galway attracts high calibre research students from all over the world. Main areas of research include biomedical science and

engineering, regenerative medicine, human rights law, semantic web technology and marine science. The university has secured extensive funding to support research activities. It has developed a number of key research centres. Have you rationalised your fee structure to accommodate students from middle-income

groups or are you a high-end university? We have a scholarship programme in place to support high calibre international students. Scholarships are based on merit. Tuition fees are competitive with other Irish and UK universities. Tuition fees for post graduate research students are particularly competitive and have been structured to attract high calibre international research students. Which are the best courses you are offering? International students are particularly attracted to post graduate programmes in biomedical science, biotechnology, neuropharmacology, toxicology, cancer research, international business/finance and strategic marketing. How do you compare NUI Galway with American and other European universities? NUI Galway places emphasis on the wider student experience. International students are encouraged to integrate with the wider student body and the local community. Strengths in the universityâ&#x20AC;&#x2122;s research output translate to under graduate programmes. How well are your students placed? Kindly explain the universityâ&#x20AC;&#x2122;s tie-up with the industry. Galway has become the hub of the biomedical device industry in Europe. Several biomedical and pharmaceutical companies have established manufacturing operations in the West of Ireland and NUI Galway graduates have secured employment with many of these companies. Research centres work hand-in-hand with many of these leading companies. The Careers Office in the university assists students in placements and career advice. Under graduate engineering programmes include a 9-month industry placement. How liberal are the visa regulations for non-EU students to pursue higher education in Ireland? Students from India and China can apply directly to the Irish Visa Offices in New Delhi and Beijing, making the application process very straightforward. The Irish Government has been supportive of universities in their efforts to attract high calibre international students from Asia.

EDUCATION INSIDER I June 2012

EXPERT TALK Sudhanshu Bhushan

‘Malpractices and commercial interests dog higher education’ The vision of the 12th Five Year Plan for Indian higher education is to enhance access through a mission mode national programme of creating new universities and increasing the intake capacity of the existing universities and colleges. The government will also focus on faculty enrichment, curricular reform, revamp of governance structures, promotion of research and innovation, and creation of an efficient regulatory framework. To make a better sense of the government’s initiatives and understand the pressing needs in India’s higher education sector, we spoke to Professor Sudhanshu Bhushan, Head of the Department of Higher & Professional Education at the National University of Educational Planning and Administration (NUEPA). Excerpts: By Sanjeev Neelakantan What’s your vision on education? My vision of education is to create a balance between life and work. To elaborate further, the primary purpose of education is to create a society with human values. However, to live with dignity, it is necessary that every individual is productively engaged. Education must ensure that every individual has the capacity to earn the minimum basic necessities of life. This implies that education must also provide the sustainable basis for progress of mankind. What are the deficiencies in the higher education sector today? At the level of planning, there is lack of emphasis on the development of undergraduate colleges in the state universities which constitute the bulk of enrolment in higher education. Central institutions such as IITs, Central universities, institutions of national importance are adequately funded whereas

the state universities and colleges are underfunded. As a result, there is deficit in terms of infrastructure and also shortage of teachers. There are also large numbers of ad hoc/temporary teachers who suffer from the deficit in the capacity of teaching and research, adversely affecting the quality of higher education. At the level of governance, there is deficit in terms of efficiency and there is lack of transparency. Those who are in the leadership position are weak and do not have the capacity to take bold steps in the academic interests. It is also argued that there is less academic autonomy due to the interference from the government. On the other hand, it is argued that autonomy cannot be absolute and the accountability of the persons within the higher education system has to be ensured. In the final analysis, I feel that there has been deficit in terms of the trust between the government, on EDUCATION INSIDER I June 2012

one hand, and the university system on the other. The government should not interfere beyond a point and academic persons within the University system need to ensure proper accountability. This is, of course, an ideal state of affairs that visionary leadership only can ensure. Lastly, I will argue that the higher education policy has been lopsided due to lack of vision and also due to a number of regulations which could not be effectively monitored. To give an example, private sector in certain disciplines has engaged in commercial practices and even malpractices such as charging of capitation fee. However, these practices continue unabated. The government has not been able to stop this. What are NUEPAâ&#x20AC;&#x2122;s focus/target areas? The National University of Educational Planning and Administration has three-pronged focus. It conducts research in educational policy, planning, management and finance. It conducts a number of training programmes to develop the capacity of educational planners and administrators. Besides, it provides research programmes such as M Phil and Ph D. How can the government bring about an improvement in its three-pronged approach of providing greater access, equity and quality in higher education? To ensure greater access, the government needs to put its resources for expansion. During the 11th Five Year Plan, there has been an emphasis on expansion under the Central Plan. However, under the State Plan, resources could not be devoted to meet the needs of expansion. Since all the expansion cannot take place in the government sector, there should be private expansion for which government needs to provide sufficient incentives. Public-private partnership was announced during the 11th Plan to meet the needs of expansion. However, at the operational level, nothing much has been achieved due to vagueness in policy. Quality needs investment in physical resources as well as human resource. Competent teachers are very

vital element in the improvement of quality. During the 12th Plan, a national mission on teacher is being visualised for the overall improvement of teachers. Teachers should develop curricula to meet the diversified needs of economy. They should effectively transact the curricula so that studentsâ&#x20AC;&#x2122; capacity is sufficiently developed. Therefore, in my opinion, the recruitment of competent teachers and development of capacity of the teachers should be the central focus in the improvement of quality. The issue of equity is important in Indian context, where there are wide disparities along social, economic and gender axes. The poor and persons from deprived communities should be supported in a targeted manner by means of a scholarship. Further, loans should be made available to them at the level of the institutions in which they seek admission rather than going to the banks for the advancement of loans. A higher education finance authority should be established by the government to advance loans at concessional rate to the needy students. How can our Gross Enrolment Ratio (GER) be brought at par with that of the developed countries? According to estimates available, the GER in higher education should be approximately in the range of 18-20 per cent in India. In many fast growing economies such as China, Southeast Asian nations, the GER varies from 25 to 40%, whereas in developed economies, it is above 50%. We need to target additional enrolment of roughly 20,000,000 so as to reach the GER of around 40% in the next 10 years. Only then we can think of increasing the GER, may be in the further 10 years, to the level of developed countries. However, the gap will continue to exist, as in the next 20 years, the developed countries would reach a much higher level of GER in higher education. How will the government ensure capacity building and capability enhancement in higher education? During the 12th Plan, the Central government plans to launch two new schemes: (i) Rashtriya Ucch Shiksha

The government plans to launch two new schemes: (i) Rashtriya Ucch Shiksha Ayog and (ii) National Mission on Teacher Education. In these two schemes, there should be sufficient provision to ensure capacity building and capacity enhancement of teachers and administrators of higher education Union HRD minister Kapil Sibal with the Aakash study tablet. The government hopes to achieve a GER of 30% by 2030. EDUCATION INSIDER I June 2012

EXPERT TALK Sudhanshu Bhushan Ayog and (ii) National Mission on Teacher Education. In these two schemes, there should be sufficient provisions to ensure capacity building and capacity enhancement of teachers and administrators of higher education. Under these two schemes, a holistic plan for development of higher education and capacity building aspect of the teacher should be taken up. To meet the shortage of teachers, it would be necessary to have a resource sharing between Central and state governments in the ratio of 50:50. There should be a targeted approach to recruit at least one lakh teachers to partially meet the shortage of teachers during the 12th Plan. What are the parameters of the All India Higher Education Survey? What will be the outcome of such a survey? The All India Higher Education Survey is being conducted by the Ministry of Human Resource Development and the survey is being facilitated/ supported by NUEPA. It is expected that the survey will be over by June 2012, though there may not be hundred per cent coverage due to delayed responses by the institutions of higher education. An effort will

be made to begin another round for the next year, covering the academic year 2011-12. The parameters of the All India educational survey cover programme wise enrolment for different years at different levels, faculty position in different disciplines in the institutions, financial parameters and so on. Even the partial success of such a survey will throw information to understand disciplinary choice of students, demand of faculty in different disciplines etc. What kinds of reforms are required in the higher education sector? The thrust of present higher education reforms is to minimise regulations and develop universities as self-regulating entities. Besides, by means of accreditation, effort is to make improvement in the quality of higher education. Introduction of credit system will amount to sea change in the curricular choices to the students. It will also enhance the accountability of teachers. The malpractices and disputes will be minimised by means of two Bills meant for the purpose. The Foreign Education Providers Bill is supposed to enhance the competitiveness of Indian higher education. All these reforms are aimed at the macro level. In my opinion, there is a need to give greater thrust on the institutional aspect of reforms in the higher education sector. It relates to the selection of competent leaders, development in their capacities as also recruitment of competent teachers and providing academic freedom and capacity building. There is also need to have greater thrust on mobilisation of resources to meet the rising cost of higher education. There should be dual fees policy, whereby fees should be related to the ability to pay criteria rather than complete subsidisation. Do you think the curriculum in higher education should be market-driven as in the case of private institutions? Will there be a greater emphasis on vocational education in the coming years? There has to be a balance in the curriculum as per the vision of higher education stated above. There has to be a balance in the work and life. Therefore, while curricula must meet the needs of market, at the same time, it should inculcate values of integrity, democracy, secularism in the minds of the students. There is no reason why there should be watertight compartmentalisation between market-oriented curricula and value-based curricula. From this perspective, while there should be certainly emphasis on skill building through vocational education, the knowledge and values aspect cannot be ignored. Whatâ&#x20AC;&#x2122;s NUEPAâ&#x20AC;&#x2122;s roadmap, especially in the light of the 12th Five Year Plan? NUEPA is a part of the higher education system with a mandate to support the policy and planning of education with its research outlook. Hence, during the 12th Five Year Plan as well, it will fulfill its mandate to support research needed for the effective implementation of the 12th Five Year Plan.

