Education Insider- february 2013

RNI No: 114514 KERENG/2012/41957

Buzzword World’s only Free Zone for quality higher education

BRAINWAVE: Mohsen Makhmalbaf, Iranian film-maker

Dr Ayoub Kazim, Managing Director, DIAC, is upbeat

February 2013 l `50 $5 www.educationinsider.net

COUNTERPOINT Mahasweta Devi THE INNOVATOR Pavan Soni EMERGING CAREER Facilities Management

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Volume 2 Issue 2 | February 2013 Editor Ravi Deecee Deputy Editor Sanjeev Neelakantan Assistant Editor Dipin Damodharan Senior Reporters Lakshmi Narayanan Prashob K P Sreekanth Ravindran RESPONSE TEAM Coordinating Editor Sumithra Sathyan Reporters Tony William Biyanka Merlyn John Shalet James Neethu Mohan Design & Layout Kailasnath Anil P John

Head - Business M Kumar ADVT SALES Senior Managers Kainakari Shibu Rajasree Varma Anu P M Biju P Alex K S Syam Kumar Vinod Joseph ( Delhi) Rohil Kumar A B (Bengaluru) Managers Febin K Francis Bipin Kumar V S MARKETING Sr Manager Sabu Varghese Mathew Assistant Managers Priya P A Mobin E Mathew Circulation Athul P M Sone Varghese

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Great minds at work?

A call for big thinking!

Big thinking! That sums up the spirit of this edition.

Making an extension of the theme of the Cover Story to all aspects of a neatly compartmentalised human life may seem fallacious, but then, everything rests on a reason. Intelligence is the centerpiece of human evolution, after all.

So, to start with, where do we stand today? Are we surrendering our higher self and values (of love and compassion) to the social, political, and economic compulsions of the day? Is our very dignity of living at risk of being compromised? Is our sensitivity to the pain of others getting lost in the din of a self-absorbed life? Well, the way 2012 ended points to a few serious concerns of this kind. The brutal gang-rape (and subsequent death) of a 23-year-old physiotherapy intern in Delhi reflects the abject failure of a system of governance that has repeatedly failed to put an end to the bestial culture of violence against women. In a special column, social scientist Shiv Visvanathan reflects on this tragedy and shows us a flicker of hope.

But then, he calls for big thinking, both from the part of the state as well as society.

Big thinking! Yes, that’s what the UNESCO’s Education For All Global Monitoring Report calls for in its newly-released policy paper, seeking a bigger contribution from the private sector towards education. Current private contributions to education in developing countries are equivalent to only five per cent of total aid to education.

Big thinking! Does it have anything to do with our IQ (intelligence quotient) levels? In our Brainwave section, Iranian film-maker Mohsen Makhmalbaf says being in a prison of one idea is worse than being in a prison. Now, when you draw a parallel with education, Makhmalbaf makes great sense. In this age of overstuffed classrooms, does the teacher have the time and space to pay individual attention to each student and teach him/her the way he/she may understand a lesson? It’s unimaginable. Well, there’s a way out. If education, as our Cover Story says, is based on renowned developmental psychologist Howard Gardner’s multiple intelligence theory, then both teachers and students only stand to gain from individuation and pluralisation of education. Big thinking! That’s the need of the hour!

EDUCATION INSIDER I February 2013

CONTENTS 21 COVER STORY THE REGULARS

75 Skill development

10 Edu Capsule

The Kerala govt has taken a new skill development initiative, just for students

12 News Plus Too little funding for education

16 Personalities Reddit Co-founder, computer programmer, writer, political organiser, and Internet activist Aaron Swartz is no more

17 Expert Interview

Big Thinking with Howard Gardner

78 Motivation Is your child suffering from Dyslexia? Do you need help? You can seek assistance from V V Joseph’s Association of Learning Disabilities of India

How well do you know your intelligence quotient? Don’t even bother about measuring it. Intelligence isn’t a singular concept. According to developmental psychologist Howard Gardner, a human being has multiple intelligences, and each of these intelligences is closely related to the other’s functionality. Some may be in a dormant stage, and they may just require a bit of activation and enhancement. In this age of overstuffed classrooms and rote learning, Howard tells us how individuation and pluralisation of education can help us move ahead

72 Quality Schooling

EXCLUSIVES 49 Dr Ayoub Kazim

BRAINWAVE

The Managing Director of Dubai International Academic City (DIAC), Dr Ayoub Kazim, tells how DIAC, the world’s only free zone dedicated to higher learning, is trying to revolutionise global education.

About 20,000 students are pursuing over 400 academic programmes at 28 foreign universities at DIAC

46 Mohsen Makhmalbaf Iranian film-maker Mohsen Makhmalbaf gets up, close, and personal in an exclusive interview

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It’s time we focussed on mathematical research, says Anand Kumar, the Founder of Super 30

36 Jayan P The Head of the Global Human Resources at IBS Software, Jayan P, speaks on one of the most vital processes of a corporate company with a global reach – recruitments! Students, he says, should learn more about real life scenarios before they take up jobs

Brother Monachan K K, Principal of Montfort Senior Secondary School, Delhi, says rural students do not have access to best schools

COLUMNS 38 Dr B Ashok, IAS What makes a civil servant successful? It’s the quality of having an open mind to the issues at hand

30 Pavan Soni Entrepreneurship can help India meet its growth targets

EDUCATION INSIDER I February 2013

CONTENTS 68 KODAIKANAL CHRISTIAN COLLEGE Campus Focus “If we look into history, we will realise that Indians were the first ones to start universities... We must revive the core values of our traditional educational system. That’s the only way to regain our lost pride and mentor the world in the right path,” says Dr Sam Abraham, the Founder, Chairman, and Principal of Kodaikanal Christian College

60 Indian Campus Indian Institute of Plantation Management, Bengaluru, strives to revive plantation and agri-business in a scientific way by imbibing the modern techniques that suit the need of the hour

FOREIGN CAMPUS

40 University of Nottingham The University of Nottingham is ranked among the United Kingdom’s top 10, Europe’s top 30, and top one per cent of best universities across the globe.

Excellence in all areas of education. That’s how it has made it to the top

76 Counterpoint Writer Mahasweta Devi’s social activism has never been affected by the problems brought on by ageing. She is spearheading a people’s movement against the West Bengal government

54 One Million by One Million Strategy consultant and Silicon Valley entrepreneur Sramana Mitra says Capitalism will make a new entry into the world scene

EDUCATION INSIDER I February 2013

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No Aryan invasion I completely agree with what renowned indologist Michel Danino says in the interview published in the December issue of Education Insider. I, too, believe that there was no Aryan invasion. We all belong to the same gotra (clan). The Aryan invasion theory is the Leftist version of history. By the way, I request you to do a piece on National Institute of Rural Development, about young people wanting to work in rural areas.

Sourav Maulik, Kolkata

Informative story on Malala

Scan the QR code with your smart phone to reach us online

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CONTACT INFO WRITE LETTERS TO: DC MEDIA, DC Books Pvt Ltd, 234/C, Adjacent to YMCA, Chittoor Road, Cochin-35, Kerala, India E-MAIL YOUR LETTERS TO: editorial@dcmedia.in FAX THEM TO: 0484 4021 145 TO SUBSCRIBE: 0484 3047 405 FOR SUBSCRIPTION QUERIES: info@dcmedia.in Letters may be edited for brevity and clarity.

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I read the December issue cover story, titled What are they all up to Malala? It was an interesting and informative piece. Though the world community has sympathised and talked in thousand tongues about Malala and other poor girls across the Pakistan-Afghanistan border who have been denied access to education, it is ridiculous that they hardly have any kind of solutions with them. I appreciate Education Insider’s attempt in this regard. I am hopeful that you would come up with such good features in future as well. Thank you.

Smitha Naik, Mangalore

All India Service for teachers?

Need more Good Shepherds Education Insider’s exclusive feature on The Good Shepherd School and its founder Dr PC Thomas was amazing. The journey of Dr Thomas from the position of a school teacher to that of an educationist shows that success never eludes the determined.

We need many more such Good Shepherds in our country.

Thankappan, Kollam

Voila! The Matchmaker!

Pavan Soni’s column on grooming best teachers was an eye-opener.

As he observed, good teachers have never been market-driven. And such teachers have always mentored great minds. We need to have an All India Service that could attend to the requirements of the education sector. Probably, this would help us in setting right standards and providing the right platform for newcomers (teachers).

I was very glad to learn that your magazine could interview this year’s Nobel Laureate in Economics. Alvin Roth and his theories on matchmaking are simply outstanding. I believe that free societies promote free thinking and that’s what has created geniuses like Mr Roth. I congratulate Education Insider for publishing the interview. I should also mention that the headline for the interview, Matchmaker Matchmaker Make Me A Match, was awesome.

Varghese Michael, New Delhi

Sushma, Kannur

EDUCATION INSIDER I February 2013

15th March 2013, The Oberoi, New Delhi

OF

INDIA

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EDU CAPSULE Space settlement design contest US website to learn English

CALIFORNIA: Ames Research Center, one of the field centres of the National Aeronautics and Space Administration of the US, and the National Space Society (NSS), US, will sponsor an annual space settlement design contest for sixth to twelfth grade students from any part of the world. All contestants will have to attend the 32nd Annual International Space Development Conference of the NSS in San Diego from May 23-27 this year. The highest scoring team or individual will receive the NSS Bruce M Clark, Jr Memorial Space Settlement Award for $5,000.

Admissions under RTE clause

The newly-launched website of the US Consulate General provides a variety of materials for improving English language skills for free. The Office of English Language Programmes in the Bureau of Educational and Cultural Affairs, Department of State, launched an American English website,www.americanenglish.state. gov, in December last year. It provides material for students of English, teachers’ professional development, and resources for use in the classroom. The website makes it easy to share material, including teacher training publications, activity ideas, books, and songs. It also provides non-commercial English Language learning resources to the public.

NID is of national importance AHMEDABAD: The Ahmedabadbased National Institute of Design (NID) would soon be declared as an institution of national importance, enabling it to award degrees to its students. The Union Cabinet has approved the declaration of NID by Parliament as an ‘Institution of National Importance’. This will help NID professionalise and standardise design education, helping India tap design opportunities both in the domestic as well as international markets.

PUNE: Admissions to private schools in Pune have begun under the Right to Free and Compulsory Education (RTE) Act clause that calls for 25 per cent reservation for students from minority groups. The admissions are being monitored by the Pune Zilla Parishad. Schools will scrutinise application forms and prepare a list of candidates who are eligible for reservation. They will have to present a report on admissions to the respective primary education officer by February 28.

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EDUCATION INSIDER I February 2013

CUSAT admission process begins

Vacancies in defence services

NEW DELHI: The Union Public Service Commission has invited applications for 355 vacancies in the Indian Army, Navy, and Air Force. The selection process is to be managed by the National Defence Academy and the Naval Academy. An entrance exam for selection to the 355 posts will be held on April 14 this year. Applications can be submitted online. Those born between January 2, 1995 and July 1, 1997 are eligible for the exam.

Course for PhD aspirants

KOCHI: Cochin University of Science and Technology (CUSAT) has invited applications for admissions to various courses for the academic year 2013-14, including post-graduation, BTech and MBA, based on scores in the Common Admission Test (CAT), Departmental Admission Test (DAT), Test for Lateral Entry (LET), and C-MAT. Online registration is available for all academic programmes, except MPhil courses, PhD programmes, MA Translation in German and Russian, and Diploma Certificate programmes.

Sanskrit University gets new VC MUMBAI: Dr Uma Vaidya has been appointed as the Vice-Chancellor of Kavikulguru Kalidas Sanskrit University (KKSU) for a five-year term by the Chancellor and Governor of Maharashtra K Sankaranarayanan. At present, Dr Vaidya is serving as the Head of Sanskrit Department at University of Mumbai. She will take over from Vilas Sapkal, who has been serving as the officiating ViceChancellor of KKSU.

KANPUR: The Executive Council of Chhatrapati Shahuji Maharaj University has said that PhD aspirants will be required to enroll for a six-month semester training course first. To gain admission to the course, students will have to appear in two exams and score 50 per cent marks in each exam. The first test paper would be on research methodology, objective hypothesis, and thesis writing. The second one would be on computer applications and quantitative techniques.

EDUCATION INSIDER I February 2013

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NEWS PLUS

Too little pvt funding for children As you read this, the curtains would have come down on the World Economic Forum at Davos, Switzerland. Yet, it is never too late to draw attention of the world leaders towards a serious problem - child education

T

he UNESCO’s Education for All Global Monitoring Report has released a policy paper highlighting the private sector’s potential to make larger contributions to the education sector.

Current private contributions to education in developing countries, totalling $683 million a year, are equivalent to only five per cent of total aid to education – and less than 0.1 per cent of the profits of the world’s two biggest oil companies, Exxon and Shell.

The private sector, which benefits from an educated, skilled workforce, should play a much bigger role in funding education worldwide.

The new policy paper shows that the education sector receives too little when compared with other private sector contributions to development: 53 per cent of US foundations’ grants are allocated to health, but only eight per cent to education; Just five corporations – Banco Santander, Cisco, Intel, Coca Cola, and Exxon – make up the majority (60 per cent) of the private sector contributions to education.

To give an idea of the small scale of those contributions, Coca Cola’s $24 million amounts to less than 0.3 per cent of its latest reported annual profits.

Exxon, the world’s biggest company, contributes 0.06 per cent.

Pauline Rose, Director of the EFA Global Monitoring Report, said: “Education doesn’t have a high-profile supporter like Bill Gates encouraging other private organisations to contribute. The private sector shouldn’t need to be told the importance of investing in education, but it does need someone to champion its cause and remind them that they are one of the first to benefit from an educated, skilled workforce.”

In 2011, the total development aid decreased for

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the first time since 1997; aid to education is now expected to stagnate until 2015, despite a funding gap of $16 billion a year just to send all children to pre-primary and primary schools. Rose says, “For political and business leaders gathered at Davos (World Economic Forum), our message is simple: as populations grow, if funding continues to stagnate, the world will end up with more children out of school than today – exactly as we are already seeing in sub-Saharan Africa. Companies must recognise what a good case for investment this is: If all students in low income countries left school with basic reading skills, poverty would fall by 12 per cent, and that’s good for business.”

The EFA Global Monitoring Report shows private sector contributions often do not reach those most in need, and are often only short-term. Most ICT companies direct their contributions towards emerging markets such as Argentina, Brazil, Chile, China, and Mexico, for example, rather than the poorest countries. Two of the top five contributing foundations (Carnegie Corporation of New York and Ford Foundation) and the top corporation (Banco Santander) allocated 80 per cent of their grants towards scholarships and higher education – even though most developing countries are struggling to achieve good quality primary education and 61 million children are still out of school.

There is also a danger that corporate contributions align more closely with business interests than country needs. Pearson International donates to low fee private schools in Ghana and Kenya, an area which is closely aligned with business interests and undermines global policies to strengthen national public education systems.

EDUCATION INSIDER I February 2013

EDUCATION INSIDER I February 2013

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YOUNG ACHIEVERS

Blind, but guiding policy for the disabled

I

ndian American Sachin Dev Pavitran is visually challenged.

Yet, he is a man with great vision for the disabled. The Barack Obama administration has appointed Sachin to a key administrative post in an independent US agency that works for people suffering from disabilities. He is the Member of the US Architectural and Transportation Barriers Compliance Board and the Programme Direc-

tor of the Utah Assistive Technology Programme at Utah State University’s Center for Persons with Disabilities.

In the past one decade, he has served this centre as Programme Coordinator and Disability Policy Analyst as well.

He has more than 12 years of experience as a consultant on disability policy and development and training for users of assistive technology and accessible websites.

Making AI tools for NASA at 25

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25-year-old scientist from Kerala, Arun, is leading the US National Aeronautics and Space Administration (NASA)’s initiatives in astrobiology and artificial intelligence.

He works with the astrobiological institute of NASA. The US space agency made an announcement on his appointment when he was pursuing MTech in Remote Sensing and Geographical Information System at Bhabha Atomic Reseach Centre. With deep interest in

astrobiology and artificial intelligence, other than his course studies, he soon applied to various foreign universities to pursue research. He then secured admission at Massachusetts Institute of Technology, Stafford University, and Cornell University. Just when he was about to zero in on one of these universities, NASA had approached him for support in one of their forthcoming missions. Today, he designs artificial intelligence tools for space vehicles.

Tulsi, Bhagavad Gita, and the US House of Rep

T

ulsi Gabbard has entered the annals of American political history as the first Hindu member of the US House of Representatives. Tulsi, 31, is the first lawmaker to be administered the oath of office on the Bhagavad Gita. Inspired by the Bhagavad Gita, she longs to be a servant leader. Born to a Catholic father and a Hindu mother in American Samoa, she was the youngest person elected to the Hawaii Legislature at the age of 21 in 2002. At 23, she was the state’s first elected official to voluntarily resign to assist the US government in war-related medical services in Iraq. In 2004, she was deployed to Baghdad as a medical operations specialist. She was sent to Kuwait in 2008 to train the country’s counter-terrorism units.

At 28, she was the first American woman to be honoured by the Kuwait Army National Guard. In 2010, she was elected to the Honolulu City Council, where she chairs the Safety, Economic Development, and Government Affairs Committee.

EDUCATION INSIDER I February 2013

EMERGING CAREER Facilities Management Parijat Thakur

Now, here’s a massive employment generator

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ith corporate outsourcing on the rise, career opportunities in Facilities Management (FM) have taken a quantum leap forward. The FM industry in India is a massive employment generation juggernaut, riding on the impetus being provided by the rapid entry and expansion of multinational IT/ITES giants and the BFSI (Banking, Financial Services, and Insurance) sector, among other industries. Surprisingly, the government has not yet made any serious efforts towards involvement in this massive employment generator.

skills training. Because of the exacting nature of the FM vertical, these modules incorporate a number of necessary soft skills, apart from technical training.

Some of these are: • Time Management • Self-motivation • Relationship building • Credibility enhancement • Workplace conflict resolution

their careers by exploring international opportunities in more mature markets, where FM is already an established industry.

While formal training is certainly preferable, aspiring FM professionals do not require previous exposure to the FM industry in order to launch a career in this lucrative vertical. At Jones Lang LaSalle, we have had professionals join

• •

us after equivalent experience in other industries.

The career opportunities in the FM sector are variegated, and candidates will invariably find one which is ideally suited for their individual temperament and career objectives.

These include: • Account Management • Supply Chain • Engineering, Operations, and Safety • Occupancy Planning

Dearth of talent

The available pool of alreadyabsorbed human resources in the Indian FM sector currently does not exceed 25,000. One-sixth of this talent pool is controlled by Jones Lang LaSalle India alone. There is a huge disparity between demand and supply when it comes to trained FM professionals in India, and the gap is widening with a shortfall of 5,000 with every passing year. The demand for people to work in the FM sector is specific to trained professionals. To a large extent, the onus lies on institutions to develop and offer the right courses in India. Internationally, FM is already a discipline that is taught at universities and institutions. Considering the dire need for properly qualified FM operatives in India, the industry is now at a point where nothing less than the global standard will serve in the long run.

Training for FM

While the nation is still awaiting its first comprehensive FM education courses, industry leaders such as Jones Lang LaSalle already provide various training modules in addition to technical EDUCATION INSIDER I February 2013

Problem-solving Managerial competence As a career orientation, the FM industry is definitely a superior option to some of the default choices that motivated young people often make these days. For instance, it offers far greater stability and superior growth prospects than BPOs. Few other industries extend to graduates the opportunity to directly interact with leading multi-national clients in leadership capacities.

It is always gratifying to watch young people in our FM teams expand

(The author is Head – HR (IFM), Jones Lang LaSalle India)

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d te

PERSONALITIES Aaron Swartz

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Net freedom p

wenty-six-yearold American, Aaron Swartz, the Co-founder of the social news and entertainment website called Reddit, hanged himself in his Brooklyn apartment on January 11 this year. He was a computer programmer, writer, political organiser, and Internet activist.

Aaron’s death comes weeks before he was to stand trial on charges that he had stolen millions of scientific journals from a computer archive at the Massachusetts Institute of Technology with the intent to make them available to public for free.

Initially, he was also charged with illegally accessing several scientific journals from JSTOR, a US-based online system for storing academic journals, for the same purpose.

However, upon reclamation of articles from Aaron, JSTOR said it wouldn’t press charges.

As a teenager, Aaron had helped create RSS, a family of web feed formats used to gather updates from blogs, news headlines, audio and video for users. He was arrested in 2011, but soon released on bail. He had pleaded not guilty on all counts.

According to prosecutors, Aaron had hacked into MIT’s system in November 2010 after breaking into a computer wiring closet on campus. He faced 13 charges, including breaching site terms and intending to share downloaded files through peer-to-peer networks, computer fraud, wire fraud, obtaining information from a protected computer, and criminal forfeiture.

Now, the case stands closed with the US Department of Justice dropping all charges against Aaron.

Aaron’s family said that this was not a personal tragedy. “It is the product of a criminal justice system rife with intimidation and prosecutorial overreach.

Decisions made by officials in the Massachusetts US Attorney’s Office and at MIT contributed to his death,” his family told the media.

Aaron’s death has triggered an online debate over draconian laws related to the internet.

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u r r

EDUCATION INSIDER I February 2013

Anand Kumar EDUCATION EXPERT

Of deathbed

inspiration

and deep void in

maths

American researchers claim to have finally cracked the deathbed puzzle of renowned mathematician Srinivasa Ramanujan.

Claims of the breakthrough were made by well-known American mathematician Ken Ono of Emory University in a British daily, a few days after the 125th birth anniversary of the Indian mathematician in December last year. In a letter to his mentor, English mathematician G H Hardy, from his deathbed in 1920, Ramanujan had mentioned several new mathematical functions and their workability, something that had never been heard of before. Now, the formula that had been revealed to him in a dream by a goddess could possibly explain the behaviour of black holes. Sadly, between then and now, no Indian mathematician has been able to fill up the void since Ramanujan’s death. Why has India failed to produce great mathematicians?

Perhaps, there’s some truth in what Anand Kumar, the Founder of Ramanujan School of Mathematics, has to say on India’s predicament. India, he says, has had only a modest track record in mathematics, mainly because Indians are not deep into mathematical research works. In an exclusive interview with Education Insider, Anand, who is also the Founder of Super 30, an institution that provides free training to IIT aspirants from humble backgrounds, tells us more about the state of math education in India

by Lakshmi Narayanan American mathematicians have said that the deathbed theory of Srinivasa Ramanujan has been solved. What do you have to say about this? Do you think India has lost its edge in mathematical research by failing to produce prodigies as great as this mathematical genius?

This is an acknowledgement of the genius Ramanujan. He was a mathematician to the core and the fact that American mathematicians are finding his ‘deathbed’ theory true now reflects that Ramanujan was way ahead of his time. What he had conceived in 1920 is relevant even today.

It is a fact that India has failed to produce another Ramanujan. This calls for some serious thinking. We need to make necessary changes in our education system to encourage original thinking and creativity.

Ramanujan was Ramanujan because he was one of his kind, an original thinker.

Where does India stand today in terms of math education?

India has had only a modest track record in mathematics. It has neither won any Nobel Prize nor received any other international recognition in the field of mathematics. We need to put our best efforts in the field of higher studies and research to make way for global acceptance of Indians in the field of mathematics. Perhaps, Indians are not deep into

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EDUCATION EXPERT Anand Kumar

Ramanujan was a mathematician to the core and the fact that American mathematicians are finding his ‘deathbed’ theory true now reflects that Ramanujan was way ahead of his time.

What he had conceived in 1920 is relevant even today

research.

What about the mathematical research activities of Indian universities?

Indian students are not deep into mathematical research works. Indian universities have been into limited research, not the pioneering types. Research is an important component of the university system, but it is the quality of research that distinguishes the extraordinary and the ordinary. In my opinion, our universities should focus more on quality-oriented research activities.

How can we make the subject simple at the school level?

What is your take on the quality of math education in India today?

From the education point of view, it is good. The syllabus up to class 10 level is quite rigorous. It is the teaching methodology in mathematics that makes the difference. Mathematics is a subject that needs to be enjoyed and the process has to commence from the primary school stage itself. India faces a great shortage of quality teachers. This (shortage) needs to be addressed on a priority basis.

For this, the only key is to make math teaching interesting. There is a growing need for good teachers in our country. Besides, there is a greater need to frame a unique syllabus for schools, something so unique that it encourages creative thinking and problem-solving capability. At the school level, it is also important to tap talented students and prepare them for Olympiads and higher education, on the lines of China. Alongside, we can encourage teachers to engage themselves in high-level research.

What are your suggestions to improve the quality of mathematics coaching in Indian campuses?

What’s your comment on the quality of IIT students today?

First and foremost, we need quality teachers who know how to use novel techniques to make

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mathematics simpler and interesting. Only then students can enjoy mathematics thoroughly. There should be fun-based mathematical learning, with greater emphasis on concept building. So, first of all, we should build a strong base in math teaching.

Teachers should be able to generate interest in students. If there is interest for the subject, students will learn to explore, which will make the ultimate difference.

IITians are performing quite well today, but there should be more efforts towards bringing the IITs on EDUCATION INSIDER I February 2013

par with top notch institutions like Massachusetts Institute of Technology. The process has to be more inclusive, so that deserving students from rural India, which has abundant talent, can also reach there. That will only add to IITs’ growth.

Why has India failed to produce mathematicians as great as Ramanujan?

Perhaps, a lot of it has to do with the lack of emphasis on quality research. Today, education is increasingly joboriented, which does not leave much scope for those who delve deep into mathematics. Ramanujans are not born every day. Such legends are always rare. India should draw inspiration from him to provide an environment where mathematics grows, and so do mathematicians.

Do you think there is a need to restructure the present syllabus of mathematics in higher education institutes?

There is nothing wrong with the syllabus as such. But what is missing is original research in mathematics. The syllabus can be tweaked as per requirements. There is a greater need to generate deep love for the subject among students.

What’s the objective of Ramanujan School of Mathematics?

The school is preparing students for the plus two stage, which is the launchpad for future engineers, scientists, and mathematicians. At Ramanujan School of Mathematics, we lay emphasis on developing concepts and making mathematics interesting. So far, the results have been very good, but that is not enough. At the school level, mathematics is just a subject, but for producing researchers, the subject needs to be explored at a higher level.

What is your vision on education?

My vision is to make education for all a reality. And by education, I mean non-discriminatory education.

Today, there is a huge gap between premier institutions and government schools and colleges in rural areas in terms of quality of education. If non-discriminatory education can be made available to all, India will be able to produce more Ramanujans.

Super 30 Super 30 is a highly ambitious and innovative educational programme run by Ramanujan School of Mathematics. It is the outcome of Anand Kumar’s social commitment and passion for mathematics. His love for mathematics came to the fore in 1992 when he had formed a Mathematics Club named after Ramanujan.

In 2003, under the aegis of Ramanujam School of Mathematics, he laid the framework for Super 30. Super 30 hunts for 30 meritorious talents from the economically backward sections of society and shapes them for India’s most prestigious institution – the Indian Institute of Technology (IIT). In the past seven years, it has produced hundreds of IITians from extremely poor backgrounds.

Under the Super 30 programme, students are given absolutely free coaching, lodging, and food.

EDUCATION INSIDER I February 2013

MAKE YOUR CHOICE What is physiotherapy?

Job opportunities

Role of a physiotherapist

Remuneration

Responsibilities

Where to study?

Physiotherapy is a branch of rehabilitative medicine that promotes, maintains, and restores the physical, psychological, and social abilities of a patient by helping him/her overcome the after effects of an injury, disease, or disorder.

A physiotherapist helps patients regain physical vitality through movement and exercise, manual therapy, education, and advice.

• • •

Be a rehabilitative medicine expert

•

for patients suffering from the pain and trauma of partial or total immobility, caused by an injury, or physical disorder, or disease

What is dental surgery?

Dental surgery refers to any medical procedure that alters, modifies, or corrects the teeth problems or the jaw bone. Tooth removal and alignment come under the category of cosmetic dental surgery.

Scope of dental surgery

As compared to other countries, India offers a wide scope in dentistry. In fact, patients from foreign countries come to India for better, affordable dental treatments.

Cosmetic surgery and aesthetic surgery are the two main branches of dental surgery.

How to apply?

After plus two in science, appear in the medical entrance examinations to get admission in a dental college. BDS or BSc is the basic qualification for entry to Masters in Dental Surgery.

• • • • •

20

Diagnosing oral problems

How to apply?

After plus two in science, one can apply for Bachelors in Physiotherapy. For Masters, Bachelors in Physiotherapy is preferred.

A physiotherapist can earn at least $46,000 a year abroad. In India, freshers are offered a monthly salary of Rs 30,000-40000.

• • • •

Amar Jyoti Institute of Physiotherapy, Karkardooma, Delhi Amity School of Physiotherapy, Delhi Bangalore Medical College Acharya Institute of Health Sciences, Bengaluru

Study abroad • • •

Angelo State University, USA Boston University, USA Coventry University, UK

Filling cavities Performing root canals Treating gum disease Practising orthodontia Anesthesia before oral surgery

Remuneration

A well-trained dental surgeon gets an annual salary of $45,000$150,000 abroad. He/she will get Rs 25,000-30,000 per month in India at the beginning of career

Where to study?

• • •

Regional Dental College, Guwahati Buddha Institute of Dental Science & Hospital, Patna Maulana Azad Medical College, New Delhi

Study abroad • • •

Duties of a dentist •

Treat sports-related injuries Improve motion in joints Counsel pre- and post-natal care Design user-friendly workplaces

Physiotherapists begin their careers in rehabilitation centres, hospitals, and in orthopaedic settings. Job are aplenty with large corporations too offering physical therapy to employees as part of health benefits. The experienced can start their own businesses.

•

University of Brighton, UK Queen Mary, University of London, UK Institute of Graduate Studies (University of Malaya), Malaysia West Virginia University, USA

Shine on, Mr Smile The smile says it all. Or rather the lack of it. So, do you want to take up a career where your job will simply mean restoration of the laughter quotient of a patient?

EDUCATION INSIDER I February 2013

Big Thinking COVER STORY

“I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesise our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill’’ - world-renowned developmental psychologist Howard Gardner EDUCATION INSIDER I February 2013

by Dipin Damodharan

T

he basic approach of education should be to help one understand what the world is all about. In that sense, education is an allencompassing learning process that ultimately helps one to comprehend the inner layers and inner truths of oneself as well as the world. Therefore,

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COVER STORY Big Thinking the teaching methodologies adopted by educators today should be formulated in such a way that students find it easy to develop their intelligences, sensibilities, and personality in multiple ways. This is precisely where Howard Gardner’s theory of Multiple Intelligences can be applied in the right measure.

A Pennsylvania-born Jew widely acclaimed as the paradigm shifter in developmental psychology, Howard makes a pitch for a broader perspective in education, especially when it comes to teaching students. Put it simply, teachers have to apply different methodologies and exercises to reach out to all students. This will enable teachers to attend to all those students whose intelligences may be in a dormant stage as a result of their inherent weaknesses in understanding the lessons being imparted in a class. Such a unique process of ‘Individuation’ and ‘Pluralisation’ will ensure outflow of the benefits of education to the student community in the best possible ways, says Howard.

Individuation and pluralisation are the two focus areas of Howard’s Multiple Intelligences theory. The process of individuation helps teachers assess the strengths and weaknesses of each student and tailor teaching modules on the basis of his/her potential to grasp, or absorb, knowledge.

“The Multiple Intelligences theory of Howard Gardner is very relevant and has wider applications in the present day education scenario. The theory tells us how human behaviour evolves out of natural learning through basic instincts. The theory is based on a pragmatic approach, not theoretical. If we develop curriculum on the basis of the Multiple Intelligences theory, then it will have profound impact in the overall development of a student,” says Vishwanathan Unnithan, a researcher on the Multiple Intelligences theory and teacher at Vocational Higher Secondary School, Chengannur, Kerala. Admittedly, the Multiple Intelligences theory has redefined the concepts of intelligence and intelligence quotient (IQ).

Howard Gardner and Multiple Intelligences

A

ccording to Howard, intelligence is “the capacity to solve problems or to fashion products that are valued in one or more cultural settings”. He had developed the Multiple Intelligences theory using eight ‘signs’: potential isolation by brain damage, the existence of idiots, savants, prodigies and other exceptional individuals, an identifiable core operation or set of operations, a distinctive development history, along with a definable set of ‘end-state’ performances, an evolutionary history and evolutionary plausibility, support from experimental psychological tasks, support from psychometric findings, and susceptibility to encoding in a symbol system.

Howard initially developed seven intelligences. Later, he added two more to his theory. Let’s take a look at these seven intelligences first. The first two intelligences directly connected with schools, the next three are associated with the arts; and the final two are known as ‘personal intelligences’.

patterns. It is the capacity to recognise and compose musical pitches, tones, and rhythms. According to Howard, musical intelligence runs in an almost structural parallel to linguistic intelligence.

Linguistic intelligence: This is directly linked with schools. It involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to achieve certain goals. Linguistic intelligence provides the ability to effectively use language to express oneself rhetorically, or poetically, or use language as a means to remember information. Persons having high linguistic intelligence include writers, poets, lawyers, and speakers, among others.

Intrapersonal intelligence: This is about the capacity to understand oneself, to appreciate one’s feelings, fears

Bodily/kinesthetic intelligence: This is related to the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

Spatial intelligence: This is related to the potential to recognise and use patterns of wide space and more confined areas.

Interpersonal intelligence: This reflects the capacity to understand the intentions, motivations, and desires of other people. It allows people to work effectively with others. For instance, educators, salespeople, religious and political leaders, and counsellors need a well-developed interpersonal intelligence.

Logical/mathematical intelligence: This is the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. According to Howard, it entails the ability to detect patterns, reason deductively, and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence: This is related to the skills involved in performance, composition, and appreciation of musical

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EDUCATION INSIDER I February 2013

Alternative education specialist

hails Howard’s theory

W

hat can we learn from Howard Gardner?

Whenever I read about a person’s work, it is important for me to know what his motivation is, his inner drive to work in this realm (education). The same feeling holds true for Howard Gardner’s work. It is beautiful and has certain touching aspects. It is imperative to investigate human nature so that we know how to raise children who can bring about meaningful changes in the world. We must figure out how intelligence and morality can work together.

Can there be a more relevant issue in these times? The shooting incident at a school in Connecticut, US, and the gang-rape of a 23-yearold woman in Delhi are shocking enough!

In his research, Howard initially identified seven different intelligences. Four were added later.

I expect one more to come. We all know how important morality is.