EDUCATION INSIDER I June 2012

Vishva-Bharati CAMPUS FOCUS

Tagoreâ&#x20AC;&#x2122;s tapovana lives on Located in Birbhum district of West Bengal, Vishva-Bharati, a central university, is acknowledged as one of the greatest temples for learning fine arts, literature, pure sciences, humanities and foreign languages

By Sreekanth Ravindran

atra visvam bhavatyekanidam (Where the world makes a home in a single nest), the motto and mission of Vishva-Bharati, clearly reflects the ideals and goals envisaged by the great Indian saint, philosopher and poet Rabindranath Tagore while establishing this centre for excellence in 1921. VishvaBharati is not just another academic institution. It is a cultural institution, where fine arts, performing arts, sculpture, music and dance are taught apart from regular academia. Tagore wanted his centre for learning to replicate a Tapovana (hermitage) of ancient India, where a Guru initiates his disciples into a life of discipline, peace and learning by teaching them how to maintain an intimate relationship with nature. So, he moved from Kolkata to a place called Santiniketan, which his father Maharshi Devendranath Tagore had chosen for his meditation and other religious activities. In 1951, Visva-Bharati was declared a Central University and â&#x20AC;&#x153;an institution of national importanceâ&#x20AC;? by a Parliamentary Act. Thus, it was granted the status of a unitary, teaching and residential university. The key officials of the university include the paridarshaka (visitor), acharya (Chancellor), and the upacharya (Vice-Chancellor). The paridarshaka of this university is the President of India, while the acharya is the Prime Minister. The university is run by its Karma Samity (Executive Council), which is chaired by the acharya.

EDUCATION INSIDER I June 2012

Santiniketan and Sriniketan campuses

Santiniketan, a small town situated near Bolpur in Birbhum district of West Bengal, is approximately 180 kms from Kolkata. The Vishva-Bharati campus here hosts the following institutions:

Vidya-Bhavana

Vidya-Bhavana or Institute of Humanities and Social Sciences is a major faculty of the university consisting of fifteen academic departments. It offers under graduate, post graduate and research programmes in social sciences and humanities. The institute also has a special one-year course for foreign students on Indian culture and civilisation. The major departments under this faculty are Bengali, English and Other Modern European Languages, Economics and Politics, History, Ancient Indian History, Culture and Archaeology, Geography, Philosophy, Comparative Religion, Sanskrit, Pali and Prakrit, Hindi, Chinese, Oriya, Arabic, Persian and Islamic Studies, Indo-Tibetan Studies and Japanese. Apart from these, there are also special language units for Marathi, Tamil, Italian, Assamese, Santali, Russian, German and French.

Shiksha Bhavana

Shiksha Bhavana or Institute of Sciences offers BSc, MSc and research programmes in several branches of pure sciences. The institute has the following departments: Physics, Chemistry,

CAMPUS FOCUS Vishva-Bharati

‘We strive to create perfect individuals’ Dr Udaya Narayana Singh currently holds a Professorial Chair at Rabindra Bhavana, Visva-Bharati. He is also the Pro ViceChancellor of this world renowned university, established by Rabindranath Tagore in 1921. A renowned linguist as well as a reputed poet, playwright and essayist in Maithili, Bengali and Hindi, Dr Singh has led cultural delegations to several countries, including China, Bangladesh, France, Germany, the US, the UK, Iceland, Russia, Sweden and Singapore. Excerpts from an interview with Dr Singh Visva-Bharati, I believe, stands for communication of the world with India. What would have been Rabindranath Tagore’s real intention behind founding such a university? Tagore established the institution as India’s window to the world outside. The motto he chose ‘Yatra visvam bhavatyekanidam’, means ‘Where the world makes a home in a single nest’, makes it clear that he also wanted to experiment it as an international institution, where students and faculty as well as ideas and knowledge could come together under one umbrella. The idea was, of course, unique, as no other Indian university was established with this motive in the ’20s. But more than that, we need to acknowledge domestic as well as international factors that motivated Tagore to initially start a school at Santiniketan in 1901, and then develop it as an ‘institution’ in 1921. Notice that he did not use the term ‘Visva-vidyalaya’ (the Indian term for ‘University’) in his life-time for this unique experiment. During 1901-1905, the British government was very

keen on dividing Bengal and containing the cultural renaissance process, or the great intellectual awakening that was gradually threatening the empire. So, he believed that howsoever small the effort may be, the cultural space of Bengal needs a unique institution that is not founded with generous governmental funding, nor established with express religious motives. It was called the BrahmaVidyalaya and was meant to also discover our roots. Besides, Tagore himself was a famous dropout, and he believed that our nation could create leaders only through right kind of education. For him, education was freedom from ignorance and prejudice in our communication with the world. Also, like Austrian philosopher and social reformer Rudolf Steiner, who founded nature’s school, Tagore was very much pro-environment and hence his definition of classroom was a magnificent natural space, where students are part of the nature. This could, therefore, be called an experiment in de-schooling, where the four walls of a classroom were dismantled to bring in nature all around

Mathematics, Botany, Zoology, Statistics, Computer and Systems Sciences, Centre for Biotechnology, Centre for Environmental Studies and Centre for Mathematics Education.

Exceptionally talented post graduate students are allowed to pursue research in their own fields.

Sangit Bhavana

Sangit Bhavana imparts training in Rabindra Sangit, Hindustani Classical, Vocal and Instrumental Music, Manipuri and Kathakali dance styles, dramas and Tagore’s own musical dance dramas.

Dr Udaya Narayana Singh, Pro Vice-Chancellor, Visva-Bharati

Kala Bhavana

Kala Bhavana is a distinguished centre for learning painting, sculpture, graphic art, design and art history. Apart from under graduate, post graduate and research programmes, diploma and certificate courses in various art forms are also available for students.

Vinaya Bhavana

Vinaya Bhavana offers B.Ed, MA in Education and research programmes of quality. It has an active research cell. The institute has been a committed participant in the ongoing debate on the new education policy. It also includes the department of physical education. Sriniketan, another but contiguous campus of VishvaBharati, was initially set up to conduct scientific studies on the problems faced by farmers and villagers. Presently, this campus hosts Palli Shiksha Bhavana (Institute of EDUCATION INSIDER I June 2012

the students, or rather situate the students within a natural environment. The tradition of holding classes under the trees continues even to this day. The college was started two decades later, in 1921. By that time, the First World War had just got over and Tagore was seriously concerned about the impact of wars on humanity. He was convinced that confluence of cultures through cross-cultural exchange was the only way to maintain world peace. So, by starting VisvaBharati, Tagore aimed at underscoring two connections: (i) establish the proximity of man with nature, and (ii) promote confluence of cultures, “where the whole world meets in a single nest”. Has that intention been fulfilled or is it being fulfilled? There has been tremendous amount of cultural exchange since the establishment of Vishva-Bharati. Tagore himself invited many scholars, cultural and literary figures from all parts of the world. Today, the university is facilitating cross-cultural exchange with several countries, including China, Japan and Indonesia. Our departments on foreign languages are unique in this aspect. The Department of English and Other Modern European Languages is the only one of its kind in the country. What is the relevance of Visva-Bharati in this present market-driven world, a world where universities produce students to meet the demands set by the market? At Vishva-Bharati, we strive to create complete men and women, who are relevant to society in many ways. We provide students chances to discover themselves by promoting cross-disciplinary interests. Satyajit Ray was a student of design here. Later, he turned out to be a world-class filmmaker. Tagore was of the view that if we consider education merely as a means of attaining livelihood, it would be simply the end of our civilisation. So, once a student discovers himself, recognises his talents and starts his journey for excellence, he or she will not only contribute to the society but also will meet the market

Agriculture). The institute offers under graduate, post graduate and research programmes in Agronomy, Plant Protection, Agricultural Extension, Soil Sciences and Horticulture. The central library at Vishva-Bharati has about 4,00,000 volumes of books, around 4,000 users and a daily transaction of 300 books. The library has a number of important collections including that of Prabodhchandra Bagchi, Pramatha Choudhuri, Humayun Kabir, Satikumar Chattopadhyay, Lila Ray, Ashok Rudra and Abanindranath Tagore.

Centre for Journalism and Mass Communication

The one-year diploma course intends to keep up with the present global trends in the art and science of communication. The journalism course designed by Visva-Bharati is different from what most other Indian universities offer to their students. Topics related to print journalism, broadcasting, FM Radio, television and satellite communication, information

EDUCATION INSIDER I June 2012

demands in one way or the other. Does Vishva-Bharati have courses in science and engineering? Though we don’t have courses in engineering, we offer under graduate, post graduate and research programmes in pure sciences. World renowned scientist Satyendranath Bose was our Vice-Chancellor. The uniqueness of VishvaBharati is that a science student can even take an art subject as his subsidiary, which is not available at any of the universities in India. Has Vishva-Bharati been able to attract the best brains of the country? Since its establishment, the university has been attracting talented students. Former Prime Minister Indira Gandhi, Nobel laureate Amartya Kumar Sen, Academy Award winner Satyajit Ray were all Vishva-Bharati products. Admission tests are held all over the country. We don’t believe in self-advertisement. Despite this, VishvaBharati is becoming more and more popular. Can you mention Vishva-Bharati’s international collaborations? We have many international collaborations with several universities and departments across the world, especially in areas such as environment, sustainable development etc. Every year, selected faculty members from Vishva-Bharati undergo a special training at University of Cambridge. We also engage in deep academic interactions with many universities of Sweden, Russia, the US, the UK and China. What are the future plans for Vishva-Bharati? The future is very promising. The success of the university lies in the administrative ability to underline and carry forward the original ideas and values, which Tagore had envisaged. A high-level committee, headed by former West Bengal Governor Gopal Krishna Gandhi, has already submitted its report to the Prime Minister, who is also the acharya of Vishva-Bharati, for creating a roadmap.

technology, development and rural journalism, sports journalism, PR advertising, film and video communication are offered to journalism students. The course is being run by the Centre for Journalism and Mass Communication, a special division of the university. Admissions: VishvaBharati conducts regular entrance examinations across the country for selecting its students. For more information, log on to www.vishva-bharati.ac.in.

BRAINWAVE Khushboo

ducation is what life teaches us. In that sense, life is the biggest management school, from which each one of us can learn a lot. Each lesson provides us a clear message. We can use our discretion to accept or reject it. At the same time, nobody can understate the significance of formal education in our life. Formal education provides us basic lessons on the most dignified and righteous ways to conduct one’s life. However, I do not support the current education system. An examination-oriented education system cannot

Success is within your reach. Its achievement depends on your activities and attitude create magic. Instead, it kills the inborn talents of children at an early stage of life. Our children spend most of their time in schools with their teachers. Therefore, our education system should have the capability to understand the needs of children.

On success

Turn your challenges into opportunities Actress, television hostess, producer and political worker Khushboo has just acquired a new role for herself outside the domain of films, small screen and politics. The 8th standard drop-out has discovered a new meaning in the realm of education through her cameo appearance as an inspirational speaker at workshops organised by various business schools to groom management students. So, what makes her a role model? How has she managed to overcome challenges in life? In an interaction with Education Insider, she speaks about the basic lessons one needs to learn in life

Success is within your reach. Its achievement depends upon your activities and attitude. If you are ready to move against the tide, you can always emerge victorious. In my own case, after 8th standard, I came to Chennai, looking for opportunities to act in films. At that time, I was going through an inner conflict. Really, I was in a dilemma. I wasn’t sure whether the film industry would give me a chance. But I held on to my courage and optimism. My life is the perfect example on how attitudes can change the course of life. You should have self-respect as well. It will prepare you to face any adversity in life.