Moral values guide a human being towards healthy development of his personality. Morality is deeply connected with beauty; it’s the inner human beauty. We all know that we can’t learn about real inner morality with our head, with rules, or cold

In an interview with Education Insider, famous Waldorf education researcher Miriam Haenen finds Howard Gardner’s theory of Multiple Intelligences beautiful since it investigates human nature and calls for practical solutions in education moral stories. Morality in its true form, the one which can change the world, comes from within.

Howard’s research focusses on the urgent need to make a shift from mere head learning to more holistic learning, where all intelligences can be addressed.

When we take linguistic intelligence as an example, the grammar and all that we learn is only the dead skeleton of a language. When we work on bodily, spatial, or musical intelligence, the language starts to speak up, even sing. It makes us warm, and we connect with it!

When we work on interpersonal and intrapersonal intelligence, the (warm) language starts working between us and others. And when we work on naturalist, spiritual, existential, and moral intelligence, the language acquires a deeper meaning, enabling us to make a deeper connection with ourselves.

Learning in our schools is only concentrated on what ‘I have to know’. There is pressure on a student to be ‘better’ than his fellow human beings. What kind of humans and what kind of a world are we creating this way?

and motivations. In Howard’s view, this enables us to build an effective working model of ourselves, which, in turn, helps us regulate our lives on the basis of our internal and external needs and behaviour.

Howard later added an eighth intelligence, naturalist intelligence. This enables human beings to recognise, categorise, and draw upon certain features of the environment. It ‘combines a description of the core ability with a characterisation of the role that many cultures value’. Two other intelligences followed next - existential intelligence (the intelligence of big questions) and pedagogical intelligence (the EDUCATION INSIDER I February 2013

Imagine a human being who loves language, loves math! A human being who feels space within himself! A human being whose soul sings! A human being who is healthy in his inner being and in his relation to others! A human being who has a natural and existential connection with all that is good and beautiful! In such a scenario, morality exists as an authentic basic value.

Arts are an essential aspect in developing many of these intelligences, but it is very important to realise how these intelligences are connected with each other.

Our world has to become a better place. That can only come about when we involve the heart, the idea of warm learning, in our education. And that ‘warming up’ can only come through when these different intelligences are taken as a whole in our education system.

They should not be treated as separate subjects. Nature, music, movement, social skills, crafts, arts etc will never be ‘time lost’ in learning, but ‘time won’ for humanity.

intelligence that allows us to teach other persons what we have learned).

Howard argues that these different intelligences do not operate independently. They are always used at the same time and tend to complement each other as people develop skills. This connectivity between various intelligences is amply reflected in Howard’s definition of human nature: “Human beings are organisms who possess a basic set of intelligences.”

Reference: Smith, M K (2002) ‘Howard Gardner and Multiple Intelligences’, The Encyclopedia of Informal Education

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COVER STORY Big Thinking

W

orld-renowned developmental psychologist Howard Gardner prides himself on being a change-maker. He brought about a radical change in the theory of human intelligence. The very psychology of change he facilitated in cognitive science and education hinges on a better understanding of the very synthesis of multiple forms of information processing by the human brain, something mankind once viewed as a singular concept of intelligence.

His research findings dramatically changed our perception of intelligence.

Each form of information processing soon acquired a new shape, and together, they came to be known as “multiple intelligences”. For over a century, people across the world believed that humans have general intelligence, helping them judge their children as smart or dumb, given their varying capacities of general intelligence. By identifying and substantiating with proof that there are multiple intelligences within a human being, Howard birthed an all new thinking process and approach towards psychology, cognitive behaviour, and education.

Known as the founding father of the internationally acclaimed Multiple Intelligences (MI) theory, Howard is one of the finest intellectual cult heroes. He hates conventions. For him, out of the box thinking makes great sense. Howard viewed intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural settings”. In an exclusive interview with Education Insider, the John H and Elisabeth A Hobbs Professor of Cognition and Education at Harvard Graduate School of Education delves into the MI theory, its implications in education, and issues concerning its conceptualisation and realisation. In an age when the high student ratio in classrooms disables teachers from trying out multiple means of teaching a lesson to suit children with different capacities of learning, Howard says that developing countries can make the education system more simplistic and fruitful through effective application of digital media and other unconventional sources of learning and teaching. Such measures will help in enhancing intelligences of not just the smart, but also weak or average students. Today, individualisation and pluralisation of education are the biggest advantages, says Howard

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EDUCATION INSIDER I February 2013

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by Dipin Damodharan

Y

ou have broken the myth of intelligence being a singular concept by challenging the conventional notions. Could you explain the principles of Multiple Intelligences (MI) theory?

For almost a century, psychologists have argued that there is a single thing called ‘general intelligence’ and that an individual who is strong in one area is likely to be strong in other areas as well. When I was young, I had no reason to doubt this claim. We often talked about people as ‘smart’,

EDUCATION INSIDER I February 2013

25

COVER STORY Big Thinking

H

oward Gardner is the John H and Elisabeth A Hobbs Professor of Cognition and Education at Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero.

He received the MacArthur Prize Fellowship in 1981. He has received honorary degrees from twenty-nine colleges and universities, including institutions in Bulgaria, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. In 2005, and again in 2008, he was selected by Foreign Policy and Prospect magazines as one of the

or ‘dumb’. However, a decade of research with normal and gifted children and with adults who had suffered brain damage convinced me that this standard view is simplistic.

If we synthesise information from several disciplines, ranging from anthropology to brain study, it emerges that human beings are better described as having several relatively independent information processing capacities, which I call the “multiple intelligences”. When we talk about a person as being ‘smart’, we typically mean that he/ she is good in school and that they have strong linguistic and logical mathematical skills. But my theory holds that individuals can be strong in other areas as well, ranging from music and spatial abilities to understanding other persons, and that these multiple intelligences constitute a better description of the range of human cognitive capacities. Just because a person is smart in one area, we simply can’t predict how they will do in other areas of life.

How did you conclude that there are nine kinds of intelligences in all human beings?

This insight came from my own studies over the course of a decade with different populations. I then had the opportunity to synthesise what I had learned from different disciplines in a book called Frames of Mind. Though the book was published in 1983, I still believe the basic claims are valid. I have since added an 8th intelligence - the naturalist intelligence - and have considered two other intelligences - existential intelligence (the intelligence of big questions) and pedagogical intelligence (the intelligence that allows us to teach other persons what we have learned and know how to do). Each of us has these 8-9 intelligences, but, of course, we differ in how strong the intelligence is and to what extent it has been developed.

MI theory has had a profound impact on education.

What are the major implications of the theory in the

26

field of education?

These ideas were originally developed in psychology.

I was as surprised as anyone to find that they had strong appeal for educators. In a book called Multiple Intelligences Around The World, 42 scholars from 15 countries spread over five continents described the wonderfully various ways in which they have used the theory as the basis for educational innovation.

In my own view, the theory yields two principal educational implications: l) Individualisation: We should know as much as possible about each person, and try to teach and assess that person in ways that make sense for that individual, given his or her own profile of intelligences. This suggests that since human beings have their own unique configuration of intelligences, we should take that into account when teaching, mentoring, or nurturing. As much as possible, we should teach individuals in ways that they can learn and we should assess them in a way that allows them to show what they have understood and to apply their knowledge and skills in unfamiliar contexts.

Traditionally, individuation was possible only for families with means. Nowadays, with the easy accessibility of powerful digital devices, it is possible to individualise education for everyone.

2) Pluralisation: Whenever we try to teach anyone, or help the person develop skills, we should approach the educational process in several ways. That way, we can take advantage of their multiple intelligences.

But educators have made many other uses of the theory, ranging from developing new ways of identifying gifted children to setting up children’s museums, or theme parks based on MI ideas.

It is important to stress that MI theory began as a psychological theory, one that also drew on brain and genetic knowledge in the early 1980s. I was surprised EDUCATION INSIDER I February 2013

100 most influential public intellectuals in the world.

Most recently, Howard received the 2011 Prince of Asturias Award for Social Sciences.

Author of 28 books, translated into 32 languages, and several hundred articles, Howard is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.

During the past two decades, Howard and colleagues at Project Zero have been involved in the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalised curriculum, instruction, and pedagogy; and the quality of interdisciplinary efforts in education. Since the middle 1990s, in collaboration with psychologists Mihaly Csikszentmihalyi and

that the principal interest in the theory came not from psychologists but from educators. And that has remained largely true until today. Pluralisation is a call for teaching consequential materials in several ways. Whether you are teaching the arts, the sciences, history, or math, you should decide which ideas are truly important and then you should present them in multiple ways. If you can present the art works of Michelangelo, or the laws of supply and demand, or the Pythagorean Theorem in several ways, you achieve two important goals. First of all, you reach more students, because some students learn best from reading, some from building something, some from acting out a story, etc. Second, you show what it is like to be an expert - to understand something really well. Think about anything with which you have a deep familiarity: your family, your neighbourhood, your work, your hobby.

Presumably you can describe and convey it in several ways. Indeed, if you are limited to only one way of conveying an important concept, or topic, your own understanding is probably tenuous. We teachers discover that sometimes, our own mastery of a topic is tenuous.

When a student asks us to convey the knowledge in another way, we are stumped.

Initially, I did not have strong ideas about how to apply MI theory to education. And indeed, no scientific theory can be translated directly into educational applications because education is suffused with values.

Is education a relative concept? How do you define education?

Education is the process whereby individuals are introduced to the principal ideas, practices, and values of a culture. Education begins at birth and continues so long as the person is active. Of course, schools play a vital role in education, but so do parents, the media, religious and other institutions, peers, siblings, relatives, EDUCATION INSIDER I February 2013

William Damon, he has directed the Good Work Project, a study of work that is excellent, engaging, and ethical. More recently, with long time Project Zero colleagues Lynn Barendsen and Wendy Fischman, he has conducted reflection sessions designed to enhance the understanding and incidence of good work among young people. With Carrie James and other colleagues at Project Zero, he is also investigating the nature of trust in contemporary society and ethical dimensions entailed in the use of the new digital media. Among new research undertakings are a study of effective collaboration among non-profit institutions in education and a study of conceptions of quality, nationally and internationally, in the contemporary era. His latest book, Truth, Beauty and Goodness Reframed: Educating for the Virtues in the Age of Truthiness and Twitter, has received critical acclaim.

Education is the process whereby individuals are introduced to the principal ideas, practices, and values of a culture. Education begins at birth and continues so long as the person is active and inspirational figures from literature and history.

Of course, education will have different ‘accents’ for different ages and in different cultures, but the main lines of education are similar around the globe. And in a global era, many aspects of education help us understand the interconnected nature of societies today.

What about the response towards MI theory from India? What do you think about the relevance of this theory in the Indian context?

On my first trip to India, in early 2012, there was a great deal of interest in MI theory. Most teachers, administrators, and parents who have exposure to lots of children, know that a simple “smart-dumb” division is simplistic. My theory offers a way for individuals to describe the many strengths and weaknesses which can be present in a single individual - and the theory offers ways to enhance intelligences, whether they are strong or weak. I don’t think that MI theory has a particular relevance to India, as compared to other places. Rather, any place that wants to individualise education (as described here) and to present important ideas in a number of ways, will benefit from MI theory.

The challenge in India, as in many other developing countries, is the very high ratio of students to teachers.

This fact makes application of MI theory challenging.

Perhaps, distance learning can help solve this bottleneck problem.

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COVER STORY Big Thinking

What about restructuring the education model based on MI theory?

I think much of education all over the world is still a single teacher lecturing to a large group of students, who may or may not be listening and who may or may not care. It is very language-centred. An MI classroom is very different.

Lessons are conveyed in many ways, individuals take initiative in showing what they have learned and how they have learned, and much use is made of media, ranging from websites to digital games. The biggest change in education will come about because, given digital media, we can now individualise and pluralise education in ways that were once available only to very wealthy people.

Of course, it will take time to achieve this end, particularly in countries that still have deep pockets of poverty, like India, and where classes are large and often lack a range of materials and media - and where teachers teach in the way that they were taught 10 or 50 years ago.

What are the new developments in MIbased learning methods?

As mentioned above, the biggest change is the proliferation of digital media; Internet, websites, social networks, virtual reality, etc. These media will revolutionise education as much as the invention of writing 3,000 years ago and the invention of printing 550 years ago. In our own work at Harvard University on the future of learning, we focus on four new developments: globalisation, the brain-genetics revolution, the digital revolution, and lifelong learning. Each of these proceeds independently of MI theory, of course, but each will have its effect on MI theory and, perhaps, MI theory will also influence these developments - for example, in the kinds of uses to which digital media are put, or how individuals learn at different points in their lives.

What about the influence of MI theories in developing countries?

Of course, the ideas of multiple intelligences first had influence in the United States, but now there are MI efforts all over the world. They don’t seem to be particularly tied to the wealth of GNP of a country - there is much more interest in China, for example, than in Japan - and there is much interest in Latin America and Scandinavia. I suspect that that there will be much interest in India, because of the diversity of the population, the emergence of India as a digital centre, and the encouragement of experimentation. But from what I know, much of education in India is very traditional and MI ideas will be seen as upsetting some long time practices.

What are the major scientific implications of the theory?

There are two interesting implications. The intelligences constitute the human intellectual toolkit. Unless grossly impaired, all human beings possess the capacity to develop the several intelligences. At any one moment, we will have a unique profile, because of both genetic (heritability)

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and experiential factors. Identical twins will have similar cognitive profiles. But the profiles will not be identical; even though the genetic constitution is the same, identical twins have different experiences and once born, they can be motivated to distinguish themselves from their genetic clone.

What does intelligence mean to you?

Fundamentally, intelligence refers to a biopsychological potential of our species to process certain kinds of information in certain kinds of way. As such, it clearly involves processes that are carried out by dedicated neural networks. No doubt each of the intelligences has its characteristic neural processes, with most of them quite similar across human beings.

Some of the processes might prove to be more customised to an individual.

Intelligence itself is not content, but it is geared to specific contents. That is, linguistic intelligence is activated when individuals encounter the sounds of language or when they wish to communicate something verbally to another person. However, linguistic intelligence is not dedicated only to sound. It can be mobilised as well by visual information, when an individual decodes written text; and in deaf individuals, linguistic intelligence is mobilised by signs (including four syntacticallyarranged sets of signs) that are seen or felt. Indeed, the language areas of the brain operate similarly, whether input comes through the eyes or through the ears.

From an evolutionary point of view, it seems probable that each kind of intelligence evolved to deal with certain kinds of contents in a predictable world. However, once such a capacity has emerged, there is nothing that mandates that it must remain tied to the original inspiring content. As the term has it, the capacity can be utilised for other purposes. I assume, for example, that mechanisms related to the recognition of species in nature are now regularly used in recognising commercial products (the socalled naturalist intelligence is used in the cultural world).

Also, some of the most powerful human systems- like written language - came about not directly through evolution but through the yoking of visual-spatial and linguistic capacities which had evolved for different purposes.

Speaking more loosely, we can describe certain products - for example, maps, drawings, architectural plans - as involving a particular intelligence: in this case, of course, spatial intelligence. However, we must be aware that this characterisation entails an inference on the part of an observer. It might be that an individual could accomplish architectural plans or fashion a piece of sculpture using a different (non-spatial) set of intelligences. Until such time as we can actually designate neural circuitry as representing one or another intelligence “in action�, we cannot know for sure which intelligence or intelligences are actually being invoked on a specific occasion.

EDUCATION INSIDER I February 2013

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THE INNOVATOR Guest Column Pavan Soni

Entrepreneurship is the need of the hour

I

ndia has very ambitious growth targets, and even more ambitious are its citizens. Being one of the oldest civilisations of the world and nations with the youngest population, India is brilliantly positioned to pave the way for its own growth and betterment of the world around. It’s just been 20 years since we opened our gates to the outside world, and look how competitive some of our industries have become and how buoyant the general sentiments are.

Against all the institutional

30

malaises, including corruption, poor physical infrastructure, illiteracy, and healthcare issues, India is consistently able to churn out world-class talent and has built a strong position in some of the emerging industries. What has made all of these possible? The short answer is entrepreneurship!

The economic liberalisation of 1991 gave wings to our entrepreneurs, who were for long trapped under crony capitalism. Now, they are competing against the best in business.

Of course, there was some bloodshed

in the process, but the overall competitiveness of industries which are more global far exceeds those which remain insular. If India has to live up to its full potential as a society and economy, entrepreneurship is the way forward! Let me explain why.

During 1960s and ’70s, the most sought-after jobs were those in the government departments or public sector undertakings, for educated people had little options if they hadn’t already left India for the US. The burgeoning Indian talent in the Silicon EDUCATION INSIDER I February 2013

Valley and other technology companies world over is a testimony to the scarcity of opportunities in India.

The double whammy of license policies and crony capitalism didn’t offer any incentive for entrepreneurs unless one had sufficient political clout or strong business legacy. Fast forward to ’90s, where private sector jobs took off and there was a reversal of the phenomenon of brain-drain or what many call as ‘brain-gain’, which further got accelerated during 2000s. The slowing of the US and European economy and unprecedented growth of Indian economy offered a strong case for repatriation.

The vibrant job market in the private sector, together with better education opportunities, and brain-gain, ushered in a wave of entrepreneurship in India. One must also acknowledge the proliferation of the Internet and mobile technology, which offered increasingly new avenues for doing business in India.

The likes of Flipkart, RedBus, Yatra, and Eko, are examples of entrepreneurial spirit unleashing in India, thanks to the changing times. So, here we witness India transforming itself from a global supplier of talent to a magnet of talent in just a matter of three decades.