On the importance of self

I enjoy the work I have been engaged with. If you enjoy your work, you won’t feel tedious. That will increase the output also. Do not regret over mistakes. Take them as your lessons.Turn every failure into a stepping stone to your success. If you do not learn from mistakes, you may commit bigger mistakes in the long run and end up being distressed. Make efforts to preserve your identity. Do not try to imitate others, as it will perish your image. Nobody can become Khushboo. Only Khushbhoo can become Khushbhoo.

On challenges

Consider a challenge as an opportunity to prove yourself. Many people criticized me when I planned to become a producer. Some even discouraged me, saying that an actress could not become a successful producer. I proved them wrong and emerged a winner. Instead of reacting to criticism, prove your ideas before your critics. That will be a big lesson for them as well. I really enjoy working as a producer. It gives me satisfaction. As told to Shani K

EDUCATION INSIDER I June 2012

INSIDER VIEW Guest Column Dr B Ashok IAS

The world of Civil Service In this introductory piece, I talk about the general environment in which civil services, especially IAS, IPS and IFS, function and what prospects they hold

any IAS and IPS aspirants start daydreaming after seeing District Magistrates or Superintendents of Police in action or through depiction of brave officers battling crime or working on development issues in movies or media. Officers at the cutting edge having territorial charges like DMs and SPs have great visibility and these posts give opportunity to be in the limelight of the press during elections, high profile functions, VIP visits etc. While getting superficially inspired at this screen-bravado, it is equally important to understand that such highly visible positions may not be available throughout in these services. In a standard career spanning three decades (if you join well within 30 years of age) postings as PM Manmohan Singh with recipients of the PMâ&#x20AC;&#x2122;s Award for Excellence in DM /SP etc. are possible only for an Public Administration on the Civil Services Day in New Delhi. average of five to six years. Even eminent service enjoying lower applicant-success when one is in the so called visible ratios, career progression in IAS and most services posts, more time will be consumed in planning, are automatic if there are no adverse points like conducting or attending meetings (communicating), disciplinary action or too poor assessment reports drafting reports and laws, taking stock of and directing your subordinates etc. Since administration compiled by superiors till 18 years. After 18 years, is top heavy in India, quite a bit of time will be spent officers are re-evaluated for suitability to work in the senior posts of government of India. These attending routine matters like personnel matters of posts of joint secretaries, additional secretaries and subordinates also. secretaries, numbering about 500, are extremely vital. These officials, vested with financial powers, In a sense, the most visible layers are also oversee transactions worth thousands of crores and preparatory stages for officers to be groomed as monitor and execute central and state projects. Only senior policy makers. At senior policy levels like about 55% of a batch is selected for the post of Secretary to government, you have opportunity joint secretaries, 35% as additional secretaries and to work in the highest echelons of democratic 25-30%, depending on vacancies, as full secretaries. governance and see policy making in action. The Cabinet Secretary (CS), the head of the civil Usually officers who prove themselves in the field service, who enjoys a cabinet position, is usually positions have a better chance of being excellent a very competent senior secretary selected at the policy makers, due to their deep grass root level highest level on the basis of merit, performance, experience, concurrent preparation and hard work. seniority and political preference. Very few officers Many youngsters swallow the myth that once you clear the IAS exam, the system takes you rise to become the CS, the first civil officer of the to the top without a scrutiny of credentials and Union of India. achievement. This is just not correct. Being a preIAS officers spend roughly 12 years as joint

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secretaries in Union or equivalents in states, formulating policy or running projects in their ministry or heading state government departments in the states. While the political heads of the government are politicians, many a time their expertise in general administrative matters, like how to legislate or answer to Parliament, and the subject area may be limited until they are adequately experienced. Civil servants from the higher services act as executive translators to the technocrats in the area as well as the political bosses. While many ministries have large cadres of technical specialists in the ministries of environment, agriculture or telecom, they lack first hand exposure to field level implementation in the varied conditions in the different states. The IAS and other field services bring their translational and transformational skills in formulating new policies and projects. It is important to know that IAS and IPS, in addition to being such bridges between generalist politicians and highly focused technocrats, also serve a highly useful nationbuilding activity by just being there. The rotational tenure of these services drawn from various state cadres ensures that the government of India has multi-regional specialism. When a matter pertaining to North-Eastern states is being discussed, the ministry concerned is likely to have officers having first hand field experience there and their input could be very valuable. Various state governments who benefit from national projects also get a sense of belonging when they talk to officers speaking the regional languages though not domiciled in that state. The problem of maintaining a representative and equitable central service is also solved by rotating expertise from various states and amongst services. I must add that at lower levels in the Central government at levels of deputy secretary (nine years of seniority) and director (13 years), it is usual to find many officers belonging to Central services also. At joint secretary level and above, the field is dominated by the IAS, except in certain ministries. The IAS and other service officers posted in the Union government work on tenure posts. This means that they enjoy a fixed term post, usually 4-5 years. They have to return to the states of allocation after that and stay for a minimum of three years before rejoining. An officer, therefore, may work in stints in Delhi only for 3-4 terms in his entire career. In fact, 20 years in state and 15 years in the Government of India seems to be a common split. All India service officers (IAS, IPS and Forest Service) also work on deputations outside government. This, undertaken EDUCATION INSIDER I June 2012

The Cabinet Secretary (CS), the head of the civil service, who enjoys a cabinet position, is usually a very competent senior secretary selected at the highest level on the basis of performance, seniority and political preference. Very few officers rise to become the CS, the first civil officer of the Union of India with permission of the government, is a foreign deputation usually with non-profits and multilateral development agencies like World Bank or UNO agencies. In fact, many IAS officers, who have higher degrees in engineering, medicine, economics, finance, management etc., go to the World Bank and other agencies due to their field experience and academic excellence. At one time, there were about 40 Indian officers from services in the World Bank, making us the most recruited national service. Similarly there have been several deputy heads of UN agencies and undersecretaries general in even very specialised agencies. IPS officers work in UN Missions to other countries and IFS officers to UN Agencies in environment, climate change etc.

VC SPEAKS Dr Jayakrishnan

‘Universities must boost free thinking’ Dr Jayakrishnan is the incumbent Vice-Chancellor of the University of Kerala. He was officiated as the Vice-Chancellor of the Cochin University of Science and Technology between February 2009 and January 2010. A fellow of the Indian Academy of Sciences, Bengaluru, he has received the Distinguished Alumnus Award of IIT, Madras, the Indian Science Congress President’s Gold Medal and the Swadesi Sastra Puraskar

On education

Education should enable development of an individual to facilitate a life of fulfillment and also cater to the social as well as national development. Of course, the obvious purpose of education is to impart skills and knowledge, but even more important is refinement and cultivation of personality.

Role of university

University is a free space promoting free thinking, engaged in the pursuit of knowledge and moulding a generation. Universities are also citadels of ideas and idealism, as Pandit Nehru put it. Universities should have the best faculty. Government funding of universities should be made contingent on performance, both in teaching as well as research, which shall ensure that proper standards are maintained.

Role of Vice-Chancellor

As the chief executive of the university, Vice-Chancellor is expected to give academic and administrative leadership to the university. Vice-Chancellor should ideally be a person with academic excellence and administrative ability, but even with a perfect choice, the systemic problems can still be difficult to surmount.

Rich-poor gap

Closing the rich poor gap is a social goal and education is important in achieving the goal. If we look at the developed nations, all of them have placed great emphasis on education (and health). Unfortunately, we have not made substantial investments in education as a nation.

On foreign universities’ entry

Foreign educational institutions see a potential market in India, which can be tapped successfully. It may be noted that with a few exceptions, most of these organisations hold no permanent interest here and are not prepared to make any significant investment in this essential sector. Nevertheless, one need not be unduly worried about the foreign universities setting up their shops here; I am more worried about desi educational agencies of dubious nature entering the scene with the sole purpose of making quick bucks.

Prepared by Shani K

EDUCATION INSIDER I June 2012

SPECIAL STORY Lakshadweep

In a quandary Thirty-six scattered islands, including 11 inhabited ones, are surrounded by the hidden treasures of Arabian Sea and marvellous coral reefs at shores… all these natural blessings make Lakshadweep a beautiful destination. But even with plenty of resources, students here are struggling to find enough higher education institutions By Lakshmi Narayanan

ndia’s smallest Union Territory, Lakshadweep, is well-known for its scenic beauty, aquatic resources, and diverse c ulture. It mainly depends on tourism, fisheries and coir industries for revenue and employment generation. At 92.98 per cent, it ranks third in the country in terms of literacy. The rosy details end right there, and a picture of uncertainty and gloom, enveloping more than half of the population, emerges upon further probe into the Union Territory’s coveted status in literacy. How? Blame it on the non-availability of ample avenues in higher education. More than 54 per cent of the population in this Union Territory consists of the student community, and they are struggling to get quality education. Let’s start from the basics. Schools for primary education are less in number, whereas English medium schools are available only in three of the 11 inhabited islands. Students from the rest of the islands are compelled to study in regional languages even if they wish to study in English medium. Kendriya Vidyalaya, Government Senior Secondary School and Jawahar Navodaya Vidyalaya are among the few schools that are being run under the CBSE system. Besides, the absence of proper teacher training and orientation programmes has affected the quality of teaching. Ironically, while the rest of the country is witnessing a spiral in the number of private schools, in this Union Territory, there are only a few such establishments.The problem becomes acute, especially in the higher education sector. There are hardly any professional courses for the natives. Under graduate and post graduate courses are limited to language studies, tourism, rural development, hospital and health management, disaster management, forest management, aquatic studies and commerce. What makes matters worse is the fact

that only two of the 11 inhabited islands, Kadamat and Androth, have colleges Jawaharlal Nehru College and Mahatma Gandhi College, which are affiliated to Calicut University. A Teachers’ Education Centre, offering BEd in social science, was started recently in Kavaratti, the capital of Lakshadweep. This is the only professional institution. Because of the dismal state of affairs, the majority of ambitious students are forced to move out of the island, especially to Kerala and Tamil Nadu, for higher studies. Discussions are underway to introduce more under graduate and post graduate courses of Mahatma Gandhi University and Calicut University at Kadamat and Androth Islands. “As Kavaratti is the capital and the administration wings are concentrated there, it has witnessed some development. The BEd centre is a result of that. But the development of education in Bitra Island is excessively pathetic. It is struggling to get proper primary school education. Inefficiency of the government is the main reason for the undergrowth of education here,” says Irshadkhan K M, a teacher at Jawahar Nagar Senior Secondary School in Kadamat Island, who completed his post graduation and BEd from Kerala. Media coverage of the islands is inadequate. Even newspapers are not available in most part of the islands, which has been adversely affecting the reading habit of students. “In addition to the problems in the education sector, there are not many employment opportunities in Lakshadweep. Teaching is the only dignified profession available here, and that too, under the government sector, where merit is the only criteria for getting jobs,” adds Irshadkhan. It is high time the government pays rich attention to Lakshadweep’s educational woes after realising the plight of students, who also have the right to pursue qualitative higher education. EDUCATION INSIDER I June 2012