With a population of over 130 crore, Indians need sufficient employment. Only through employed youth can the economy sustain the cost of bringing up the younger ones and assisting the older ones.

Entrepreneurship is one of the most effective ways of employment generation owing to its multiplier effect. An entrepreneur, in the process of serving a need, makes money for self, and also serves several families through employment generation. Look at the largest employers in India which have come up in the last two decades, they are all entrepreneurial firms, whether it be the IT industry, or automobile, or healthcare. While entrepreneurship has a multiplier effect, it’s worth noticing that the very nature of entrepreneurship has shifted over the years.

During the pre-liberalisation age, the pursuit of entrepreneurship was limited to traditional business families or with those having sufficient financial resources, but post-liberalisation, the scenario has changed drastically as there is a greater access to financial resources and product markets. Earlier, most entrepreneurs were from the business class, while today, an increasing number of people from the salaried class are venturing into business. Not only that the demographics are shifting, but also the education levels of newly-minted entrepreneurs are significantly higher. There was a time when business was a substitute to good education. Business complements good educational background today.

EDUCATION INSIDER I February 2013

In an IIM system, where, for long, students aspired for well-paying jobs, there is a growing section of students opting out of the placement process and attempting to start on their own. These are positive signs indeed.

So what did we understand? Firstly, entrepreneurship has to play a significant role in employment generation in India for the nation to meet its growth targets. Secondly, the nature of entrepreneurship has changed from being a luxury for few to an opportunity for many, and the role of education has become key to an entrepreneurial pursuit, and thirdly, with proliferation of technology and buoyant consumer sentiments in India, the nation is aptly positioned to be a hotbed for entrepreneurs.

I wish that more students look at entrepreneurship as a viable career and apply their knowledge to this wonderful pursuit.

About the author

Pavan Soni is an Innovation Evangelist by profession and a teacher by passion. He is currently pursuing his doctoral studies at IIM Bangalore and specialises in the areas of strategic management, innovation, and creativity. He works closely with the Karnataka Knowledge Commission and the Bangalore Chamber of Industry and Commerce, and offers consultation to leading organisations, helping them promote a culture of innovation. Catch him at www. pavansoni.net, or contact him at innovation. evangelist@gmail.com

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Crime Against Women Guest Column Shiv Visvanathan

Reflecting on the

gang-rape in Delhi

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ang-rape as a phenomenon is part of folklore, an intrinsic chapter in caste relationships.

It is an event which occurs with stunning frequency, noted in a half-inch column and then forgotten. The victim disappears into anonymity and the injustice. In a scandalous sense, such acts are part of our taken-for-granted universe which accepts violence and injustice with quiet equanimity.

Sometimes, something unexpected happens to break the wall of silence. The gang-rape of the St Stephens Hospital professional was one such event.

When it occurred, it felt like any other event. Yet, the tremors started at the very beginning. If the gang-rape was an atrocity, the response to her was a scandal. Something about the girl’s courage, the sheer viciousness of violence triggered something primordial, even in an indifferent Delhi. Suddenly everyone felt, it could have been them, or their sisters.

This gang-rape threatened the very civics of the city, because people suddenly realised that going home from work had become an act of insecurity. Parents and families kept a mobile watch on any daughter, who was late in returning.

To the anxiety of the city, one can add the indifference of the administration. The administration dismissed it as a statistically normal event, something that happened and was bound to happen. But beyond the sense of inevitability was a sociological callousness that triggered a storm of protest. The administration blamed the victim for her misfortune.

They treated women out in the night as “dirt�, which is classically defined as matter out of place. A woman outside the home after 4 PM was seen as a legitimate target for harassment. A women dressed fashionably was seen as outrage, to be taught a lesson. When senior administration opined that the women should not have been out so late and when Khap Panchayats and Sangh politicians claimed piously that such things did not happen in Bharat but only in India, they showed a puritanical self which was both hypocritical and obscene. When an Asaram Bapu, himself suspect for harassment, added in a religious discourse that the woman was partly to blame because she did not understand the cultural idiom of gender, that she

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should have treated the rapists as her rakhee brothers and requested them not to rape her, one sensed that gangrape had been swallowed up in a fundamentalist critique of modernity. Gang-rape was wished away as modernist, encouraged by the freedom of a licentious city.

The hypocrisy and the indifference of powers that be jolted Delhi. Students protesting for the first time realised that the state had no problem unleashing water cannons or lathi-charging them frequently. Young men and woman suddenly sensed the vulnerability of the

body in the city. Every act of eve-teasing, rowdyism, sexual harassment, and police indifference converged around this event and threatened the very social contract of the city. The indifference of the administration and the callous illiteracy of our politicians threatened the very social contract of the city. If one was unsafe, maybe all others were too.

The classic indifference of the administration and the callous illiteracy of our politicians triggered an act of spontaneous civics which frightened the rulers of Delhi. They thought the incident would be forgotten.

Instead, it became a mnemonic bonfire triggering wave after wave of protest. The protestors, for all their naivetĂŠ and innocence, were also clear that this protest was not the property of official politicians and activists. They distanced themselves from such groups to emphasise the authenticity of the protest.

The reaction of official Delhi continued to be stupid.

Instead of seeing the rape as a threat to the city, it reacted furiously to the protestors. Over ten metro stations around the centre of protest were shutdown to curb mobility. Worse, people realised what official hypocrisy meant. The government showed it was more concerned with the security of VIPs than the safety of ordinary citizens. The latter were dismissed as vulnerable subject to the violence and vagaries of a city. It was a breakdown of trust that opened a deep wound within the body politic.

Many cynics decided to dismiss the protest as a children’s crusade, which could collapse in a week. They failed to read the mood of a city. They failed to realise that pushed to a corner, ordinary people would fight tenaciously for decency. In fact, what they confronted was the maturity of protestors, many of whom were quick learners. Young college girls challenged the hypocrisy of politicians asking that if a child could be raped, how young women could be safe. They emphasised that it was not just a question of clothing but the very attitude of men who felt gang-rape gave them power over women and sensed that the conservatism and anonymity of the city would protect perpetrators.

The movement understood that it had to grow and an act of protest had to bloom into an act of institutionbuilding. Courts had to be speeded up, legislation has to be enacted, and an administration patriarchal in its perspective, educated. Women journalists in particular realised that pressure had to be kept on the bureaucracy.

India also became aware that the event was global news and many felt embarrassed and angry.

Suddenly, a cynical indifferent society discovered its humanity, thanks to the young. There is hope here that gang-rape will lessen in the future. Death penalty may not be the punitive answer. But rapacious men, the bullies of the city, at least know that rape is no longer an easy option. Suddenly, a city has become alive to its vision of decency. This in itself is a small small miracle.

Shiv Visvanathan is a social science nomad

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CAPITAL RAPE Reactions

Shock, sha The mere mention of the brutal rape and subsequent death of a 23-year-old physiotherapy student in Delhi in the dying moments of 2012 is enough to send shivers down the spine. The public, especially the youth, is still angry, and they want nothing less than real justice

by Lakshmi Narayanan & Shalet James How can capital punishment act as a deterrent? How can such an extreme retributive measure contain increasing number of rapes in our country? Life imprisonment without bail is the best punishment for rapists – Midhun Life imprisonment should be the minimum sentence for a rapist, and he shouldn’t be considered for release even after 14 years.

It should be a case of life till death. The certainty of punishment for life is a greater deterrent Anoop P Mohan A deep introspection is required at all levels. The government is just being insensitive.

It better take a tough stand against such condemnable acts. We also need a faster justice delivery system - Sujila

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Rapists can easily escape punishment given the loopholes in our law and order system. The government should give more teeth to the law and order machineries and take strict and immediate action against all kinds of criminals.

Why just rapists? - Sujith Surendran Women should not live in fear. Instead, they should be bold enough to fight atrocities. People who indulge in sexual exploitation of women or abuse minor girls should be thrashed in full public glare - Drishya N It has come to light that a girl is raped in our country every 22 minutes. Yet, only a handful cases come to light, while the rest remain hidden. There should be a better way to EDUCATION INSIDER I February 2013

me, anger sensitise people. Everyone should know the kind of society we live in. Rapists should be eliminated - Premkumar Rapes are not spawned by a liberal way of dressing or a carefree attitude among girls. It’s a problem that arises when beastly men look at women as an object of pleasure. Rapists are not human beings. Women should be respected and treated as equals in society Sreedevi P M We are not safe. The government doesn’t seem to be bothered about the rising crime graph or women’s safety. We need a safe India. For that, the government needs to be responsive first. That’s where the public needs to take the initiative towards making the government both pro-active and responsive against crimes - Neelima Namboothiri The erosion of values and ethics in society is one of the reasons why such brutal crimes are taking place one after the other. Families have a greater role to EDUCATION INSIDER I February 2013

play in moulding an individual’s behaviour. It is the prime responsibility of a mother to instill values in her children. Only a responsible child can become a responsible citizen - Vineesh A K Death penalty is nothing when compared with the torture the 23-year-old physiotherapy student was subjected to. The rapists deserve nothing less than castration or stoning by the public. Even that wouldn’t be enough. Why are the identities of the rapists still unknown?

They should be handed over to the people’s court - Devika Premlal Capital punishment will not deter criminal minds in India because everyone knows how pathetic our law enforcement is. Fast-track courts should be made mandatory for all rape cases. If all rapists are tried by courts of law and punished accordingly in an expeditious manner, that will be the day when illminded people will think twice before committing a crime - Treesa Ann

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RECRUITER IBS Software

Learning from real life scenarios is most vital Standing tall with a great legacy, IBS Software is a leading provider of IT solutions to the travel, transportation, and logistics (TTL) industries. Founded by V K Mathews, IBS commenced operations in 1997 from Trivandrum, Kerala, with 55 employees. As on today, IBS employs about 2,000 staff from 30 different nationalities and operates out of 10 offices in the Americas, Europe, Asia-Pacific, the Middle East, and Africa. Well-known for the quality software products and bespoke systems to airlines, airports, oil & gas companies, cruise lines and tour operators worldwide, IBS Software has come a long way to be an organisation of international repute. In an interview with Education Insider, Jayan P, Head of the Global Human Resources at IBS Software, touches upon one of the company’s key processes – recruitments

by Shalet James How often do you conduct recruitments? And for which departments?

With the kind of expansion plans that IBS has, recruitment is an ongoing process. Most often, the recruitments are for the business functions to bring in experienced developers, testers, and managers for our service delivery function.

We also have recruitment for different support functions like Finance, Administration, HR, and the like on a need basis. We also recruit graduates from the field of engineering, which is mostly done through our campus placement activities. Campus placements are done at the time the colleges/

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universities open the window for placements in their respective institutes.

What is the skill-set that you look for in a candidate? How do you ensure that a candidate meets your requirements?

Being a global organisation, our requirements are very stringent.

One of the key skills that we look for is the communication and social skills of a candidate. The candidate should be able to interact with our customers located across the globe. Hence speaking, writing, and listening skills are very critical for us. We also assess the technical capability of the candidates in their area of activity. When it comes to

experienced candidates, we look at their career records and the significant contributions that they have made so far. Another area we assess is their analytical and logical capability. Overall, we look for candidates who can be up-skilled and those who can gel well with our work culture, once they are part of the organisation.

To assess this, we conduct different rounds of interviews with experienced interviewers from the organisation. For fresh engineers, we also have a written test to assess their analytical skills, and a group discussion to assess their communication and interpersonal skills.

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many professional institutes are really contributing to the capacity building process of the corporate sector?

Do you think the current crop of manager hopefuls have the employability potential?

The answer is “Yes” and “No”.

We see a lot of candidates with good potential and capabilities. They are very smart and are deployable into engagement very early in their career.

But, as always, there is scope for significant improvement. In college, the students should learn more of the real life scenarios simultaneously with theory. They need to make use of the opportunities that they get to interact with the industry. This helps them develop a comprehensive perspective about the functioning of the industry, right from their college days. Another big point is the behavioural skills – the industry needs employees and future managers with excellent communication and interpersonal skills. Our students have to focus on enhancing that skill significantly during their college days itself.

How do you measure the capacity of a new recruit in terms of productivity? Is it based on mere guess work?

It varies from role to role and the experience with which the person is coming in. For an experienced resource, we measure it in terms of how well the person is able to be a part of the culture, learn the processes, and start applying his/her experience into work in IBS. For an inexperienced person, it is more based on learnability and how he/she learns the details of the job he/she has to perform.

There, the assessment is more formal and is based on the output displayed in the assessments and initial works.

Have you ever been let down by prospective candidates during interviews?

What do the present day youth lack in terms of professional orientation and practical edge?

I think there is a lot of focus on awareness creation in many educational institutes. But, we feel, what these candidates lack is industry exposure.

As I mentioned in response to an earlier question, students should get more opportunities to interact with industry, through events/trade shows/seminars.

Also, the lack of proper communication skills in the youth is alarming. Placement cells/organisations need to not only make EDUCATION INSIDER I February 2013

Almost 100 per cent of our recruitment of fresh graduates is through our institution-linked recruitment drives.

We work with more than 25 institutes spread across the country and we have a regular intake from these institutes to bring in bright employees at the entry level.

Do you think today’s students are wellversed with the market functionalities, especially the vulnerabilities of the recessionary global economy trends?

No.

Jayan P, Head, Global Human Resources, IBS Software Services

sure that their students are technically sound, but that they are well-versed with the language too. Mastery over language and communication gives the candidates the confidence and the momentum that is required to tap the job market.

Do you think the current model of industry interface offered by professional institutions needs an upgrade, with a better emphasis on practical training and industrial personalities-driven experiential learning sessions?

Definitely, yes. Universities need to allocate more time for industry interactions. In many subjects, the learning approach has to be enhanced.

Even now in professional colleges, there are students who just learn the theory and finish the courses. The need of the hour is a case study-based approach, like some of the management schools do. Students also need to show a lot more interest to understand the practical application of what they learn.

What are the new age work domains and principles a new entrant/professional should be aware of?

The key is to have a good practical knowledge of what they learn. They should know how industry applies what they learn in the real life scenario.

How successful have your institutionlinked recruitment drives been? How

In what areas are our professional institutions lagging behind when compared with international institutes of repute in terms of producing great talent pools?

I would summarise this as below: • More industry interactions during the course • Regular updation of syllabus in tune with the changes in the industry • Emphasis on projects/case studies, just like it is done in management studies • Focus on soft skills – communication, interpersonal, intercultural skills How justifiable or realistic are the fancy, lucrative pay packages being offered to newcomers?

If you look at the work done by these newcomers in the industry, it is the same job that is done by people in the Western world with experience. The employees in the hi-tech industry are expected to produce the same output as their Western counterpart and hence the job involves high skill and maturity. Hence, I think the compensation to the newcomers in the hi-tech industry is absolutely justifiable. But, at the same time, there has to be a balance. Salary is important, but it should not be the only decisive factor when it comes to selection of a newcomer. The newcomers should look for places where they are able to learn the most and build a fantastic foundation to their career. It should be a place that offers a lot of learning and challenging opportunities.

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INSIDER VIEW Guest Column Dr B Ashok, IAS

Know the value of an In the strenuous process of achieving success, many Civil Service aspirants (even successful candidates) lose the advantage of an open mind. A person with an open mind never makes an early judgment or categorises an issue into black and white before looking into a reasonable set of facts.

An open mind is the most important asset of a Civil Service officer

A

predetermined mind is the biggest hindrance to working in a democratic polity where a Civil Servant must be open to periodic changes and rethinking in the entire basic ideology underpinning governance.

Fortunately, Civil Service taken as a whole in India has shown sufficient adaptability in changing times, particularly when a growthcentric market-driven ideology was ushered in as replacement of a more ‘dirigiste’ public sector-led autarkic model.

Once liberalisation started, officers generally made good use of opportunities of public entrepreneurship as a result of decontrol and created useful projects, making urban, civil aviation, and telecom infrastructure sectors more user-friendly. After the market-based reforms, that started in 1991 and matured over the millennium, the citizen’s expectations over the performance and quality of services have exploded exponentially. The debate in the world of development has also preferred a ‘rights-based’ approach to basic entitlements like food, water, health, education, and

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information, wherein public agencies and government are held accountable for their results.

The citizens have considerable empowerment now.

At the grassroots level, a plethora of agencies, including grassroots NGOs, community-based organisations, panchayats, civil society organisations, and watchdogs like the Judiciary and Lokayukthas, have come up to aid the relatively disempowered.

While preparing for the Civil Services examination, it is important to appreciate the ‘Pros and Cons’ of every single issue. Debating or following the national debate on an issue of public significance closely, with a view to appreciate the points of view put forth by various stakeholders, must be done regularly. It is an excellent practice to take note of the points raised by various stakeholders and understand them in-depth. One needs to think and introspect deeply about the interpretations given to an issue by various actors. This vital process, done with due regard to adequate background work and a historical perspective, will result in whole new perspectives. Only a candidate who actively uses imagination and is solution-minded can change the existing reality and put forth engrossing ideas.

This spark of having an “active processor” is the “originality” which the interview boards as well as Civil Service trainers are looking for. However, this spark is becoming increasingly rare in candidates and even successful trainees. With the mushrooming of coaching institutes and highly subscribed commercially-produced coaching material, the candidates tend to repeat others’ viewpoints or never go beyond the obvious. For those who take the extra pain to reflect on available facts, this becomes an opportunity to earn bonus brownie points.

So, how does one turn to a suitable processing speed while preparing for the exam? The first recommendation I would make is that you must learn to dream. Your

EDUCATION INSIDER I February 2013

dreams are only limited to your imagination. Envisioning a successful career that can make you serve the country as an officer is very important. Think about the highly beneficial projects you will implement as District Collector or in other positions. Think about the huge benefit your actions will bring for the needy. Your conviction to serve with determination is the basis of all imaginations in public service. It is the beginning of the ethical underpinning that drives the entire preparation and later, your attitude towards people during service.

During training, two distinct conceptualisations develop towards positions in public service that dominate the minds of the trainees. One is to get absorbed in the external trappings the service

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offers very fast. These range from the red-beaconed cars to proximity with politicians and industrialists, access to wealth and prestige, and a life of luxury. I call them the “power-seeking bunch”. Obviously, the interview boards are aware that such a group is indeed successful, but I presume they have limited scope to control the rot. Repeated efforts with better performance in written exam and absence of a minimum cutoff in the interview reduce the potential to remove such plainly ill-motivated candidates from the system.

The other conceptualisation is to deal with the beneficial aspect of power held as trusteeship on behalf of the people, which is to view power conferred on a civil servant as a legitimate opportunity to change the pyramid of societal

power. Our faith in public service still remains since a large number of successful candidates go through training in the right direction and with the right intention even now.

Their hearts are in the right place.

So, envisioning and being on the right side of the game from the beginning is very important.

One must take periodic “visioning breaks” and reserve time for conversation with the self during preparation. If you have an elder capable of guiding through times of stress, as the mind is often in doubt, help should be taken.

Uncertainty of outcome is a stress which must be always abated with faith and encouragement.

Participating in public affairs, competitions, quizzes etc, help boost the visioning process. This gives more confidence and a good sense of the competition.

Keep constantly communicating and be alive to the debate of the day. Being argumentative and expressive helps you maintain a clearer mind, which knows its direction all the time.

Be courageous to change one’s viewpoint if convinced of the strength of a contrarian view.

Only an open mind can reprocess and respond to change. However, care must be taken that frequent changes on basic positions must not make you look fickle in public perception. So, reach conclusions after the best inputs and analysis and stay focussed on challenges.

And yes, if the facts change, then reprocessing is required.

Be sure that an argumentative space is kept open in your mind, both before and after success in the exam. Candidates without this feature of mind tend to get led easily and candidates with too much of analytical mind result in paralysis by analyses. Striking a balance between thought and action is, therefore, very crucial from early days of preparation for this exam.

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FOREIGN CAMPUS University of Nottingham, UK

Excellence in all areas of education

Trent Building, University Park Campus, University of Nottingham.

The University of Nottingham is ranked among the United Kingdom’s top 10, Europe’s top 30, and top one per cent of best universities across the globe. In an exclusive interview with Education Insider, Professor Christine Ennew, the University’s Pro Vice-Chancellor (Internationalisation/ Science) and Professor of Marketing , talks about the university’s potentiality in global education

by Sumithra Sathyan Tell us about the University’s potentialities in terms of career development?

Career development is supported at Nottingham through three clear routes, that work together to give the student the best opportunity for their future.

They are based on an understanding of employability that recognises individual student skill development, the realities of the labour market, and deployment of those skills into the labour market. In this instance, labour market can mean further study.

The first route - skill development - is the largest. It rests squarely upon a student’s academic programme – for skills that are directly related to the

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subject being studied or generic skills as a result of the subject being studied (such as the ability to put forward a rational counter argument to a particular position where the subject itself is less important for an employer than the skills that have been developed).

Upon this strong base, the two other elements are then supported through extra-curricular activity, the careers and employability service, the student union and the personal tutor system.

They help students take the skills development, understand themselves and their areas of interest, and then support them in translating the evidence of their learning into a language a potential recruiter will value.

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Explain your global education vision.

We are committed to providing a truly international education, inspiring our students, producing world-leading research, and benefiting the communities around our campuses in the UK, China, and Malaysia. Our purpose is to improve life for individuals and societies worldwide. By bold innovation and excellence in all that we do, we make both knowledge and discoveries matter.

Vision

To be widely recognised as the first choice of: students who want top quality, international education • researchers who want the best opportunity to make a significant global impact • businesses that want innovative partners who give them an edge on their competition By attracting ambitious and talented students, staff, and business partners, we will firmly establish ourselves among the top ten UK universities by 2015, and both of our campuses in Asia will be recognised as leading higher education providers within their regions. Our vision is to be recognised around the world for our signature contributions, especially in areas of global food security, energy and sustainability, and health.

•

Guiding Principles

Excellence in all we do: From top quality teaching, research, and professional management, that provide rounded support to all our students and staff, to our relationships with our alumni and communities, we aim for excellence in all areas.

Academic freedom and curiosity: All academic staff and students should be able to follow their academic interests in order to engage in research, teaching and learning of the highest quality. We value learning and knowledge for their own sake, as well as for the social and economic benefit they can bring.

EDUCATION INSIDER I February 2013

A global perspective: We want our activities to be relevant to an increasingly complex global society and produce graduates ready to succeed in it and discoveries that improve it.

Innovation and entrepreneurialism: Jesse Boot, the 1st Baron Trent of Nottingham, said of our students in 1928 that ‘their work will link still more closely with industry and science, add to the honour of the City and help to increase the well-being of our nation.’ We will continue to encourage innovation throughout the University community and be known for our entrepreneurship.

Leadership in environmental sustainability: The University prizes and preserves its environment.

To us, this means energy-efficient and low-carbon buildings, leadership and innovation in developing sustainable technologies, providing students and staff with relevant skills, and informed stewardship of beautiful campuses in three countries, encompassing parklands, tropical and urban environments.

Partnership and collaboration: We take the initiative to engage with others: universities, governments, student associations, schools, businesses, charities and communities — locally, nationally, and internationally.

Staff and student support: We recognise our duty of care to all staff and students, and will provide them with high quality support to facilitate the development of their intellectual, emotional, physical, and spiritual well-being.

Appreciating diversity: We are committed to understanding others’ opinions, beliefs, and cultures.

Respect and tolerance will characterise the conduct of our relationships with each other and with other organisations and communities.

Equality of access and opportunity: We endorse the aim of widening participation in higher education, and value the benefits of diversity in our staff and student communities.

Social responsibility: We are committed to

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FOREIGN CAMPUS University of Nottingham, UK

Every academic also asks for feedback, formally and informally, on their own teaching style and course content.

Nottingham Advantage Award

Employers rate our graduates very highly and a degree from Nottingham is of considerable value in the marketplace.

Visual learning

fostering the broader social good, at the local and national level in the countries we operate in, as well as globally.

Transparency: We strive to be clear and open about what we do and why, and value the views of the whole University community.

How do you turn students into high calibre professionals?

At Nottingham, all our degrees require you to develop key transferable skills, meaning you can study what you love and adapt what you’ve learned to impress employers from a whole range of sectors. You’ll be able to practise the same skills by doing what you love outside of your lectures, too. You might study what you love at one of our overseas partner universities, gain work experience in an industry you’re interested in, work towards the Nottingham Advantage Award, or practise your hobby with like-minded people at the Student Union’s clubs and societies.

Studying at The University of Nottingham means you’ll spend your time: • learning from staff in classes • working in groups with other students • reading around your interests The world-class teaching facilities allow the staff to organise lectures, seminars, tutorials and practical classes to suit your learning.

Online learning resources and our library facilities support your independent study and provide a level of access to material that you could only expect in a research-intensive university.

Listening to our students

What students think about our teaching is important to us. Each year the National Student Survey tells us how students rate their learning experience at Nottingham.

We use this feedback to tell us what we’re doing really well and where we can make improvements.

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The University of Nottingham is nationally recognised as a centre of excellence in using visual technologies to enhance the student learning experience.

These are just some of the ways our staff offer an extra layer of richness to your learning: • video-conferencing for student nurses • simulated chemical plants for engineers • lab visualisers for trainee vets • video-editing equipment for students of film and TV • Periodic table of videos (our chemistry staff have produced an online periodic table charting all 118 chemical elements. Each element has its own video, including: explosive experiments, informative stories, and exciting adventures in the lab) • Sixty Symbol (scientists from physics and astronomy have unravelled some of the mystery created by the ‘letters and squiggles’ used by scientists) • Valuing our teaching (our staff know that their teaching is important and that the University is proud of its reputation. Each year, 10-12 staff receive a Lord Dearing Award for excellence in teaching at the University. Often these staff are nominated by their students Tell us about the University of Nottingham’s careers and employability service?

Nottingham’s award-winning Careers and Employability Service operates across all of our campuses, and in doing so, works to link global opportunities to our graduates, who are from almost every country across the world. For example, the service recently supported an Chinese aeronautical engineering company to recruit graduates from the UK and graduates from Malaysia work in UK companies based in Kuala Lumpur. This is set to increase as the university is investing a further one million pounds a year into enhancing our connections with international employers as well as local companies.

The increase in funding will also help students further develop their employability skills through schemes like the Nottingham Advantage Award.

The Award has received national and international recognition, and is celebrated as an exemplar of how to develop student employability through activity outside the academic programme.

The service is one of the largest in the UK. Ours is the only UK university that has a genuine global workforce to support students wherever they have come from or are looking to go to.

EDUCATION INSIDER I February 2013

The Netherlands STUDY DESTINATION

A happy choice B

lessed with an ecoregion, a moderate marine climate, a market-based mixed economy ranking 13th in a 157-country Index of Economic Freedom, and fifth position in the Global Competitive Index, the lowlying Netherlands has been called the happiest country by the Organisation for Economic Cooperation and Development (OECD). Known as the legal capital of the world, The Hague, which is the capital city of the province of South Holland, hosts the International Court of Justice and the International Criminal Court.

Home to legendary painter Vincent Van Gogh, Holocaust victim Anne Frank, film director Theo Van Gogh and other great personalities, the country led the charge in trade, science, military, and art during the Dutch Golden Age of the 17th century. Even today, the country hasn’t lost its touch of class in terms of innovation in development. With a literacy rate of 99 per cent, the Netherlands is acclaimed as the first non-native English-speaking country in the European continent.

Education system: The higher education system in the Netherlands is made up of three different types of institutions - research universities, universities of applied science, and institutes for international education, each with a unique offering to an international student. Research universities focus on independent practice of research-oriented work in an

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academic setting; Universities of applied sciences offer programmes in the applied arts and sciences; and institutes for international education offer courses for people from developing countries whose jobs require highly specialised knowledge.

An overseas student has to compulsorily pass the English Language Test with a minimum score to secure admission for degree programmes in Holland. Thanks to the strong connection between Dutch higher education institutions and the business world, there are ample opportunities for practical assignments and internships.

Given the government subsidies on education, tuition costs are much lower in Holland as compared to other international study destinations.

Courses offered: In all, Dutch universities offer about 1,500 study programmes across a wide range of disciplines, including degree, post-graduate, and doctoral programmes, as well as short-term courses, summer courses, and training modules. Research universities and universities of applied sciences offer three to four-year degree programmes, one to two-year Master’s programmes, and four-year doctoral programmes.

Students have many institutions to choose from. In fact, Amsterdam, the capital of the Netherlands, has more than 20 higher education institutions.

Top universities:

According to the QS Top 100 Universities 2010/11 Survey Report, the top five Dutch universities for international students are Leiden University, Utrecht University, University of Amsterdam, University of Groningen, and Erasmus University. Webster University, a private, non-profit Americanaccredited University, too, has a great reputation.

Scholarships: The Netherlands’ Organisation for International Cooperation in Higher Education provides information about scholarships. It manages the China Programme, Erasmus Scholarship Programme, MENA Scholarship Programme, Erasmus Mundus Scholarship Programme, the Netherlands Fellowship Programmes, and Orange Tulip Scholarship Programme, among others.

Requirements for Student Visa: International students require an entry visa called Provisional Residence Permit, or Machtiging tot Voorlopig Verblijf (MVV) in Dutch, as most courses and degrees run for more than one year. An MVV will be granted only if an applicant meets all the requirements, including a valid passport, sufficient financial means, record showing full fee payment, and proof of enrolment from a university.

With an MVV, students can stay in the country for six months.

They then will have to apply for a Residence Permit. The university concerned handles this procedure.

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BRAINWAVE Mohsen Makhmalbaf

‘Prison of one idea’ is worse than a prison Mohsen Makhmalbaf is a major figure in Iranian cinema. A film director, writer, editor, and producer, he has always explored the relationship between an individual and his social and political environment. His work serves as an extended commentary on the historical progression of the Iranian state and its people. He has focussed on several genres, from realism, fantasy, surrealism, and minimalism to large frescoes of everyday life, with a predilection for the themes of childhood and cinema, which, as a matter of fact, are areas of common interest to Iranian directors. In an interview with Education Insider, Makhmalbaf talks about the very foundation of his love for art, culture, and cinema

by Neethu Mohan

About Indian art and culture

I can compare Indian culture with any other country’s culture. You (Indians) have diversities.

Different religions, different languages, and different cultures exist in a peaceful atmosphere. It is amazing.

I compare it with my country. Now, think of countries where one religion controls other religions, one language kills other languages, and one dictator controls everything. In comparison, India stands out.

Your diversity supports your democracy and it is very good. We need different colours. We need different ideas to create a perspective for mankind. This is the main reason why I love India. It’s about the different colours you people use in your dress and in your life.

For me, these colours are more important than the harmonic colours that the Western countries use.

When it comes to art, you have energy for cinema. Over the past 100 years, how many films

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have you made? I think the majority of the films of the world are from India and that energy has not stopped.

In India, life and art are diversified. Yes, you have poverty, you have social problems. Which country is free from such problems? According to me, the art of India is the life of India; it is inseparable.

I think the influence of art is on individuals and the resulting effect is on society. Art influences by changing the viewer’s outlook. The change in outlook towards life also brings about amendments in behaviour. I think that humanity can still be guided to future through cinema. It is still possible (through cinema) to tell people that they need not be selfish and that they could enjoy life by sharing all that they have with others.

Influence of Indian cinema and audience

Iranian cinema represents Iranian people. They are very realistic. Most Iranian movies focus on EDUCATION INSIDER I February 2013

ordinary people’s hopes, aspirations, and happiness.

I learnt a great deal about these shades of life from the slumdwellers in India. During ’90s, I had visited Bombay. One fine day, while travelling in a car, I saw a group of slumdwellers dancing in the rain. I thought they were celebrating something. I witnessed a similar incident once again a few days later. This time, I approached them and asked them why they were dancing. None had a proper answer.

But I got the answer I was looking for – for them, life was all about living in the moment. They taught me how to be more realistic. The legendary director of Indian cinema, Satyajit Ray, has also influenced me a lot.

Childhood and cinema

In my childhood, I hadn’t seen films because of my grandmother’s influence. She told me, ‘God will punish you, if you watch movies.’ I never even listened to music. I still remember that I used to shut my ears whenever I came across music.

At the age of 17, I was imprisoned. It was only after I came out of prison that my mind became

clearer. I realised that cinema was the best way to change culture. Actually, I started making cinema without any knowledge about cinema. But I had lots of stories to tell, especially since I spent all my childhood in another prison, under the pressure of ideology.

About moving out of Iran

I moved out of Iran eight years ago. I was a political prisoner for four-and-a-half years. During those days, I thought that Iran would change if a political prisoner became the Prime Minister or President. It happened, but nothing changed.

Rather, the life of people became more miserable.

I later realised that only if I moved out of Iran could I make real movies and narrate my stories to people. According to me, being in a prison of one idea could be worse than being in a prison.

About education in Iran

Iranian people are educated people. They have ideas, but are denied the opportunity to give shape to their ideas.

CINEMA IN THE BLOODLINE

Marziyeh Meshkini

Maysam Makhmalbaf

Samira Makhmalbaf

Hana Makhmalbaf

Mohsen’s wife Marziyeh Meshkini is a noted film-maker. Her first film, The Day I Became a Woman, won three awards at the Venice International Film Festival in 2000. Their daughters, Samira and Hana, too, are film-makers. They are part of the Iranian new wave cinema. In 1998, Samira became the youngest film director in the world to participate in the official section of the Cannes Film Festival. Her younger sibling Hana’s first feature film, Buddha Collapsed Out of Shame, won an award at Festival du nouveau cinéma in Montreal, Canada, in 2007. Mohsen’s son Maysam has been active in the film industry as a still photographer, cinematographer, editor, documentary-maker, and producer. He made his first documentary, How Samira Made The Blackboard, in 2000.

EDUCATION INSIDER I February 2013

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EDUCATION INSIDER I February 2013

37

Dubai International Academic City BUZZWORD

World’s only Free Zone for

quality higher education

With 20,000 students of about 140 nationalities pursuing more than 400 academic programmes at 28 full-fledged foreign universities, whose parent entities have been consistently contributing to global student merit in eleven countries, Dubai International Academic City (DIAC) is the world’s only Free Zone dedicated to higher education. DIAC is a 100 per cent tax-free haven that offers land and commercial, business, retail, and kiosk space to leading foreign players engaged in the education sector. It has neither placed any restrictions on repatriation of capital or profits nor imposed trade barriers or quotas. Established in 2007, this investor-friendly Free Zone has been placed among the top 20 in the Middle East under the ‘Best Overall’ category in the 2011 Financial Times ranking EDUCATION INSIDER I February 2013

by Lakshmi Narayanan

C

atering to a wide spectrum of interests of students from the Gulf Cooperation Council (GCC) countries and other parts of the world, DIAC aims to create the best global talent pools and establish the United Arab Emirates as a knowledge-based economy.