Snehaj Srinivas EX QUIZ ME

1.Geography 2. One Second 3. Isaac Newton 4. Archimedes 5. Tihar Jail 6. Small Pox Virus 7. Sandwich 8. Human Genome map 9. Planet Earth 10. Amazon River 11. Circumcision 12. FIFA

1. Mother Teresa started her work in Kolkata in the year 1923 as a teacher at St Mary’s High School, Kolkata. Which subject did she teach? 2. What is the term that defines the time taken to complete 9,192,631,770 oscillations when a Cesium 133 atom is exposed to suitable excitation, which is also equal to 1/86,400th fraction of a day? 3. The Royal Mint of the United Kingdom is the body permitted to manufacture or mint coins. Until 1870, the head of the organisation was known as the Master of Mint, and a person was appointed usually for life. From 1696, until his death in 1727, which famous person held the post of ‘Master of Mint’? 4. The Fields Medal for outstanding achievement in mathematics carries a portrait of him, along with his proof concerning the sphere and the cylinder. The state motto of California is an exclamation attributed to him. Identify him. 5. Tendulkar ward and Vinod Kambli ward are the names given to the two blocks of which notorious building? 6. In the United States, currently a small stock of this exists at only one location—at the Centre for Disease Control and Prevention in Atlanta, Georgia. Some additional stocks are available in Great Britain, Russia and China. Stocks of what? 7. Named after a snack, people who have to support both their children as well as their parents are said to be the people belonging to the _____________ generation? 8.Which map he was referring to when Bill Clinton once said, “This is the most wonderful map I have ever seen”? 9. The first non-human chosen for ‘Time Man of The Year’ award was Computer. What was the 2nd non-human chosen? 10.Which geographical entity was given its name by the Spanish explorer Francisco de Orellana? 11. In Judaism, a Mohel is a person who is specially trained in a surgical procedure and the rituals following it. Which procedure? 12. Which organisation, with Robert Guérin as its first president was founded in Paris on May 21, 1904? The French name and acronym remain, even outside French-speaking countries.

Answers

Questions

(Snehaj Srinivas, Chief Coordinator, Dreamz is a Reader in Biochemistry at Annoor Dental College, Moovattupuzha)

Win exciting prizes

Mail your answers at educationinsideronline @gmail.com 2. Known as the father of a 1. He refused to present his photograph to queen Victoria particular industry in India. Identify him and the industry. despite her request.

3. What ‘First’ is credited to this Law graduate from University of Oslo?

Monthly winners to get one year free subscription of Education Insider magazine and mega winner (once in six months) to get an exciting prize. Mega winner will be selected from those who furnish maximum number of correct answers in six months EDUCATION INSIDER I June 2012

Winner of last quiz Rithwik K, Calicut

WORDS OF WISDOM Sunita Narain

‘Use education for positive changes in society’ Sunita Narain, Director of the Centre for Science and Environment (CSE), New Delhi, and a Padma Shri awardee, is well remembered as the first person to raise an alarm over the presence of pesticides in Coca-Cola products. In an interview with Education Insider, the unrelenting green activist and advocate of the rights of farmers says that it’s vital to provide students an opportunity to learn about the environment not just by memorising, but by ‘doing’. Excerpts:

By T N Shaji How do you define education? Education is a tool to attain mastery over concepts, facts, techniques and methods in order to attain mastery over one’s own self. It is also a powerful device to instill real values, consciousness and sensitivity within ourselves. Do you agree with the criticism that our education system does not mould socially committed citizens? We assume that cramming one’s head with a lot of information is a surefire recipe for creating a socially committed individual. On the contrary, the real test of success of an edu-

cation system lies in being able to gauge — with at least some degree of accuracy — if he/she is capable of using that load of information responsibly or not. Fortifying a rank of immature, irresponsible human beings with a vast minefield of knowledge can, in fact, be a recipe for disaster. Knowledge could be used for bringing about positive changes in society. Otherwise, it is a waste. Do you feel there is a creative vacuum in society? Does it have anything to do with the changing trends in education? I do not think there is a creative vacuum at all. I think creative flow is on an overdrive. We might have a problem on the ways it is being channelised. But that’s a different matter to be discussed in another context. What are the positive aspects of Indian education system? I think the real strength of the Indian education system lies in its ability to adapt. Nowhere else in the world will you be able to find such a vastly diverse population being brought up under a common curriculum template, with each region maintaining its own individual identity. What are the measures to be taken to inculcate environmental awareness among students? We have to provide students an opportunity to learn about environment not by memorising yet another textbook, but by ‘doing’. They have to come out of the classrooms to explore, investigate, and analyse. The message has to be driven home that the connotation of the word ‘environment’ is not limited to trees, birds, tigers or even glaciers. It includes all the key EDUCATION INSIDER I June 2012

components that make up a human being’s life and livelihood. Particularly, in a country like India, where environment is economy and the majority of people depend on natural resources. What is the biggest environmental challenge in India? In the global arena, environment is now on the centre-stage. It is playing a crucial role in shaping

economies, influencing policies, and deciding the fate of heads of states. Internally, it is a priority issue in the agenda of every sector—from industry to agriculture. So, it is time that we get the most important segment of the population, the students, on board in this discourse. It is now imperative to build up skills, and deepen their knowledge base in these issues.

I think the real strength of the Indian education system lies in its ability to adapt. Nowhere else in the world will you be able to find such a vastly diverse population being brought up under a common curriculum template, with each region maintaining its own individual identity

Sunita Narain is a writer and environmentalist, who utilises knowledge for change. She has been with the Centre for Science and Environment (CSE) since 1982. She is currently the Director General of the Centre and the Director of the Society for Environmental Communications, and Publisher of the fortnightly magazine, Down To Earth. In 2005, and again in 2008 and 2009, she was identified as one of the world’s 100 public intellectuals by the US journal Foreign Policy. In 2005, she was awarded the Padma Shri by the Indian government. She has also received the World Water Prize for her work on rainwater harvesting and its policy influence in building paradigms for communitybased water management. In 2005, she also chaired the Tiger Task Force, at the direction of the Prime Minister, to evolve an action plan for conservation of the big cats in the country after the loss of tigers in Sariska. She advocated solutions to build a co-existence agenda with local communities so that the benefits of conservation could be shared for a secure future. She is a member of the Prime Minister’s Council for Climate Change, the National Ganga River Basin Authority, set up to implement strategies for cleaning the river, and the National Security Advisory Board. Narain began her career during the early eighties, as a co-researcher with Anil Agarwal, an eminent and committed environmentalist. In

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1985, she coedited the State of India’s Environment Report, which built an awareness about the urgent need of keeping environmental equilibrium. From Anil Agarwal, she learnt that environment and development are two sides of the same coin and that for millions of poor, who live on the margins of subsistence, it is a matter of survival. In 1989, after learning from the successful initiatives of people in maintaining the environment, Anil Agarwal and Narain wrote “Towards Green Villages”, advocating local participatory democracy as the key to sustainable development. She has been continuing her research and writing on the role of environment as a basis of livelihood and security for the common man. She has also linked issues of local democracy with global democracy, arguing that every human being has an entitlement to the global atmospheric in common. In 2012, she authored the 7th State of India’s Environment Reports, Excreta Matters, which presents a comprehensive analysis of urban India’s water and pollution challenges.

EXPERT INTERVIEW Peter T Honegg

‘Talent acquisition is our top priority’ Peter T Honegg, Managing Director and CEO of Mercedes-Benz in India, has rich experience of managing high growth markets. An avid classic car and motorbike enthusiast, he has been in the driver’s seat of Mercedes-Benz India since January 17, 2011. In an exclusive interview with Education Insider, he was upbeat about the growth prospects as well as career opportunities in the Indian auto sector. Excerpts:

By T N Shaji The Indian automobile industry provides employment to around 13 million people directly or indirectly at present, a number that is likely to double by 2016. What is your contribution to this? Being one of the key segments of the economy, the automotive sector contributes about 4 per cent to India’s Gross Domestic Product (GDP) and 5 per cent to India’s industrial production. India holds huge potential in the automobile sector, including the automobile component sector, owing to its technological, cost and manpower advantage. Mercedes-Benz is proud to be associated with India for over five decades. We made a beginning in 1954 with the technical collaboration with Tata Motors for creating trucks. Further, towards 1994, while India was awakening to the liberalisation era, we were amongst the first foreign investors to set up a full-fledged business unit in India. Ever since, we have very much been a part of India’s automobile growth story. Today, Mercedes-Benz India employs approximately 1,000 people at its manufacturing plant in Chakan, Pune and the Research & Development Centre in Bengaluru. We, at Mercedes-Benz India Pvt Ltd, recognise and have made talent acquisition a priority. It is a conscious effort to identify, locate the best people across various functions in the industry and welcome them to the Mercedes-Benz India family. What are the specific skills you are looking for? It is just not enough to take people with talent. It is equally or more important to develop that talent and integrate it into the system. Mercedes-Benz India has an extensive training programme, which is modelled on our brand philosophy of “Best or Nothing”. Regular classroom trainings and briefings are undertaken by us for the employees on campus that aid in the wholesome development of skills. At Mercedes-Benz India, we have various departments and functional areas where we require manpower and adequate resource. We believe in hiring professionals who have the requisite talent and passion for automobiles. We have state-of-the-art training facilities to ensure that aptitude is channelised as per our requirement and resources are utilised to the fullest. Besides adding capacity to our existing force, we also prefer to invest in our vehicle designing segment and the Research and Development Centre. Are you satisfied with the ability of our university graduates? There is no dearth of talent in India when it comes to the automotive sector. Some of the young professionals we inducted in our system are currently in best and noteworthy positions across the globe. At Mercedes-Benz India, we have introduced

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a comprehensive one-year ‘Mechatronics Programme’ for engineering graduates, the first of its kind in the industry. The programme is aimed at developing local technical competence in India and the sub-continent for Mercedes-Benz cars. The concept is a joint initiative by MercedesBenz India and the Government Polytechnic in Pune and is supported by the Centre for International Migration and Development (CIM, Germany). This intensive training programme breeds fresh talent for Mercedes-Benz in India as well as the industry. The programme involves concepts like discovery learning and task-based teaching at the Automotive Mechatronics School. Our programme enables students to be trained as per the highest standards of modern automotive technology. The course offers first-of-its-kind syllabus aimed to bridge the gap between technological demand and automotive education. The curriculum incorporates key elements of

Peter T Honegg assumed office as Managing Director and CEO of Mercedes-Benz in India on January 17, 2011. Honegg carries a wealth of international experience and extensive business exposure of leading a large variety of functions within the Daimler world. He brings more than 30 years of rich and diverse experience to MercedesBenz India. Honegg joined the company (then Daimler-Benz) in 1976 and has occupied leadership functions in areas related to Strategic Planning, Marketing, Network Management, Business Development and Sales across markets including Germany, Poland, Yugoslavia, Eastern Europe and Iran apart from South East Asia and China. Born in Tuebingen, Germany, in 1955, Honegg holds a Diploma in Business Administration from Berufsakademie, Stuttgart. An avid classic car and motorbike enthusiast, Honegg’s interests also include reading and travel. EDUCATION INSIDER I June 2012

automobile and electronics technology as well as insights about advanced automobile systems, diagnostics and hands-on training. How effectively can industry associate with academics? At Mercedes-Benz India, we understand that besides good industrial knowledge, students need to identify practical problems to be a leader in this segment. The industry needs to play a collaborative role in shaping students by supporting academicians in delivering industryoriented knowledge. The interconnectivity between the industry and academics enhances productivity, knowledge, best practices and processes. Is our education system industry-oriented? The training programmes and curriculum are mainly traditional in India. Through our Mechatronics programme, we are trying to align this system. Of late, we have achieved good results. Could you shed some light on your staff requirement in the coming years? Mercedes-Benz India has consistently maintained the growth trajectory and we would require enough manpower to challenge the limits and maintain the positivity within the system. Indian auto sector is booming and for future engineers, it is an aspirational and lucrative field. There is stiff competition within the sector to acquire the crème de la crème from the huge number of graduates who pass every year to infuse fresh blood within the company. The ability to innovate and execute are important to stand apart from the crowd. Do you think Indian auto sector is a lucrative area for employment generation? The Indian automotive industry is at an all-time high and is offering lucrative career opportunities for youngsters as well as for professionals with experience. Today, most of the major automotive brands have their entities in the Indian market. Many of these brands have set up major manufacturing hubs in India, direct employment to thousands. Also, the allied industries, particularly the vendor base, provide both direct and indirect employment. This trend is on the rise and will only develop further as the auto industry in India will continue to grow in the long term. What are your suggestions to improve employability of graduates? The higher education institutions should incorporate more industry-oriented courses in their curriculum and impart practical training, based on industry requirements, to prepare students/graduates for the industry. There should be more institute-industry partnerships which are beneficial to both and increases the employability of graduates in the job market.

CAREERS & COURSES CA

The charm of CA remains intact Today, a large number of students are opting for new age market-driven courses that promise to generate a cutting edge workforce for India’s emerging economy. Still, that hasn’t made any difference for students who continue to make conventional career choices such as engineering, medicine and chartered accountancy. In this edition, we focus on career and job prospects in chartered accountancy. To start with, there is a huge demand for chartered accountants within India and abroad. And what’s more, the demand will never come down since businesses will cease to exist without their expert guidance. In an exclusive interview with Education Insider, C A Jaydeep Narendra Shah, President, ICAI, explains why chartered accountancy still continues to be a conventional career choice. Excerpts: How did ICAI come into existence and where does it stand today? The Institute of Chartered Accountants of India (ICAI) is a statutory body established by the Chartered Accountants Act, 1949, for the regulation of the profession of Chartered Accountants (CAs) in India. During its more than six decades of existence, ICAI has achieved recognition as a premier accounting body not only in the country, but also globally. ICAI is now the second largest accounting body in the world. ICAI has its headquarters in New Delhi with five regional offices in Mumbai, Chennai, Kanpur, Kolkata and New Delhi. It presently has 128 branches spread all over the country. In addition, it has set up 21 chapters outside India and an overseas office in Dubai. Currently, over 9, 50, 000 students are pursuing the chartered accountancy course and the total membership of ICAI is about 1, 92,209. What role does a chartered accountant play in the economy? The experience and expertise of CAs is now being utilised to a greater extent in several newer areas such as insurance sector, IT sector, public finance, risk and assurance services etc. CAs are technically equipped to act as management consultants and play a vital role in assisting business and industry to improve the use of their resources, increase their efficiency and achieve their objectives. CAs can advise in the

following areas: • Strategic management of business • Conducting various forms of feasibility studies • Facilitating mergers, acquisitions and takeovers • Developing a negotiating strategy • Performing financial and operational due diligence • Preparing the necessary financial projections • Identifying potential finance sources and management of funds • Preparing and presenting finance applications • Negotiations and arbitrations What are the career prospects for CAs? The opportunities available to CAs have increased manifold in the last 5-10 years. CAs have the option of either moving into professional practice, joining an industry or service sector or having their own company for provision of management services to diverse sectors spread across the economy. Accountants can play a vital role in the economic development. What are the requirements for becoming a CA and how does one clear the various levels? Under the present scheme of education, training and examination, the requirements for becoming a CA are as follows: 1. Enrol with the Institute for Common Proficiency Test EDUCATION INSIDER I June 2012

3. 4.

(CPT) after passing class 10th examination conducted by an examining body constituted by law in India or an examination recognised by the Central government as equivalent thereto. Appear in CPT examination after appearing in or after passing the senior secondary (10+2) examination conducted by an examining body constituted by law in India or an examination recognised by the Central government as equivalent thereto. Students who have completed two years of higher education, including Diploma course after passing 10th class, conducted either by Central/state government(s) and have either been admitted to first year of graduation course or have passed the graduation course conducted by any University, including Open Universities, established by law in India, are also eligible for admission to the CPT. A student is required to complete a specified period (i.e. 60 days) from the date of registration for CPT with the Board of Studies on the first day of the month in which examination is to be held. To illustrate, students registered on or before 1st April/1st October are eligible to appear in June/December examination, as the case may be. Join Integrated Professional Competence Course (IPCC) after passing CPT and 10+2 or its recognised equivalent examination. Undergo 35-hour Orientation Programme and 100-hour Information Technology Training (ITT) (100-hour ITT is a 20-25 day programme) either before appearing in Integrated Professional Competence Examination (IPCE) or before enrolling for articled training. Appear in IPCE or Accounting Technician Examination on completion of 9 months of

study course one day prior to the month in which examination is to be held. 6. Join articled training after passing both Groups/ Group I of IPCC. 7. Join CA Final Course: • After passing IPCE, register for the final course with the Board of Studies; • Undergo General Management and Communication Skills (GMCS) course while undergoing final course, but before enrolling as a member of ICAI ; and • Complete articled training of 3 years. 8. Appear in the final examination during the last EDUCATION INSIDER I June 2012

six months of articled training preceding the month in which the examination is to be held or on completion of the practical training. 9. Pass the final examination and complete GMCS course, if not completed earlier. 10. Enroll for membership Jaydeep Narendra Shah, of ICAI and designate President, ICAI as `Chartered Accountant’ What about your industry interactive programmes? ICAI organises various HR meets to take feedback about job opportunities that exist in the industry. Various CFO meets are also organised to get to know the views of senior CAs in the industry and to update them about the activities of the institute. ICAI is also in the process of creating a database of CEOs/CFOs working in the industry and who would be ready to take the mentorship of young CAs i.e. guide them about that particular industry. How do you make an assessment of the quality of ICAI courses? Chartered Accountancy has always been rated as a supreme qualification by the entire industry and corporate world. ICAI has always been undertaking periodic review of the Education and Training Scheme. The quality of Chartered Accountancy qualification may also be assessed from the fact that the best of the International Accountancy Bodies either have entered into Mutual Recognition Arrangements (MRAs) with ICAI or are in the process of finalising the same. At present, we are having MRAs with the Institute of Chartered Accountants of England & Wales, Institute of Certified Public Accountants in Australia, Canadian Institute of Chartered Accountants, Institute of Chartered Accountants of Australia and Institute of Certified Public Accountants in Ireland. Do you have any placement cell facilities? What about the placements so far? The institute organises Campus Placement Programmes for the benefit of newly qualified CAs twice every year. For the year 2012-13, the first phase of such programmes was conducted in the month of February-March 2012, and the second phase would be organised in August-September 2012. The recent Campus Placement Programme was organised at six big centres and 11 small centres. In all, 714 candidates were offered jobs during the placement programmes. The highest salary offered for domestic posting in the Campus Placement Programme was Rs 14 lakh per annum and for international posting, the figure was Rs 25 lakh per annum.

INVESTMENT OPTIONS Czech Republic

Make hay while the sun shines The Czech Republic’s open market system allows edupreneurs across the world to invest in its education sector. As the number of people enrolling in the tertiary educational institutions in the country remains quite low in comparison with the average of other EU countries, foreign universities can explore the possibility of foraying into the sector with fairly affordable study packages and interesting courses By Lakshmi Narayanan

rom indoctrination of the Communist ideology to today’s highly liberating influence of education, the Czech Republic has traversed a long way over the last two decades. It has been making significant improvements in the educational system in tune with the new demands of the free market system and globalisation. Divided into four stages – pre-school, elementary, higher and university – the education system is ranked as the 15th best in the world, higher than the OECD (Organisation for Economic Co-operation and Development) average, by the Programme for International Student Assessment, co-ordinated by the OECD. It has an impressive student enrolment ratio up to secondary education, but the proportion of students in the tertiary institutions remains quite low in comparison with other European Union countries. This drop in the enrolment ratio in the tertiary sector, coupled with the advantages of an open market system, gives foreign universities a fair chance to foray into the education sector with affordable packages and exciting courses catering to the demands of the new age economy.