TECOM Investments, the main investor of DIAC, is confident of turning this academic hub into one of the premier global destinations for higher education. Spread over 18 million square feet, major international universities and institutes, such as Michigan State University, University of Wollongong, Hult International Business School, Heriott Watt University, Murdoch University, and University of Bradford, have set up base at DIAC. In all, 21

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BUZZWORD Dubai International Academic City

of the UAE’s 37 International Branch Campuses from 11 countries, including the USA, the UK, Canada, Australia, India, France, Russia, Pakistan, Iran, Lebanon, and the UAE, are part of DIAC. The main objective of these universities is to meet the workforce requirements of the UAE. DIAC is working closely with the other members of the Education Cluster, such as the Dubai Knowledge Village, to explore growth opportunities and provide the best solutions for academics. In an exclusive interview with Education Insider, Dr Ayoub Kazim, the Managing Director of DIAC, tells us more about the Free Zone in higher education What has been DIAC’s contribution towards overall development of the education sector in the region?

Though DIAC was officially launched in 2007, the Education Cluster had begun operations in 2003, with the launch of the Dubai Knowledge Village (DKV). DKV had only six academic partners with 1,950 students enrolled across 36 higher education programmes. Currently, DIAC is home to 21 of the UAE’s 37 International Branch Campuses (IBCs) from 11 countries, offering more than 400 degree programmes to a student population of 20,000, encompassing about 140 nationalities.

The rising figures (of both students and universities) are testament to DIAC having played a significant role in making the UAE one of the most attractive markets for higher education. It’s not just about the numbers though.

DIAC has played a pivotal role in elevating the quality of education in the UAE to the highest international standards through the provision of multi-tiered academic institutions. About 15,000 students have graduated from DIAC-based universities since its inception. Our graduates go on to work both in the region and other parts of the world.

What was the idea behind establishment of DIAC?

Dr Ayoub Kazim, Managing Director, DIAC

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More than a decade ago, the Government of Dubai had a vision to transform Dubai into a knowledge-based economy. With a view to specialise in vocational training, HR management, and provide excellence in education, DKV was established in 2003, and DIAC followed in 2007. Together, DIAC and DKV cater to the increasing demand for higher education resulting from rising population figures, urbanisation, and economic growth driven by industrialisation.

The presence of international branch campuses and training institutes in Dubai means that students can study in world-class international universities and education centres without having to travel abroad. Equally, the uncertain political and economic climate in a number of countries over recent years makes Dubai a viable alternative for students seeking high quality international education avenues. The safe living environment, high standard of living, and clear student visa access process also contribute to Dubai’s appeal.

What are the courses offered at DIAC?

The academic institutions at DIAC offer over EDUCATION INSIDER I February 2013

Academic Partners • • • • • • • • • • • • • • • • • • • • •

• • • • • • •

American University in the Emirates (AUE) BITS, Pilani - Dubai Cambridge College International Canada International College French Fashion University ESMOD Dubai Hamdan Bin Mohammed e-University Heriot-Watt University Dubai Campus Hult International Business School Imam Malik College Institute of Management Technology, Dubai Islamic Azad University (IAU) JSS Education Manchester Business School Manipal University, Dubai Michigan State University Dubai Middlesex University Dubai Murdoch University Dubai S P Jain Center of Management SAE Institute Dubai Saint-Petersburg State University of Engineering & Economics Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Dubai (SZABIST) The British University in Dubai (BUiD) Université Saint Joseph Law School – Dubai University of Bradford University of Exeter University of Phoenix University of Wollongong in Dubai Amity University

EDUCATION INSIDER I February 2013

400 higher education courses, from certificates and diplomas to undergraduate, post-graduate and PhD programmes. The courses cover a variety of disciplines, including business administration, creative studio productions, engineering and allied disciplines, fashion, hospitality, travel and tourism, human resource management, information technology, interior design, law, marketing, media and mass communication, biotechnology, global social science, logistics, healthcare, telecommunications, and much more.

Among the new specialised courses are law and jurisprudence, renewable energy, nanotechnology, hospitality and tourism, digital forensic science, nursing and midwifery, solar and alternate energy, health management, and project management.

What is DIAC’s USP?

DIAC’s unique selling point is that it is the only free zone in the world dedicated to higher education.

It combines 21 of the UAE’s 37 IBCs - the world’s largest group of IBCs in one location. These IBCs come from 11 different countries, with the student body offering a culturally diverse environment of about 140

nationalities.

The DIAC campus has achieved the ‘Green’ status as well as the Silver LEED certification.

What are the factors that make DIAC a hub of global education?

Given its location, infrastructure, event calendar, and social and cultural diversity, Dubai is considered a regional hub for trade, tourism and business. Similarly, Dubai’s reputation as a regional hub for high quality higher education is growing amongst the business community and tertiary students alike. For example, an Indian student keen on pursuing higher studies at a British University faces multiple challenges. Strict new visa restrictions, distance from homeland, and rising living costs in the UK act as a deterrent to gaining a prestigious British qualification. The same applies to the United States and Australia.

At the same time, there are multiple benefits of studying at a British University based in Dubai. It is a closer, cheaper, and easier option for students. These are just some of the logistical reasons which make Dubai and DIAC a compelling educational destination for students from nearby countries.

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BUZZWORD Dubai International Academic City

Visionary behind DIAC and DKV

D

Tell us about the international student traffic to DIAC?

Dubai is in close proximity to key international locations - over four billion people are located within a sixhour flight from the UAE. This year, 24 per cent of DIAC’s student intake came from overseas countries, with 76 per cent hailing from the UAE. How successful is DIAC in attracting reputed global institutions?

Not just DIAC, but Dubai in itself can be seen as a major factor in attracting world-class higher education institutions. As a free zone, academic institutions in Dubai are offered 100 per cent foreign ownership, 100 per cent tax-free benefits, 100 per cent repatriation of profits, alongside effortless visa and licensing issuance procedures for students, faculty, and staff.

DIAC’s infrastructure is already in place, allowing new academic partners the benefit of setting up their institutions with ease. Supporting infrastructure includes fully fitted, ready-to-use buildings (with water, electricity, internet, drainage, landscaping and other utilities), a full food court, restaurants, 24-hour security, and a Student Recreation Room.

We also offer valued added services for our academic business partners.

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These include marketing and public relations support, partner development management services, partner relationship management services, campus management services, and student hub team services, which takes care of student events as well as student visa services.

Some of the leading international universities benefiting from these unique offerings are Michigan State University, Hult International Business School, Heriot Watt, Manipal University, Murdoch University, and Manchester Business School.

Moreover, we participate in key international education-focussed events in order to increase awareness of our presence and extend a host of options to the academic community, not only in regular disciplines but also in niche areas gaining increased importance in the region.

As the Managing Director of TECOM Investments, what’s your vision for the future?

The future is incredibly promising.

The Middle East has a large youth population; the student population in the GCC countries has been steadily increasing, expected to reach in excess of 11.3 million by 2020.

In line with the Economic Vision 2030 plan, the UAE is trying to drive

r Ayoub Kazim is the Managing Director of the Education Cluster of TECOM Investments, a member of Dubai Holding. Dr Kazim is in charge of both Dubai Knowledge Village (DKV) and Dubai International Academic City (DIAC). He is responsible for strategically steering all DIAC and DKV academic entities and consolidating their status as leading centres of learning excellence in the region.

Heading a proficient team of top-tier professionals across both campuses, Dr Kazim has successfully ensured consistent growth in the number of business partners at both DKV and DIAC. Under his guidance, DKV has channelled its focus on human resource management, consultation, training and personal development programmes, as well as in positioning itself as a prominent events and conference centre for the region.

Dr Kazim’s vision guided the launch of DIAC in 2007.

With over 20 years of experience, gained from working in TECOM, Dubai Municipality, and UAE University in Al Ain, Dr Kazim has an in-depth understanding of technical, administrative, and academic work environments. This experience paved the way for his success in the education sector, in line with the vision of turning Dubai into a knowledge-based economy.

In addition to his work with both DKV and DIAC, he is actively involved in research studies and has published numerous articles and technical papers on renewable energy, hydrogen energy, fuel cells, energy policy, and economics.

Dr Kazim holds a Bachelor’s Degree in Mechanical Engineering from University of Alabama and a Master’s Degree from the Polytechnic Institute of New York University. He received his Doctorate in Mechanical Engineering from University of Miami in 1998.

EDUCATION INSIDER I February 2013

the country’s economic growth in diverse sectors, resulting in huge demand for specialised programmes and niche courses.

The combination of a young population and an increased demand for specialist expertise in the workforce places an ever-increasing focus on higher education. The demand for higher education is here - we need to make sure that supply matches demand.

As the only free zone in the world dedicated to higher education and training, offering state-of-the-art technical and community infrastructures and a unique cluster environment, DIAC is a natural choice for leading international and regional universities and institutions looking to establish IBCs. What are your expansion plans?

We aim to bring key academic partners to this part of the world in order to service the local and regional market as well as neighbouring countries, such as India, Pakistan, Russia, CIS countries, and beyond.

Do you have innovative solutions for student placements?

Student placement has always been a key focus area for DIAC. Together with Deloitte, we have conducted a market research initiative, studying the gap between workforce demand and the availability of university graduates with skillset. This study will be of great assistance for student placement initiatives as it will allow universities to offer courses relevant to industry demand.

Every year, we host the DIAC Career Fair. The event offers a valuable opportunity for corporations to meet and engage with a pool of more than 4,000 highly talented graduating students straight from Dubai’s top universities.

Corporations are also provided with an interactive website, enabling them to easily search students’ resumes and profiles, feed vacancies online and schedule interviews during the course of the event.

DIAC is part of TECOM Investments and provides internship and placement opportunities with over 4,500 companies across sectors, including ICT, media, sciences, industrial sectors, and healthcare.

EDUCATION INSIDER I February 2013

Benefits for students at DIAC • • • •

• • •

Access to some of the world’s best universities Provision of ample career opportunities for graduates A multicultural student environment Access to internships and job placement opportunities with TECOM Investments’ business partners Post-graduate programmes for working professionals Qualitative academic programmes offered by international universities Access to Student Hub services, such as placement, visa issuance, and student hub events.

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MILLION DOLLAR BABY GUEST COLUMN Sramana Mitra

1M/1M: A Framework For The Next Rev Of Capitalism

I

have been a serial entrepreneur in Silicon Valley since the mid-nineties, and have experienced multiple booms and busts through the years. I have also thought deeply about the dysfunctions in capitalism, and today, I am working on a venture that is aimed at fixing some of them. But let me tell you a bit of a story, first.

In November 2009, I wrote an important piece on my Forbes column, called Capitalism’s Fundamental Flaw. In it, I underscored the observation that capitalism has been hijacked by speculators, and value creation and entrepreneurship are no longer at the centre of the system. The modern financial crisis is but a manifestation of this fundamental problem, and rather than focussing on the rich versus poor debate, we need to focus on how to rehabilitate the capitalistic system to put the emphasis back on value creation and entrepreneurship. This piece triggered a huge discussion all over the Internet.

In October 2010, I defined what the new form of capitalism needs to look like, and called it Capitalism 2.0: Rather than just a handful of companies building up to become billion-dollar enterprises, we need millions of companies building million-dollar businesses. Or even 500,000-dollar businesses.

200,000-dollar businesses. 100,000-dollar businesses.

50,000-dollar businesses. 10,000-dollar businesses.

Yes, the 10,000- or 50,000-dollar businesses are important as the developing world finds its own stride and grassroots entrepreneurs in all those regions build within their own capacity and economic realities.

I am convinced that the Western world’s economic turnaround and the developing world’s economic development are both dependent upon how well and how fast the entrepreneurs around the world step up to the plate. They are also dependent on how successfully world leaders design policies and frameworks to support this movement.

Indeed, my vision of Capitalism 2.0 is a democratic, distributed capitalism that puts the emphasis on entrepreneurship on a very large

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scale. As a Computer Scientist who did most of her undergraduate and graduate research in the area of scalable parallel and distributed systems, my thought process in the domain of economics and capitalism has also been focussed on designing a scalable, distributed entrepreneurship development methodology, educational curriculum and delivery model, as well as a virtual incubation and mentoring process that entrepreneurs from anywhere in the world can access and benefit from.

The result, my friends, is the One Million by One Million programme. In 1M/1M, we offer a case EDUCATION INSIDER I February 2013

study-based online educational programme, video lectures and methodology, online strategy consulting at public and private online roundtables, as well as introductions to customers, channel partners, and investors (pre-seed, seed, angel, VC, bank, alternative financing). The public roundtable is a free programme accessible from anywhere in the world. The rest of the services are for paying members only. The $1000 annual fee grants paying members unlimited usage of the service.

In her recent article on 1M/1M, Marylene Delbourgh-Delphis explains the benefits of the

programme’s inclusiveness: Physical incubators, even the largest, can only host a limited number of companies, which means that the vast majority of entrepreneurs are on their own for all sorts of reasons. 1M by 1M doesn’t have to select or exclude entrepreneurs to function, and thus can accept companies regardless of their prospective TAM or the speed at which the business will grow.

Small niche businesses are the economy operating system of the world, and yes, any small business owner can benefit from being trained. As a matter of EDUCATION INSIDER I February 2013

fact, the programme heavily focusses on bootstrapping and leadership (something useful to entrepreneurs with larger ambitions, anyway). 1M by 1M is a fully international social network of entrepreneurs (they only have to be able to speak/understand English).

Changing the world for the better is a collective effort, where each entrepreneur defines his/her vision of effectiveness, while benefiting from sharing lessons learned. (You can read her full article at http://delbourgdelphis.com/2011/06/democratizing-entrepreneurshipeducation-sramana-mitras-1m-by-1m-program/).

Indeed, we’re not exclusive at all. We want every entrepreneur to have access to our curriculum and services, and give them an opportunity to build their businesses, irrespective of the scale of their entrepreneurial aspirations. After all, there are many more $5M, $10M, $20M ideas out there than $500M or billion dollar ones. The latter is the domain of venture capital, but the former is what we need to also nurture to startup America. (You can watch a video on this subject to understand more about what VCs do and don’t fund, and why).

I have learnt a great deal being based in the heart of Silicon Valley for the last 15 years, and having access to its inner circle. However, as I started designing 1M/1M, it was clear to me that what we have learned and fine-tuned here at such a furious pace needs to be encapsulated and made available to the larger world of entrepreneurs. No, you do not need to come to Silicon Valley to learn entrepreneurship. With 1M/1M, we have packaged the lessons from the trenches of over 400 entrepreneurs. We have synthesised a methodology that draws from their best practices. We have created case studies that help you get an up-close-and-personal experience of sitting down with some of the best entrepreneurs of our time, and sharing, perhaps, a cup of coffee with them.

I invite all entrepreneurs to come have a look at the programme, starting with our FREE online strategy roundtables on Thursdays at 9:30 pm IST, and entrepreneurs are invited to attend or pitch their businesses. You can find more details and register at http://1m1m.sramanamitra.com/free-publicroundtables/.

Sramana Mitra is the founder of One Million by One Million (1M/1M), a global virtual incubator that aims to help one million entrepreneurs globally to reach $1 million in revenue and beyond. She is a Silicon Valley entrepreneur and strategy consultant. She writes the blog Sramana Mitra On Strategy, and is author of the Entrepreneur Journeys book series and Vision India 2020. From 2008 to 2010, Mitra was a columnist for Forbes. As an entrepreneur CEO, she ran three companies: DAIS, Intarka, and Uuma. Sramana has a master’s degree in electrical engineering and computer science from the Massachusetts Institute of Technology.

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CAMPUS SCAN La Trobe University, Australia

Making best use of research, student exchange

by EI Bureau

La Trobe University, a multi-campus university in Victoria, Australia, is expanding its activities in India.

Recently, La Trobe University signed a student exchange agreement with India’s leading JSS University and Cummins College. Liz Stinson, Executive Director of La Trobe University, talks about the varsity’s initiatives in India in an interaction with Education Insider Tell us about the memorandum of understanding (MoU) and the student exchange agreement with JSS University. How will they benefit both the universities?

Right at the start of the New Year, La Trobe University and JSS University signed a student exchange agreement. This arrangement will provide opportunities for students to take part in study or research programmes at both universities. The student exchange programme

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will be of six months to one year duration. Both universities have been working very closely for the past many years.

An MoU with JSS University was signed in 2010. Earlier this year, three La Trobe University pharmacy students visited JSS University for a twoweek study tour programme.

Likewise, La Trobe University has announced scholarships for two students from JSS, enabling them to spend six months at the School of Pharmacy as part of this agreement. Each of these scholarships will be worth close to Rs 8 lakh.

There will be future collaborative research projects with JSS University and University of Agriculture Sciences, Bangalore, in the area of anti-obesity and anti-diabetic properties of herbs and spices.

Also, next year, one PhD student from La Trobe will spend six months at JSS to conduct a small scale intervention trial as part of this exchange.

We had also signed MoUs with DTU and IIT Madras in 2011 and with Mahindra Reva, HCL, and BITS during the Victorian Premier’s visit to India in February 2012. Currently, we are holding discussions on a number of collaborative projects with these institutions.

When is the 288-million-dollar Centre for AgriBiosciences beginning operations? How will this centre benefit Indian students?

The official opening of the Centre for AgriBiosciences is scheduled for March 2013.