Apart from this, Czech Republic, along with its partners in the Visegrad Group (Poland, Hungary and Slovakia), is making efforts to reform its education system, conscious of the fact that its educational system still lags behind that of the Western models because of its 40-year history of Communism. Josef Dobes, the education, youth and sports minister for the Czech Republic, recently stressed upon the importance of facilitating more student mobility and recognition of foreign degrees so that other countries too can reciprocate in an equal measure. In the past, the OECD had also called for reforms to expand the capacity of higher educational institutions to provide quality education and training at the graduation level. This enables foreign institutions to explore tie-ups with their counterparts in the Czech Republic. On the other hand, the Bologna Process (an accord between EU and some non-EU countries), which aims

‘India can focus on know-how transfer’

Miloslav Stasek, Ambassador, Czech Republic to India

Miloslav Stasek is the Ambassador of the Czech Republic to India. An expert diplomat, he has served in the Middle East and Africa. He is a keen observer of the developments in international education and technology. In an interview with Education Insider, Stasek reveals the potential of the Czech Republic in the education sector. Excerpts:

What kind of investment opportunities does the Czech Republic provide in the education sector? Our economy is open to all kinds of investments. The investment opportunities lie in all segments of education, starting with international kindergartens and institutions in primary and secondary education, followed by private universities. All

EDUCATION INSIDER I June 2012

to create a European Higher Education Area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe, also provides edupreneurs a chance to replicate their successful experiments in the Czech Republic. MBA, medicine, engineering, arts and design, films, media, natural sciences and humanitarian studies are some of the disciplines that evoke interest among the Czechs. Charles University in Prague, PalackĂ˝ University of Olomouc, Czech Technical University in Prague, VĹ BTechnical University of Ostrava, Brno University of Technology and Czech University of Life Sciences Prague are among the best universities in the world. So, before you make an investment in the education sector, make sure you know the benchmarks of excellence in these universities. establishments would have to be licensed. In the case of secondary and tertiary education, accreditation from the Czech Ministry of Education, Youth and Sports is mandatory. What kind of educational institutions have scope in the Czech Republic? In the Czech Republic, you can find both private and state schools, from the primary education level to the university level, providing education in Czech language or foreign languages (English, French, German or Spanish). Our secondary level education is focusing on further studies. The so-called grammar schools prepare students for universities, while some offer specialised training in nursing, various technical disciplines or arts (drama, music and dance). Is it viable for an edupreneur to start a professional technical institution in the Czech Republic? In general, it is viable, especially if they choose the right EDUCATION INSIDER I June 2012

specialisation. At the moment, supply exceeds demand due to the declining population of youth in Europe. What I will suggest is, to stay focussed on India, where we can see the contrary. The potential in India is enormous, so I will probably choose an alternative path to explore the potential of Czech universities or specialised vocational training establishments in the Czech Republic and try to partner with them in a kind of joint venture that would bring the accredited courses into Indian market. What are the hurdles that an edupreneur may have to face in the Czech educational sector? Not so many hurdles once one is familiar with the requirements. But he or she will need to find a good translator as all the documents would have to be submitted in the Czech language. What is the market size of the Czech educational sector? With a population of 10.5 million, the Czech educational sector is not huge. Therefore, I suggest that the Indian edupreneur better focus on transfer of know-how from Czech educational establishments, rather than setting up a school over there. Is it the government or the private sector that holds the key in the Czech education sector? The state sector is the main player. However, ours is an open market economy and education is a business as well. Education in state-run schools is free, though there are good numbers of people who are willing to pay for private education of their children, especially when it involves degrees recognised across Europe or the world.

Our economy is open to all kinds of investments. The investment opportunities lie in all segments of education, starting with international kindergartens and institutions in primary and secondary education, followed by private universities. All establishments would have to be licensed

MAKE YOUR CHOICE What is Forensic Science?

Forensic Science is the application of various scientific methods and principles for inquiring into criminal and civil actions which are against the rules and regulations of the legal systems. All the clues collected after the commission of a crime are analysed by forensic scientists in a crime laboratory and are converted into evidences worth producing in a court of law.

Get ready to investigate Courses in forensic science qualify students to investigate crime scenes. Studying the messy details of crime, forensic scientists help in identification of criminals and analysis of evidence

What is Robotics?

Robotics is a branch of engineering that deals with the design and application of robots and the use of computer for their manipulation and processing. Robotics requires the application of computer integrated manufacturing, mechanical engineering, electrical engineering, biological mechanics and software engineering.

Why Robotics?

Robots are used in industries for speeding up the manufacturing process. They are also used in the field of nuclear science, sea exploration, servicing of transmission electric signals, designing of biomedical equipment etc.

Where to study?

Specialisations

Study abroad

• • • • •

• •

Forensic archaeology Forensic biology Forensic economics Forensic engineering Forensic epistemology

• • • •

Lok Nayak Jayaprakash Narayan National Institute of Criminology and Forensic Science, Delhi University of Delhi Anna University, Chennai Institute of Criminology & Forensic Science, Delhi Edith Cowan University, Australia INTI International University, Malaysia Robert Gordon University, UK Strayer University, USA

Digital Electronics and Microprocessors Robot Manipulation

Eligibility

Robotics being an inter-disciplinary course invites graduates in mechanical engineering, electrical engineering, instrumentation engineering or computer engineering who have an interest in robotics and artificial intelligence

Where to study? • • • •

Indian Institute of Technology, Kanpur National Institute of Technology, Hyderabad Jadavpur University, Kolkata Birla Institute of Technology and Science, Pilani

Study abroad

• •

•

Artificial Intelligence Computer Aided Manufacturing Computer Integrated Manufacturing System Computational Geometry Robot Motion Planning

For pursuing a post graduation in any of the Forensic Science branches, one has to have a BA or BSc degree, preferably with a first class. An MBBS degree, along with a specialisation in Forensic Science, is an essential qualification to perform postmortem on dead bodies. Research in Forensic Science can be done only by students who have secured 60% marks in post graduation.

All the physical clues collected from the place of crime are taken to the forensic analytical lab. It may include body fluids like blood and saliva, hair, impressions of tyres and shoes, finger prints and foot prints. Forensic Science also helps in shedding light on forgeries.

Specialisations

• • •

Methodology

Eligibility

• • •

Plymouth University, UK Anglia Ruskin University, UK University of California, Santa Cruz, USA University of California Riverside, USA

In company of robots This is the age of robotics. Many scientists across the world are engaged in the development of a new class of robots that would have the capacity to replace manpower in various industries EDUCATION INSIDER I June 2012

STUDY DESTINATION Canada

Best place to live, study Canada spends seven per cent of its Gross Domestic Product on education. It leaves no stone unturned to assure its students quality, choice and flexibility to adapt to changing needs. Managed by provincial and territorial administrations, the education system of this country has some of the world’s best research facilities and academic institutions By Our Special Correspondent

anked as one of the best places to live in the world and the second best destination for education, Canada’s education system is quite similar to that of Britain and the US. With a literacy rate of 99 per cent, this country offers the best opportunities to under graduates, graduates, post graduates and doctoral students. Significantly, Canadians spend more on education (seven per cent of the GDP) as compared to the OECD (Organisation for Economic Co-operation and Development) average, and is the second highest spender among G-8 countries. What’s so special about Canadian education? Canada has 95 universities, including both public and private, matching international standards in under graduate, graduate, post graduate and doctoral programmes. The universities are well-known for professional designations, certificate and diploma courses, and short career-focussed programmes. Canadian educational institutions are wellknown for their cutting-edge technology and research laboratories. As a matter of fact, world’s best co-operative education and internship facilities are in Canada. More than 8,000 globally accredited programmes are being run in 150 public institutions. Practical programmes are designed to develop skills and high potential that employers look for. Degrees from Canadian universities are considered to be equivalent to those of American and Commonwealth universities.

TOEFL and IELTS scores.

Scope of employment

Canada has a very low rate of population growth as compared to other countries. Perhaps, that’s one reason why international students are given an option to stay back once they complete their studies. Of course, the offer comes with a good employment package. Skilled professionals including architects, physicians, dentists, physiotherapists, social workers and pharmacists are in great demand in Canada.

Easy visa procedure

The country provides the best and easy visa facilities for international students. But the Canadian immigration officials are also taking a series of measures to curb fraud-

PG courses

For pursuing Master’s degree in Canada, international students need to have sixteen years of education, while the requirement for post graduate diploma is 15 years University of Toronto of education. For PhD programmes, University of British Columbia a Master’s degree is required. An inUniversity of Alberta ternational student Simon Fraser University who doesn’t have English as first lanUniversity of Calgary guage needs to pass the English Language University of Waterloo Examination Test in order to secure admission to a degree programme. Most of the universities accept

Top Universities in Canada

ulent use of student visas. Aspiring candidates need to submit application for visa procedure and study permit by December and August every year. Students need to submit their English language ability certificate. International students who want to work alongside academic sessions should obtain a work permit from the government, which enables the students to work up to 20 hours in a week. A new visa, named ‘Student Partners Programme’, has been launched. The new visa has simplified the documentation procedure and reduced the processing timing.

Cost of study

The total cost of studying in a Canadian university for an under graduate/post graduate programme could range between C$ 16,000 and C$ 31,000. Fees for diploma studies may vary from C$ 10,000 to C$ 21,000. For more information, log on to www.cic.gc.ca EDUCATION INSIDER I June 2012

IFIM FOCUS

Innovative and forward-looking A genuine business school that teaches students how to maintain a perfect balance between work and life by integrating wellness and personality development programmes EI Bureau

ounded in 1995, the Institute of Finance and International Management (IFIM), Bengaluru, ranks among the top 15 of the 500+ private business schools that were set up during the dawn of economic liberalisation. Today, IFIM has a unique ‘institutional equity’ with all the right attributes -- excellent curriculum and faculty inputs, sound infrastructure, international exposure, academiaindustry interface and placements. In recent times, IFIM has taken many bold and forward-looking initiatives to collaborate with leading academic, research and corporate bodies for its continuing education programmes. IFIM, whose first batch of students graduated in 1997, also offers a PhD programme in management. Over the years, IFIM has established itself as one of the best private business schools in the country. IFIM has maintained this consistency in quality by investing in a better faculty year on year and by creating a worldclass infrastructure to impart learning of the highest order. “I credit this success to the faculty of the school, which has been continuously endeavouring to innovate on the pedagogy by adopting the best practices available globally. A lot of this has been made possible by some of our globally acclaimed partner institutions, which helped the school maintain its ranking amongst the best,” says V B Padode, Chairman, IFIM. IFIM is supported by a team of highly qualified, committed and motivated faculty. The school also has the assistance of a large panel of respected professionals from the industry. IFIM’s faculty is a distinguished group with a EDUCATION INSIDER I June 2012

list of honours and research awards to its credit. Some of the faculty members have made significant contributions to academics, research and industry. “At IFIM, we recognise the importance of hiring the best faculty, involving them in research, consultancy and training initiatives, and making them available to clarify the questions and problems of students,” the Chairman added. The Industry Internship Programme offered by IFIM helps students gain an experience of the corporate environment. It helps them prepare for the real world. The programme has been appreciated by the industry, which is able to source ‘Ready Managers’ from this business school. The 100% placement record of the school stands testimony to the success of this programme.