Universities in India, including the Punjab Agricultural University and the University of EDUCATION INSIDER I February 2013

Agricultural Science, Bangalore, will be able to participate in collaborative projects in the area of agriculture, animal sciences, and plant biotechnology to avert food shortage in future. Also, close to 100 scholarships will be offered for students, including Indians, wishing to

La Trobe students, with their busy lives inside and outside the University, study in flexible ways that suit their diverse needs for different styles, times, paces, and places of learning. They are encouraged to develop strong collegial relationships with academic staff and

as: academic publications, success in the receipt of competitive grant funding, national and international research collaborations, prizes, conference participation, public commentary, and intellectual leadership. In the Excellence for Research in Australia (ERA) assessment of research strengths across the sector, La Trobe University was rated at or above the world standard in 29 specific disciplines.

Agribioscience and environment

In the areas of Agribioscience and environment, La Trobe is above the world standard in Plant Biology and Soil Sciences. The University matches the world standard in Ecology, Genetics, Physiology, Crop and Pasture Production. Affiliated centres include AgriBio, the Centre for AgriBioscience, Plant Biosecurity CRC, Bushfire Cooperative Research Centre, Centre for Sustainable Regional Communities, Murray Darling Freshwater Research Centre, and the Centre for Water Policy and Management.

Health and society

undertake PhD. Tell us about your university’s teaching and learning methods?

We at La Trobe University are proud to offer our students high quality education in an excellent learning environment and best practical exposure.

We offer them:

Distinctive curriculum

La Trobe University offers distinctive and high quality degrees that will best equip students to understand and engage with the global issues of the day and embark on the most interesting and rewarding careers. Our graduates are renowned for their employability, for their deep understanding of the most pressing challenges facing the global community, and for their ability to address those challenges intelligently and decisively. Our academic activities have increased the capabilities and choices of future generations and prepare them to be ethical global citizens.

High quality learning and teaching EDUCATION INSIDER I February 2013

their fellow students. La Trobe is proud to have one of the best academics and researchers. They offer high quality teaching. Our programmes have been structured in consultation with relevant industries and professions, so that our graduates are well-prepared for the world of work.

What are La Trobe University’s research activities?

La Trobe is one of Australia’s leading research universities of global repute in terms of academic excellence and innovation. All faculties at La Trobe University have extensive research programmes. We are a member of Innovative Research Universities, Australia, a group which collectively attracts more than $340 million in funding per annum. The following research strengths are La Trobe’s designated areas of research focus. These areas have been identified on the basis of outstanding performance of La Trobe staff against a number of criteria such

In the areas of Health and society, La Trobe is well above the world standard in Human Movement and Sports Science. It matches the world standard in Nursing and Social Work. Faculty research centres and programmes include the Australian Research Centre in Sex, Health and Society, Mother and Child Health Research, Australian Institute for Primary Care and Ageing, Physical activity and Rehabilitation, Living with Disability and Musculoskeletal and Gait Research. Affiliated centres include the National Stroke Research Institute and the Cooperative Research Centre for Aboriginal and Torres Strait Islander Health.

Human Behaviour and Thought

This research strength includes research in mathematics, neuroscience, mind, logic and language, environmental ethics and policy, and European philosophy. The University is above the world standard in Philosophy and matches the world standard in Applied Mathematics and Neurosciences.

Affiliated organisational areas include the ARC Centre of Excellence for Mathematics and Statistics of Complex Systems, Australian Mathematical Sciences Institute, ARC Centre of Excellence in Bioinformatics, and the Olga Tennison Autism Research Centre.

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THE INNOVATOR Prospective courses GUEST COLUMN Dr T P Sethumadhavan

Look at new horizons in Science & Technology Sports and Biomedical Science

Sports, exercise, and biomedical sciences have applications in a wide range of health and performance-related disciplines.

Covering various aspects of biological and biomedical sciences, this course is useful for students, non-standard entrants, and fitness professionals and sports coaches. Courses are offered at the post-graduate and doctoral levels, including MS, MPhil, and PhD, in each of these areas.

Digital Art and Technology

MA/MSc/MRes (Master of Research) in Digital Art and Technology is a hybrid arts/science programme delivered in online/offline spaces. It offers a critical engagement with emergent practices in arts and technology. Digital Art and Technology is designed as a full-time or part-time online/offline programme which provides maximum flexibility for participants to manage their study in a way that suits their creative and professional needs.

Information Systems Security

Security is a vital issue in today’s information systems environment. This programme provides a comprehensive understanding of the threats and solutions for modern organisations. Although it is tempting to think of computer security in terms of technology-based countermeasures, the protection of business assets cannot be achieved using technical measures alone.

Focus is given to both theoretical and practical aspects of information systems security (from network security and attacks to physical and policy-related measures).

This will help graduates acquire knowledge of the current practices and desirable skills as well as understand the means to adapt within this dynamic area.

Engineering: Civil, Structural, and Environmental

Research activity in civil and structural engineering and Environmental Building focusses on four themes: coastal engineering; sustainable building; structural engineering; and engineering

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management. Coastal engineering research is at the forefront of developments in the study of flood risk, field and laboratory measurements of wave impact loading and beach morphology, and in theoretical development and numerical modelling.

India ranks third in the telecommunication sector in the world.

By 2015, this sector will exhibit spectacular growth and create immense job opportunities in India. This will be reflected in the information technology sector also. Electronics, electronics and communication, electrical and electronics, and information technology will have more potential during the coming years in the light of the emerging technologies, like 4G and 5G, and opportunities in the telecom sector. Nanotechnology, mechatronics and bioinformatics are emerging as the promising technological areas within the country and abroad. BTech graduates can join the MS programme in mechatronics or nanotechnology abroad since they offer more research and career prospects.

Biomedical science; bioinformatics, electronics and communication, mechanical engineering, dairy technology, environmental engineering, maritime engineering, and fashion technology are emerging as the major placement-oriented courses. In the United States, biomedical engineering offers great career prospects (more than 50 per cent vacancies are meant for biomedical engineers).

Civil, architecture, and chemical engineering graduates can also pursue postgraduation abroad for better placements.

By 2015, eco-friendly technologies will gain momentum in the country. With the popularisation of green technologies, chemical engineering may emerge as one of the potential sectors which can assist in developing eco-friendly pollution control measures.

Mechatronics

Mechatronics is emerging as one of the integrated new generation courses offering great career prospects within EDUCATION INSIDER I February 2013

the country and abroad. This is a combination of mechanical engineering, electrical and electronics, computer engineering, systems engineering and control engineering. Also called “robotic science”, mechatronics has wide applications in robotics, nanotechnology, automation, aircraft engineering, biomedical systems, and computer-aided design.

Biomechatronics is a branch of mechatronics with electronics, mechatronics, and biology as the main fields of study. Emerging opportunities in the telecom sector make nanotechnology and mechatronics promising technological fields of study.

Even though mechatronics courses have become popular in Canada, the United States, and the UK, they are still in the primitive stage in India.

All industrial employers are trying to reduce the number of employees, with an objective to increase production, productivity, and profitability through a technologically sound workforce. They are trying to replace one-third of their workforce (engineering staff) with mechatronics engineers.

The number of institutions offering mechatronics course is comparatively less in India. There are very few institutions offering BTech and MTech mechatronics programmes. Engineering students can directly apply for post-graduate programmes in mechatronics abroad. MS mechatronics is the most established and successful specialist programme in the UK, which will substantially enhance career prospects of students. It is a full-time programme with one-year duration.

Emerging areas of engineering • Environmental engineering

It is the study of various ways and means to protect the planet and environment, covering oceans, rivers, drinking water, pollution-containing methodologies, effective recycling systems, toxic waste disposal measures, and other related subjects.

•

Geological and geophysical engineering

This field uses engineering principles to develop deposits of natural resources and design foundations for buildings, bridges, and other structures.

•

Aerospace engineering

•

Agricultural engineering

Aerospace engineers design, analyse, model, simulate, and test aircraft, spacecraft, satellites, missiles, and rockets.

Agricultural engineers use knowledge of engineering technology, biological resources, and other related branches of science for agricultural applications.

•

Chemical engineering

•

Civil engineering

•

Computer engineering

•

Electrical engineering

•

Industrial engineering

•

Manufacturing engineering

•

Mechanical engineering

•

Nuclear engineering

Chemical engineers discover and manufacture better plastics, paints, fuels, fibres, medicines, fertilisers, semiconductors, paper, and other types of chemicals.

Civil engineers oversee the construction of buildings and infrastructure that makes up the world’s highways, railways, bridges, water reservoirs, etc.

It is the design, construction, implementation and maintenance of computers and computercontrolled equipment for the benefit of mankind.

It helps develop components for the most essential and fun things in the world. Electrical engineers can work on robotics, computer networks, wireless communications, or medical imaging.

Industrial engineers use the most effective ways to use people, machine, materials, energy, and information to make a product or provide a service.

Manufacturing engineers direct and coordinate the processes for making things.

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Bioengineering

Mechanical engineers work in every area of technology, from aerospace and automotive to computers and biotechnology.

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Ceramic and material engineering

Nuclear engineers harness the power of atom to benefit mankind.

Bioengineers study living systems and safety of food systems.

It is about the inventions and designs of engineers working with ceramics and other materials.

EDUCATION INSIDER I February 2013

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Petroleum Engineering

They study the earth to find oil and gas reservoirs.

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AGRI CAREERS IIPM, Bengaluru

Planting hopes in

agriculture E

stablished in 1993 as an autonomous institution, the Indian Institute of Plantation Management (IIPM), Bengaluru, is an initiative of the Ministry of Commerce and Industry. Since its inception, IIPM has made its presence felt by inspiring a paradigm shift in the plantation and agri-business sectors. It is jointly sponsored by the Commodity Boards of India: Coffee Board, Tea Board, Rubber Board, Spices

Board, and Plantation Associations UPASI and India Tea Association (ITA). The Ministry of Social Justice and Empowerment, the Ministry of Minority Affairs, the Ministry of Human Resource Development, the Ministry of Communication and Information Technology of the Government of India and Malankara Plantations Ltd provide active support to IIPM. The institute serves as a think tank and an intellectual resource base

by EI Bureau for the plantation and associated agribusiness sectors.

Course offered

PGDM: Agri-Business and Plantation Management is an AICTEapproved course based on a new model of intensive institute-industry interaction. IIPM was ranked among top sectoral institutes in the B-School survey carried out by Business India in recognition of its contributions to management education.

‘Ours is a unique model on a global scale’ In an exclusive interview with Education Insider, IIPM Director Dr V G Dhanakumar speaks about the uniqueness of IIPM, its relevance, and the difference it has made in the agriculture sector How did IIPM happen?

IIPM is an initiative of the Ministry of Commerce and Industry. The Ministry of Commerce and Industry had assembled a core group in 1990 to set up a strategic institution of management education to realise the potential and need for modernisation in the area of plantation and agri-business. Soon, a blue print for IIPM took shape. In

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November 1993, the institute was registered as an autonomous educational institution of higher learning under the Karnataka Society Registration Act. What is the relevance of IIPM from an Indian perspective?

Indian economy is largely based on agriculture. IIPM covers a wide spectrum of the agricultural sector, including tea, coffee, coconut, and

EDUCATION INSIDER I February 2013

other cash crops. IIPM is a body with a lot of social obligation. Our objective is to ensure the welfare of workers in the plantation and agri-business sectors. More than 10 lakh workers are employed in the tea sector alone. IIPM strives to revive plantation and agribusiness in a scientific way by imbibing the modern techniques that suit the need of the hour.

What makes IIPM unique?

IIPM is a unique model on a global scale. The course we offer is sectorspecific. I have travelled around the world to study a variety of models adopted by different countries. I haven’t come across a model like ours in the UK, the US, or any country for that matter. The success of our unique model prompted some governments to reserve ten acres of land for emulation of our model in their respective states.

We consolidated the knowledge base by bringing together the commodity boards: Tea Board, Coffee Board, and Rubber Board to expand our reach across the country. Our volunteers work at the grassroots level to shape the modalities to serve as the drivers of progress in the agri-business and plantation sectors. We also work towards ensuring the availability of workforce and its optimum utilisation for the greater objective of national development.

Could you elaborate on the concept of

Good Harvest •

•

IIPM bagged the 2012 World Education Congress Award for Best Academic-Industry Interface.

The institute also won the Asian Learning & Leadership Development Award 2012 for Outstanding Contribution to the Cause of Learning from the Asian Confederation of Businesses.

EDUCATION INSIDER I February 2013

your reach-out model?

Based on the concept of on-site education, this model facilitates a closer interaction between the institute and the industry. The idea is to reduce the theory-practice gap and to build a platform for the development of deeprooted concepts. Through its reach-out approach, the institute meets the human resource development requirements of the plantation and associated agribusiness sectors, both in the North-east as well as in South India. The reach-out model is carried out with the help of Plantation Associations, Commodity Boards, and other agencies including Corporates. The reach-out model encompasses field/industry visits and the Corporate Training Segment (CTS) of the post-graduate diploma in agribusiness and plantation management.

What courses do IIPM offer? What is the selection procedure? What are the career prospects the course holds?

IIPM currently offers only one course, post-graduate diploma in management in agri-business and plantation management. The course is AICTE-approved. The minimum eligibility is an undergraduate degree with minimum 50 per cent marks.

Selection is on the basis of the CAT/ MAT/ATMA/CMAT/PAT scores, academic record, test scores, writing skills, group discussion, and personal interview.

The institute also offers certificate programmes and Short-Term Executive Programmes (STEPs). Reach-out Programmes are devised to address the requirements of the plantation and associated agri-business sectors.

The programmes serve as capacitybuilding initiatives and Organisation Development (OD) interventions to facilitate change.

IIPM has campus placements. Our placement history is phenomenal. Most of our students have made it to good positions in organisations with high reputation.

What are the research activities undertaken by IIPM?

The institute has a strong research focus on policy, managerial, and operational issues. The institute has been undertaking research projects in all major areas of plantation and agri-business, both at the national and international levels. Our research initiatives are based on the Commodity Information Grid for plantation commodities, natural resources management, workers’ welfare and health, and rural empowerment and development, to name a few.

The research activities are sponsored by corporate organisations as well as national and international bodies.

The institute’s strategic research units/research networks include the Commodity Information Grid, Strategic Management & Research Unit, Marketing Management Network, People Management Network, Extension Management Unit, R&D Management Unit, Rural Empowerment and Development Unit, Natural Resources Management Unit, Network for Indian Ethos in Management, and Corporate Ethics Research Network.

What difference can IIPM make in rural empowerment and development?

IIPM can play a huge role in the rural areas. With our reach-out model, we can take our knowhow to the rural areas. Our team goes to the uphill areas and educates the workers about the pricing, mechanisation, and marketing etc. IIPM strives to use scientific ways to build a sustainable development model to promote our plantation and agri-business, and in turn, help the larger cause of strengthening the Indian economy.

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FOCUS Marian College, Kuttikkanam, Idukki, Kerala

Turning remoteness into an advantage for the youth!

Established in 1995, Marian College of Kuttikkanam is symbolic of the giant strides taken by The Catholic Diocese of Kanjirappally, Kerala, in the field of education. It offers undergraduate and post-graduate programmes in popular disciplines as well as professional courses in information technology, and business and hospitality management, much in tune with the present day market demand

by Shalet James

T

he foundation of life depends on our understanding of the immediate environment and value systems. For about 1,050 students in Kerala, education begins at a height of 3,500 feet above sea level in the lap of nature at the Western Ghats, a world heritage site. Kudos to the Catholic Diocese of Kanjirapally, which started a silent revolution of youth empowerment nearly two decades ago in a small hill station that was merely known as a transit point on the way to the industrial city of Madurai in Tamil Nadu. Today, the hill station of Kuttikanam is a vibrant cradle of learning, with Marian College leading the revolution.

Initiated under the patronage of Mar Mathew Arackal, the present Bishop of Kanjirapally, during his early years of priesthood and social activism under Peermade Development Society in Idukki, Marian College has been making persistent efforts to evolve as a Centre of Excellence

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in Kerala under the guidance of Rev Fr Ruban J Thannickal, the Manager of Marian College, and Dr Ruble Raj, the Principal of Marian College.

“We are far removed from the hustle and bustle of city life. We strive to look for solutions beyond the present day problems of labour unrest. In retrospect, it was a wise decision to start Marian College at Kuttikkanam.

It was an endeavour towards meeting the academic needs of youth from the remotest parts of Kerala devoid of any political activism. We are still committed to our original purpose. We extend financial support to students from humble backgrounds with a scholarship system that takes care of ten per cent of the total number of students admitted in Marian,” says Rev Fr Thannickal.

Spread over a lush green hill, the campus injects positivism and confidence into students of Marian College, giving them enough space for inner reflection in the best possible

surroundings.

In other words, nature in itself is the first teacher. It teaches them that if you manage your resources wisely, you stand a great chance to be an inspiration Fr Ruban J Thannickal, to others.

Manager, Marian College The world heritage status of the Western Ghats is a stark reminder to each student that if you can groom yourself properly and maintain vital life support systems, there’s no reason why success shouldn’t be a good companion. “More than anything, we believe in producing good human beings. That’s the main objective of learning at Marian College, an aided EDUCATION INSIDER I February 2013

college affiliated to Mahatma Gandhi University of Kerala. Recognised by the University Grants Commission as ‘A College with Potential for Excellence’, Marian College has received ‘A’ grade accreditation from the National Assessment and Accreditation Council,” says the Manager of Marian College.