Placement Record

IFIM has a very strong placement record. Many reputed companies routinely visit the campus, scouting for the best talent. For the PGDM students of the 2008-10 batches, the school has achieved 100% placement. IFIM is the only private business school where three PSUs participated in the campus recruitment programme this year. Sixty-seven per cent of the total students were placed in companies having Rs 1000 crore or more in revenues. The school teaches students how to maintain a fine balance between work and life by integrating wellness and personality development programmes. A well looked after physical self helps students enhance their endurance levels, making them long-term goal seekers. This, coupled with a polished exterior, makes them assets for the corporate world.

FOCUS MSNIMT

Giving shape to a visionary’s dreams An industrialist and social activist’s dream to empower the youth in his village through education led to the establishment of several schools. But before he could expand the reach of his educational mission, Member Sree Narayana Pillai passed away. Now, his near and dear ones are working on his vision plan EI Bureau

ember Sree Narayana Pillai, a visionary, industrialist and social activist, had a dream to transform the profile of his village and adjoining places through education. He had established several schools to impart quality education to students in his village. After his death, a trust named after him was formed to fulfill his vision. The success of school education prompted the trust to establish a higher education institution called MSN Institute of Management and Technology (MSNIMT) at Mukundapuram, Chavara, Kollam. It has been offering a two-year full-time MBA programme to 120 students. The campus of the institution is spread over eight acres of lush green idyllic pastoral ambience. The vision of MSNIMT is to mould creative, productive, committed, enthusiastic and dynamic business managers for the industry. The institution is committed to instilling basic human values among its students to ensure that they develop a sense of self-righteousness and attend to their social responsibilities with passion. MSNIMT is affiliated to the University of Kerala and approved by the All India Council for Technical Education (AICTE). Its MBA programme offers students a platform to imbibe procedural, theoretical and applied aspects of management and helps in developing a creative and cognitive attitude towards practical business management. “Our vision is to strive for excellence, be globally competitive in management education and focus

on knowledge generation, assimilation and dissemination. MSNIMT has carved a niche for itself among the management institutes in India and is a dream institute for many budding managers,” says N Vijayan Pillai, Chairman, MSNIMT. “Our distinguished alumni have already occupied coveted positions, both in India and abroad. All these achievements are a source of inspiration to us,” adds Pillai. One of the pivotal strengths of MSNIMT is its dynamic faculty. All faculty members are experienced and have good academic records. The institute has a congenial atmosphere and superior infrastructure. The classrooms are fully furnished with latest DLP, OHP and audio and video with Wi-Fi systems. Other attractions of MSNIMT include a well-equipped library, a computer lab, a syndicate room, a seminar hall, a canteen, separate hostel for men and women and a meditation area. The placement cell is another key element of the institute. It has 100% track record for placing MBA students. The facilities at MSNIMT have helped it bag the title of ‘Seventh best B-school in South India’, in a survey conducted by Edex, The New Indian Express publication. “We started the institution with a commitment to groom future leaders with social consciousness. The achievements of the alumni are our source of strength. We will continue our excellence in the academic field and promote interaction with the industry,” says Prof N Gopalakrishna Pillai, Joint Director, MSNIMT. EDUCATION INSIDER I June 2012

MES FOCUS

A shot in the arm for backward class Muslim Educational Society (MES) is the largest corporate educational agency of Muslims in India, running more than 150 organisations, including 100 odd educational institutions. The organisation has been conferred with the Maulana Abul Kalam Azad Literacy Award for 2011 by a jury appointed by the Government of India for promoting education among educationally backward communities

EI Bureau

or the past four decades, the Muslim Educational Society (MES), the largest corporate educational agency of Muslims in India, has been playing an anchor role in educating the backward communities. Today, MES has been rewarded for rendering invaluable services to society. It has bagged the Maulana Abul Kalam Azad Literacy Award for 2011 by a jury appointed by the Government of India. Established in 1964 at Calicut under the leadership of late Dr P K Abdul Ghafoor, MES has been spreading its wings to all districts, taluks and panchayats in Kerala, several parts of India and abroad in a short span of time, with backing from a large number of professionals and service-minded businessmen. As of now, MES runs more than 150 organisations, including 100 odd educational institutions. MES firmly believes that protective reservation is essential for the economic liberation of the downtrodden classes. A strong advocate of social justice, this secular group lays emphasis on the overall development of the individual in order to put society on a path of progress. “The organisational structure of MES is a democratic one. Our contributions in the EDUCATION INSIDER I June 2012

educational field have empowered Kerala,” says Dr P A Fazal Ghafoor, President, MES. “Our educational institutions comprise around one lakh staff and students. We have the largest number of CBSE schools in Kerala,” adds Fazal Ghafoor.

Early years

During the initial years, MES focused on educational institutions. As years passed, MES introduced numerous social welfare programmes for the benefit of the backward community. “The scheme of awarding scholarships to deserving students was its first programme. People from all walks of life joined its fold and very soon, it became a maDr P A Fazal Ghafoor, jor platform President, MES

FOCUS MES for all sections of Muslims to take part in social welfare activities and start educational institutions,” says Prof P O J Lebba, General Secretary, MES. By 1972, MES turned its attention to the Middle East. Prof P O J Lebba, The establishGeneral Secretary, MES ment of a school in Qatar was one of the major achievements of MES. As large number of Kerala Muslim intellectuals, doctors, engineers, businessmen and workers have either been employed or been carrying out their own businesses in the Middle Eastern countries, there was scope for the establishment of many MES units in different parts of the region, including Kuwait, Riyadh, Jeddah, Oman, the UAE, and Qatar. In 1994, MES achieved a major breakthrough by opening the first self-financing college in Kerala, the MES College of Engineering. Today, MES offers various scholarships to encourage the needy, meritorious students to pursue higher studies. The MES Youth and Ladies Wing Committees in various districts and panchayats distribute free books and uniforms worth lakhs of rupees at the onset of the academic year. The MES Ladies Wing was established in 1969 for the promotion of women’s education.

Other services

Secretary said. In the field of medicine, MES Medical College was established at Perinthalmanna in Malappuram district in 2004. With an annual intake of 100 students, the college, affiliated to the Kerala University of Health Sciences, runs several MD/MS programmes approved by the Medical Council of India. It has full-fledged pre and para-clinical departments with wellequipped laboratories, air-conditioned lecture theatres and an auditorium with the latest audiovisual facilities, a library with more than 10,000 medical books, 100 Indian and international journal titles, videotapes and multimedia material, and the provision of accessing electronic journals and online medical and health magazines. The college has the finest infrastructure for indoor and outdoor games. All academic modules, including clinical training, are supervised and administered by experienced faculty

MES has more than half a dozen hospitals under its management. These hospitals help poor and needy patients. MES also runs ambulance services in many districts of Kerala. Besides, MES has cultural centres in Kochi, Kozhikode, Kottayam, Kodungallur and Thiruvananthapuram. MES also runs hostels, orphanages, academies, libraries, tailoring schools etc members. MES Dental College in Perinthalmanna, approved by the Ministry of Health and Family Welfare, New Delhi, the Dental Council of India and the Government of Kerala, is affiliated to University of Calicut. It is located in MESAMS, a multi-disciplinary medico network comprising a medical college and its teaching hospital, a nursing college and a school. The annual intake of the college is 50. MES College of Nursing, which offers BSc Nursing, is located in a separate building with an area of 6,400 sq. metres. Approved by the Indian Nursing Council, the Government of Kerala and the Nurses and Midwifery Council, the institute has an annual intake of 50 students. EDUCATION INSIDER I June 2012

FOCUS NCE

Sets new standards in tech education Narayanaguru College of Engineering(NCE), located just two kms outside Trivandrum district border in Kanyakumari district of Tamil Nadu, is an ISO Institution approved by AICTE and affiliated to Anna University. The mission of this institution is to strive towards excellence of students, staff and other constituents by resourcing global quality assets and services to promote the well-being of all by creating a knowledge-based community

arayanaguru College of Engineering(NCE) came into being as a result of the desire of a large number of well wishers associated with Narayanaguru International Institute of Science and Technology (Trust) who wanted an educational institution to impart value-based and disciplineoriented modern technical education of global standards at

affordable cost, upholding the principles of Sree Narayana Guru viz. ‘One caste, one religion and one God for mankind’ and ‘Freedom through education’. Under the chairmanship of Dr G Siddhardhan, an eminent educationist (former Registrar, Kerala University and former HoD of Management, Anna University, Chennai), it is an institution with a vision of excellence without bias or prejudice of any kind based on caste, religion, creed, culture, language, or faith and providing equal opportunity for all. It strives towards excellence of students, staff and other constituents by resourcing global quality assets and services to promote the well being of all by creating knowledge-based community through education in Engineering, Technology and Management.

Academic programmes

The institution offers 14 study programmes: in Civil Engineering, Mechanical Engineering, Automobile Engineering, Electrical & Electronics, Electronics & Communication, Computer Science & Engineering, and Information Technology. It has PG Programmes in Applied Electronics, Computer Science & Engineering, MBA & MCA, and degree programme in Bachelor of Education. Another

courses in the pipeline are Dr G Siddhardhan, Power Electronics & Drives, Chairman Communication Systems, Manufacturing Engineering, VLSI Design and Information Technology. Five year integrated PG programmes in Software Engineering, Computer Technology, and Electronic Media are available for +2 passed students. Five year M.Sc. Electronic Media is meant to generate Professionals required by the TV and Film industries. Dr Siddhardhan stresses the importance of motivation in education and entrepreneurship. “We teach students to respect each and every religion”. “Motivation is necessary in today’s education,” said Siddhardhan to Education Insider. He said that a student should have the practical knowledge of what he is studying before achieving his degree in the respective field. I have a dream that our students to take up a project while studying, and become an entrepreneur after a brief spell of salaried job. Dr C P Jesuthanam, principal of the college and the highly motivated and experienced faculty strive consistently to impart curricular, co-curricular and extra-curricular education and training to undergraduate engineering and post graduate management students by synergizing state-ofThe institution the-art infrastructure and provides statetechnology to achieve and sustain societal acceptance of-the-art infraand distinguishable goals for structure, dedimeeting the ever-growing cated highly challenges of technology, qualified senior trade and industry. The institution provides faculty, discistate-of-the-art infrastructure, plined campus, dedicated highly qualified opportunity for senior faculty, disciplined campus, opportunity for co-curricular co-curricular activities, activities systematically developed procedures and processes and emphasis on personal development of each student. This creative ambience of quality education earned quick reputation for the institution. EDUCATION INSIDER I June 2012

FOCUS SJCET

Moulding, energising future achievers St Joseph’s College of Engineering and Technology(SJCET), Palai, is a promising centre of technical education. It produces industry-ready techies by imparting the best training to students in soft skills development and communication EI Bureau

od’s Own Country Kerala may soon earn another sobriquet for itself, ‘The Land of Technical Education’. After all, the state has already made a remarkable progress in the higher education sector by emerging as a hub of technical education, with more than a hundred engineering colleges having worldclass teaching aids and facilities to mould the future techies of the nation. St Joseph’s College of Engineering and Technology (SJCET) at Palai in Kottayam district figures among the top technical institutes of the state. Located in a picturesque landscape, SJCET is an educational venture of the Diocese of Palai, which aims to provide value-based education. Since its inception in 2002, SJCET has achieved tremendous growth, earning recognition from the general public, students, their parents and various visiting committees as a “college with a difference”. An ISO 9001:2008 certified institution, SJCET received the minority institution status in 2008. It is ranked as one of the best five engineering colleges in Kerala by NIT. SJCET Chairman Rev Fr Philip Njeralakkatt is the guding force behind the growth of the institution. A dear friend and guide of students, he is an efficient administrator who has great dreams for SJCET. “Education is the backbone of society and our aim is to achieve the status of a deemed university. From the beginning, we have had this as our focus. We are not just creating engineers; we are moulding and energising the future generation to be great achievers,” says Rev Fr Njeralakkatt.

SJCET’s motto is ‘Continuous Improvement’. There are more than 2,000 students in the college, whose campus is spread over 50 acres. MBA, MCA, hotel management and catering technology, BTech (mechanical, civil, computer science, applied electronics, electronics and electrical) and MTech (mechanical engineering) are the main courses being offered at the institute. The college has the best infrastructure and latest lab facilities. It has a highly intellectual faculty. Dr P J George, former Director of Technical Education, Kerala, and Project Director of SJCET, is always attentive to the academic requirements of students. SJCET has the best electrical, digital IC and multimedia labs and hostel and transportation facilities. The college’s administration wing consists of an academic council and a college council to oversee the academic and administrative affairs. Its students are so well-trained in soft skills and communication that SJCET is able to produce industryready techies. It has a 100% placement record. Recruiters include Microsoft, Infosys, HCL, Campus Connect and Faith InfoTech. Satisfied with the performance of SJCET students, these and many other companies have become permanent recruiters. The heads of all departments are highly dedicated to both the academic and non-academic interests of the students. They give equal importance to extracurricular activities, including sports and arts. Training in Yoga, which helps increase concentration and confidence, is compulsory for first-year students. EDUCATION INSIDER I June 2012

FOCUS ITM

Developing a pool of indigenous talents The first ISO 9001-2000 certified management institute under Kannur University, Institute of Technology, Mayyil is one of the credible institutes in the economically and educationally backward Malabar region EI Bureau

nstitute of Technology, Mayyil (ITM) in Kannur promises to change the fortunes of the economically and educationally backward Malabar region by generating an indigenous talent pool and engaging the industry in a dialogue for improvement in the employment scene. Today, ITM is being viewed as the perfect destination by hundreds of parents and their wards since this is one of the credible management institutes with a value- based education system in the whole region. Established by the HIRA Charitable Trust (HCT) in 2002 with the objective of facilitating educational upliftment of students of North Kerala, this institute is scaling new heights under the leadership of HCT chairman and well-known industrialist K T Sharfuddin. Located in Mayyil, 15 kms from Kannur city, this institute is in the verdant low hills of the region amid sylvan surroundings, an ideal place for the pursuit of academics. ITMâ&#x20AC;&#x2122;s consistency in providing quality education has helped it earn the credit of being the first ISO 9001-2000 certified management institute under Kannur University. Since inception, the institute has been focusing on the all-round development of its students and preparing them for leadership roles in both the corporate world and society. ITM aims to develop future business leaders who would respect and care for the dignity of human life. The institute, which has an experienced and highly qualified faculty, is striving hard to emerge among the top ranking management schools in India. ITM students get sufficient opportunities to take part in extra-curricular activities, which polishes their decision-making skills. The institute has an excellent placement cell, which provides pre-placement training to students. ITM students have taken up coveted positions in leading organisations, including HDFC Bank, Infosys, Tata and BSNL.

EDUCATION INSIDER I June 2012

TAKING A DIFFERENT PATH

Engineer turns to film-making Giving shape to the realistic dramas on screen is a long-cherished dream that metamorphosed the life of a 26-year old engineering graduate. Two of his short films, uploaded on YouTube, have received rave reviews from members of the Western film fraternity By Our Special Correspondent

bout four years ago, while attending week-end parties in Chennai along with friends, Jayson Jacob Johnson used to speak with passion about his dream to make a movie. Now, this 26-year-old engineering graduate is a film director based in the United Kingdom. He is working on several projects, including an assignment associated with the forthcoming London Olympics. Jayson has finished theatre projects like Disney’s Beauty & Beast, Cinderella, Chummy, Murder Wife, Five Go Killing and The Sign Of The Strawberry, a promenade play (an interactive play involving audience in the story). “I also have produced and directed a few short films. Two of them, Together We Dream and Snaps, have received recognition in YouTube,” says Jayson, who is presently working with a project called Stitched Up, a gangster comedy under a British production company. “For me, a movie is an intense medium to communicate with the masses on realistic factors that transform a society. I draw my inspiration from the works of great directors, such as Steven Spielberg, Christopher Nolan, Tony Scott and many others,” explains Jayson. After completing bachelor’s degree in electronics and communication engineering, Jayson initially joined an MNC. However, his deep yearning to engage himself in a soul-stirring activity made him pursue a career in film-making. “Convincing my parents was the most difficult task as they were worried about my future,” says Jayson. In his utmost quest for excellence, he decided to travel abroad and undergo a master’s programme in filmmaking. Bemoaning on the lack of ample avenues in higher education in his home country, Jayson says, “In India, there is only one good film institute, which is at Pune. So, students like me who are keen on specialising in unconventional streams are forced to go abroad.” Jayson joined the master’s programme in film direction at Bournemouth University, the UK. “It was altogether a new experience for me. The institute had a multi-cultural atmosphere and there were students from Africa, Latin America and many other parts of the world,” says Jayson, recollecting his student days at the

EDUCATION INSIDER I June 2012

university. “The main difference between our educational system and that in the West is the emphasis on Jayson Jacob Johnson research. In the West, students are always encouraged to do research. I was initiated into the world of film-making by the faculty members, who often asked us to engage in deep research on all disciplines, including human psychology and sociology as they are the inevitable tools of a director,” observes Jayson. According to him, the dichotomy between Indian and Western movies is this research factor. “One can find lack of proper research in many Indian movies.” Illustrating his point, he says, in the movie Rang de Basanti, one of the most acclaimed Hindi movies, the protagonist’s mother mentions about Udham Singh’s killing of a certain Dyer. “But if you trace history, you will learn that it was Michael Francis O’ Dwyer who was murdered by Udham Singh, while the Jallianwala Bagh massacre mastermind, General Reginald Dyer, died of natural causes.” On his plans to work in the Indian film industry, Jayson asserts that since the majority of the movies made in India are unrealistic, for a student who has undertaken thorough training in the Western school of film-making, it is not acceptable to work on unrealistic themes. However, he appreciates a few Indian directors who have been pioneering innovations within the industry. “Directors like Mani Ratnam, Rajkumar Hirani and Rituparno Ghosh have made unparalleled contributions to world cinema. I would certainly love to work with such geniuses in future.”

MOTIVATION Pursuit of passion

Taking the road less travelled Amit Grover, an IITian-turned-entrepreneur, always prefers to take the road less travelled. He is the brain behind India’s first training institute for entrepreneurs. The resounding success of his institute back home has given him confidence to spread his wings across the border By Shani K

ucrative jobs at Infosys Technologies, Asian Paints and Onida did not satisfy IITian Amit Grover, who was passionate about nurturing his leadership and motivational skills. During his stint at Onida, he got an opportunity to interact with more than 2, 000 entrepreneurs and this proved to be a turning point in his life. In 2010, he decided to don the mantle of an entrepreneur by launching India’s first entrepreneur training institute, ‘Nurture Talent Academy’, in Mumbai. This move not only transformed Grover’s life, but also the lives of many students and professionals, who dreamt of being the proud owners of their own ventures. “Pursuing your passion gives you utmost satisfaction. My passion led me to the idea of founding an institute that could train entrepreneurs. My chance encounters with several entrepreneurs made me look at my career from their point of view and polish my entrepreneurial skills. If you meet Shah Rukh Khan every day, you may also feel inspired to become a hero,” says Grover. Gulu Mirchandani, chairman of Onida and Grover’s former boss, was the person who ignited his thoughts through his undying passion and achievements. “The idea behind Nurture Talent Academy’s establishment was simple. There are plenty of students and professionals who aspire to become entrepreneurs. But the lack of proper guidance prevents these aspirants from pursuing their mission. Basically, Nurture Talent Academy has positioned itself as a platform for such misguided youths. An MBA degree only teaches you how to work in large enterprises. But no institute in India trains you to start your own business,” remarks Grover. During the initial days of Nurture Talent Academy, Grover learnt the rough and tumbles of reaching out and winning the trust of his customers in a market where over two crore small and medium enterprises are recruiting about one crore budding professionals every year. “It is highly difficult to win the confidence of customers,” he observes. Speaking of his humble beginning, Grover reminisces, “In my first workshop, there was only one student.That did not disappoint me. I was confident about gaining momentum. This confidence has bestowed a positive attitude on me to reach the top.” Today, Grover plans to develop programmes with a pan-India vision. “My plan is to create a culture of entrepreneurship across the country. I am planning to launch skill-specific programmes including Techpreneur (for technology-enabled ventures) and Mechpreneur (for mechanical-related ventures). I will also mentor

I plan to launch skill-specific programmes including Techpreneur (for technology-enabled ventures) and Mechpreneur (for mechanical-related ventures). I will also mentor owners of start-up ventures owners of start-up ventures by constituting a CEO Club. This will generate immense interest within the student community to take up entrepreneurship, instead of preparing for job interviews. There are also plans to go international, as I am confident of delivering quality services globally,” explains Grover. Does he have any advice for upcoming entrepreneurs? “To make a start, keep improvising your ideas, try new things and never surrender. Move fast before someone steals a march over you and keep your costs low.”

EDUCATION INSIDER I June 2012