“During the early years, Marian College offered government-aided learning programmes – Bachelor of Business Administration, Bachelor of Computer Applications, and Bachelor of Commerce. Today, we also offer post-graduate courses in commerce, business and hospitality management, social work, and computer applications.

Students can also pursue courses recognised by the Association of Chartered Certified Accountants,” he says, recalling the turning points in the journey of Marian College.

“Apart from an innovative academic system, multiple skills of students are developed through a number of extracurricular activities, carried out under the supervision of Dr Rubel Raj. We inculcate moral and ethical values in our students to ensure that they become socially committed individuals,” he adds.

Driven by the motto ‘Information and Formation, to Transformation’, Marian College believes in providing students the best opportunities for efflorescence by helping them make an informed choice in a life of abundance.

“The basic idea is to develop EDUCATION INSIDER I February 2013

become a world-class business school.

“MIIM aims to produce better leaders, managers, and entrepreneurs. We hone our students’ multitasking skills by engaging them in a number of assignments that demand diligence and application of mind,” he says.

Special features at Marian Marian institutions have a highly experienced, skilled, and motivated faculty. The majority of faculty members have Doctoral degrees. They also have a dedicated adjunct and visiting faculty, mostly well-known personalities from the industry or the field of education itself.

The visiting faculty includes teachers from foreign institutions. From aesthetically furnished classrooms with high-end audiovisual equipment, and a fully professionals who are well-trained in all automated library to computer and digital language laboratories, Marian institutions aspects of life, with a special emphasis provide students with all kinds of academic on spiritual, academic and social assistance. Marian College provides hostel quotients,” he says, underscoring the facilities for both boys and girls. values imparted at Marian College.

Academic, Industry interface, and Hospitality programme placements Since inception, students of Marian Marian institutions have an excellent College have been among the state’s academic and industry interface. It has top performers. The post-graduate academic tie-ups with reputed universities hospitality management programme like the University of Utah, USA, The was introduced in 2002 with sanction from the Kerala government. The course Rust College University Mississippi, enables students to enter diverse sectors USA, The University of New Orleans, USA, and also collaborations with various of the service industry - hoteliering, organisations like CII, Red Hat, Linux, travel and tourism, aviation, event Microsoft, IPSR Solutions Ltd, IBM, and management, and entertainment.

Sun Microsystems, among other globally Marian International Institute of significant companies. “We also have a Management (MIIM) very effective placement cell that helps One of the prestigious institutes both undergraduate and post-graduate operating under the aegis of Marian students. Recently, nine of our students College is the Marian International got placements in Infosys,” says the Institute of Management, whose flagship Manager of Marian College. With the course is the Master’s programme in mission ‘Relentless Pursuit of Knowledge’, Business Administration. Affiliated Marian College provides pioneering to Mahatma Gandhi University and and explorative learning methodologies approved by the All India Council for to young minds. The Catholic Diocese Technical Education, New Delhi, MIIM of Kanjirappally is behind the success offers a full-time, two-year residential of many other educational institutions, MBA programme. “Our tie-ups with including Amal Jyothi College of reputed institutes and the industry create Engineering, Kanjirappally, and St an opportunity for students in crossDominic’s College, Podimattom, St cultural communication, builds their Antony’s Junior College, Anakkal, Citadel confidence and helps them gain a global Junior College, Ranni, and hundreds of perspective in management,” says Rev schools and junior colleges under the Fr Thannickal. corporate of Kanjirappally. Education With industry interaction and cohasn’t lost its social relevance at these curricular programmes, MIIM aims to institutions.

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FOCUS ICAI

Well-positioned to meet global economy needs The Institute of Cost Accountants of India (ICAI) is the only recognised statutory professional organisation and licensing body in India specialising in cost and management accountancy (CMA). In an interaction with Education Insider, Rakesh Singh, the ICAI President for 2012-13, talks about his vision for ICAI. Rakesh is a practicing Cost Accountant since 1990 and Partner of Shome & Banerjee Cost Accountants.

He is the Chairman at ICWAI MARF, a Section 25 Company. His vision is to position ICAI in the global context by spreading consciousness on cost and management accounting and cost audit in every sphere of economic activity, in integration with total cost management

by EI Bureau How does it feel to be associated with ICAI for 30 years?

ICAI is a premier institution engaged in developing the CMA profession, and to be a part of this is a privilege for me. In the last thirty years, the situation in this country has changed, from a demanddriven economy to a supply-driven economy. We all know how competitive it has become today. The world over, CMA professionals are being looked at as key contributors to efforts of organisations towards achievement of sustained growth, and that’s where our profession has started to grow and gather perceptibility. For the past ten years, the profession has been getting proper recognition, and the industry today needs CMA professionals in huge numbers.

What’s your take on the shortage of semi-skilled people in India?

In the last 68 years since the institute was founded, we only have had 60,000 members and five lakh students, but have managed to maintain a certain

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standard of quality. We have entered into a knowledge partnership with the Kerala government. It is a tripartite memorandum of understanding (MoU); this scheme envisages educating those who cannot go for higher education and are forced to give up after the 12th standard.

We provide students between 10th and 12th standards with some vocational training through which they can earn an income and livelihood. In 2009, we introduced a course called Certificate in Accounting Technicians (CAT), which has proven to be very useful to those seeking employment, as this is a oneyear course with three months of hands-on training, practical experience, and a computer course (Tally).

Through this course, students gain basic accounting knowledge.

How active is the placement cell at ICAI? Under the centralised campus placement schemes, the private and public sector undertakings participate in campus selection at four locations - Delhi, Mumbai, EDUCATION INSIDER I February 2013

Chennai, and Kolkata at the pre-announced dates and time. The institute also organises campus placements as per the mutually agreed location, date, and time for recruiting companies in accordance with their internal recruitment criteria. Many of the PSUs such as Coal India, ONGC, NMDC, STC, MMTC, Allahabad Bank, and corporates like Nestle, TCS, HCL, TVS, Vedanta, Wipro, and Jindal Steel regularly visit the campus, scouting for talented CMAs. Over the last few years, there has been a gradual rise in the placement percentage and packages offered. We have a dedicated placement portal to help the industry meet its CMA

Depository Ltd, public sector and private sector banks in India, State Public Centre Enterprises (SPSEs), and Public Sector Enterprises (PSEs) have recognised the qualification of Cost Accountants for the purpose of audit and certification. Moreover, many states have authorised cost accountants for auditing, certification of returns, and authorised representation of their clients under the Value Added Tax (VAT) Act of State governments.

The world of finance is changing rapidly. How are you keeping up with the pace of change?

The subjects in Intermediate and Final Course

requirements.

Does the Government recognise ICAI qualification for certification or audit purposes?

Within six years of statutory recognition in 1959, the Government of India amended the Companies Act 1956 to incorporate Section 209 (1) (d) and Section 233B. Section 209 (1) (d) prescribes for the maintenance of cost accounting records and Section 233B provides for the audit of the cost records. Further, the Government of India constituted an Indian Cost Account Service (ICAS) in 1978. This accounting service is meant for persons having professional qualification (cost accountancy/chartered accountancy).

Various ministries such as the Ministry of Finance, the Ministry of Commerce, the Ministry of Corporate Affairs, the Ministry of Chemicals and Fertilisers, the Ministry of Textile, the Ministry of Consumer Affairs, Food and Public Distribution, and various departments of the Government of India, namely the Central Board of Excise and Customs, the Reserve Bank of India, the Securities Exchange Board of India, the Telecom Regulatory Authority of India, the Fertiliser Industry Coordination Committee, the National Pharmaceutical Pricing Authority, the Insurance Regulatory and Development Authority, the Central Electricity Regulatory Commission, and the National Securities

of the institute provide balanced and comprehensive knowledge, which is evenly distributed among four knowledge pillars: financial, management, strategy, and regulatory functions. Recently, the syllabus was revised in line with the changing business situation so that it helps in preparing students for meeting the stakeholders’ expectations. Moreover, we have been adopting the educational guidelines of International Federation of Accountants (IFAC) to design the syllabus so that our students are trained to meet the requirements of the global economy.

What’s your advice to students aspiring to be a part of ICAI? We are a government-oriented institute with an affordable fee structure, so students can easily pursue this course. There is no age limit for our course after 10th standard, anyone can join our course. Our course fee is less than Rs 30,000, and after a two-and-a-halfyear course, the average placement package is Rs 6.5 lakh per annum. Our courses do not require high IQ levels; what it requires is general knowledge, common sense, and hard work, a basic requirement for every course. One of the basic advantages of our courses is that it prepares you with knowledge that you can practice or use throughout your life.

EDUCATION INSIDER I February 2013

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FOCUS Aero Sports

Give wings to

your flight plan How often do you run out of your house upon hearing the deafening sound of an aeroplane or the faint whirring of a helicopter? Quite often, as almost every child does? Have you ever been possessed by the very idea of making your aerospace dreams come true, just like the Wright brothers did? The prohibitively expensive field and complexity of aeronautics may have put your enthusiasm under check. Well, now, you can easily give wings to your dreams at Aero-Sports, with an equal dose of fun, creativity, and seriousness!

A

ero-Sports, a private limited company, provides the youth of India with the oncein-a-lifetime opportunity of fun, games, and career choices through its engaging aero-modelling, model rocketry, and robotics courses.

MRK Menon, the Founder and Chief Trainer of Aero Sports, says:

refer to cycling, swimming and reading as hobbies. A hobby should ignite the mind, activate the body, and stimulate the right part of the brain and be creative in nature. Aeromodelling is the king of hobbies, with electronics, wood work, technology, engineering, and science built into it.”

(From left) Kiran Menon with MRK Menon and Ajay CP

“We have been promoting this hobby in scores of schools in India, encouraging students to become engineers, pilots, or aero-modellers.

“I have interacted with more than 10,000 students personally. Ask today’s teenagers about their hobby, and the majorityof them would say that their interests lie in physical activities, such as cricket, football, painting, judo, or karate. These are just outdoor activities. Some even

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Since childhood, MRK always had a fascination for planes, rockets, helicopters, and anything related to aviation. He always dreamt of doing something in the field of aero-modelling. “Basically, it was my childhood hobby and I wanted to share my knowledge in this field with the children around. Curiosity kept me on the move. What started out as a fun activity has grown into a ministry today. My twenty-year

by Tony William

sojourn in the USA surely helped,” says MRK. So, how can one translate his hobby into a successful career?

“Our target audience includes sixth to tenth standard students. Children might not really understand what aeronautical engineering is. But when we train them, they start understanding the world of aviation in the simplest ways. They get to learn about aeronautical, aerospace engineering, and robotics. Once they learn, they are in a better position to decide what works and what doesn’t.

Along with training, we instill patriotism in children and inspire them to serve the nation by joining the Indian Air Force.” It was with this objective that MRK established Aero-Sports.

The Thrissur-based Aeromodelling organisation has a unique franchise programme. It selects people who aspire to become future trainers in aero-modelling. After being trained by Aero-Sports, through an intensive full-time, six-day residential programme, participants go to schools in their respective towns/cities and give lessons on aero-modelling, model rocketry, and robotics. “In the past 17 months, they have opened 52 franchises. Their target is 1000 franchises across India. We have franchises in almost all major cities,” says Ajay CP, CEO of Aero-Sports.

EDUCATION INSIDER I February 2013

“We have been successful in setting up franchises because of the uniqueness and scope of marketing our products and services across the length and breadth of the country. We have also expanded our operations to include Kathmandu and Kuala Lumpur,” points out Kiran Menon, Vice-President, Aero-Sports.

“Our franchise pattern is so unique that four months back, we got national recognition for being the ‘Edupreneur of the year 2012’,” says Ajay, adding, “We take a one-time investment for each franchise. It is a very unique business model as we do not take any share from the revenue earned by our franchisees.

We ourselves canvass business for our franchisees by going and marketing the products in their territory for two full days at our own expense. This shows our confidence, commitment, and love for our members.”

When the former President of India, Dr APJ Abdul Kalam, visited Kerala, he happened to meet the Aero-Sports team at the Aura Edify School in Perinthalamanna, Malappuram district, Kerala. “He interacted with our children and staff for about an hour and lauded us for what we were doing. Noting that we were on the right track, he said that this is what children must be doing in schools. He has even mentioned it on his Facebook page ‘Billion Beats’. It is a huge appreciation for us,” says MRK. Since then many school principals and parents have contacted us for information on our various school-based programmes.

“It would be good if a hobby can take you to the next level, a career.

Aero-modelling is also an international sport. Just like gold, silver, and bronze medals for various events in Olympics, Aero-modelling, too, has world class competitions/prizes. But no one from India has ever won a medal in such an event. It is only because people are not aware of it and do not have access to knowledge/materials needed. So, towards this end, Aero-Sports will sponsor a child for participation in such events.

Aero-Sports would also provide jobs to more than a hundred aeronautical engineers by this year-end. “We are collaborating with a very large international organisation. It is a joint venture through which we will cover EDUCATION INSIDER I February 2013

500 schools. We need dynamic teachers for this new process and that’s where aeronautical engineers can help us. In Coimbatore alone, 300 aeronautical engineers pass out every year. Do you think all of them will get jobs in India, given the lack of sufficient progress in the aviation sector. We will be able to create at least some jobs for them. Our mission is to touch as many as lives as possible through jobs. The greatest thing is to promote self-employment,” says MRK, who has helped students of a local engineering college secure good marks in their final year project, establish a company, and evolve into entrepreneurs.

“Despite scoring good marks, these students were unable to get jobs. I talked to them and their parents and made them set up a company that could manufacture small electronic devices for the Indian Navy, Air Force, and hobbyists. That’s self-employment and it came from a hobby.”

MRK also questions the current theory-based education system which focusses only on children cramming theories and not the practical aspects.

“Students, even from the sixth standard, are able to answer engineering level questions such as the difference between a Boeing 737 and an Airbus 320 after undergoing our training. These are practical aeronautical tips which we teach our students as part of our AMAapproved Aero Modelling Programme,” says MRK.

Aero-sports is recognised by the Delhi-based Aero Modellers Association.

It is part of Aero Club, which represents India at the FAI (Federation Aeronautique Internationale), Geneva.

The certificates given by Aero Sports are recognised by Aero Modellers Association. Such a certificate can benefit a student in his attempts to get into a good college or even a good organisation,” says Kiran, a seasoned HR executive who joined Aero-Sports last year.

Aero-Sports now heads for the Middle East. It has two franchises abroad, in Nepal and Malaysia.

Aero-modelling is an expensive hobby, both in India and abroad. “But we are making it accessible for all children.

For just Rs 500, a child can learn to build and fly a beautiful model aeroplane,” says MRK. “We hope this article would be read by principals and teachers all over the world and they would call us for a Free A/V presentation.”

MRK has addressed thousands of high school students in more than 20 cities all over India who were enthralled by his brilliant presentation on STEM (Science, Technology, Engineering, and Mathematics). STEM is the in-thing in the USA now and even President Obama is promoting it passionately.

To know more about Aero-sports and their programmes, please visit their website www.aerosports.co.in

Former President of India APJ Abdul Kalam at Aura Edify School in Perinthalamanna, Malappuram district

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CAMPUS FOCUS Kodaikanal Christian College

Scaling a higher altitude of learning Learning newer subjects is as good as finding the right step forward in trekking. The greater the difficulty the greater is the level of euphoria upon attainment of success. That’s when even dizzying heights turn into friendly terrain. Here’s a centre of excellence that has been helping students chart out unexplored frontiers in education in the cool climes of Kodaikanal in Tamil Nadu.

Student life can’t get more blissful

by Seekanth Ravindran

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t a height of 7,000 feet above the sea level, life is on cloud nine, as the learning environment aptly complements the bounteous, inspirational nature. Maybe it’s this perfect harmony that prodded Mohammed Nooruddin, a Bangladeshi student at Kodaikanal Christian College, to learn the language of the land (Tamil) and win a regional slogan-writing competition. Now, if that were not enough, imagine a group of Ethiopian students learning the basics of community service through India’s National Service Scheme and replicating the same back home, in the Horn of Africa.

The birth of a great institution In 1990, businessman-turned-educationist Dr Sam Abraham had envisaged the creation of an education system that could transform students

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through leadership training, communication development, and principles modelled on Jesus Christ. His vision translated into the establishment of Kodaikanal Christian College (KCC).

Dr Abraham says, “As a successful hotelier, I had several opportunities to encourage youngsters associated with me. Out of my business acumen, I used to teach them, encourage them to be innovative and enterprising. And this bonding produced great results instantaneously. While many of them smelled success with their startup ventures, others flourished in their professional capacities. So, my affinity with youngsters developed a new interest in me, that of guiding children. Gradually, it resulted in the setting up of KCC. My past experience as an administrator at Zion Higher Secondary Matriculation School, founded by my brother Dr Kurian Abraham, also EDUCATION INSIDER I February 2013

helped me a great deal.”

Though KCC began as a small-scale catering academy, it took a progressive approach towards transforming itself into a centre offering various arts, science, and management courses. “I did not have enough trained staff initially, which made me start a catering institute in 1990. It was the first independent catering institute in Tamil Nadu.

I soon realised the potential for regular courses in arts, science, and management. That’s how a regular college with undergraduate and postgraduate courses gradually emerged,” explains Dr Abraham.

As of today, KCC offers undergraduate programmes in business administration, social work, economics, commerce, computer science, hotel management, and mass communication, and post-graduate programmes in foreign trade, social work, and media, communication and management.

Imparting holistic and quality education is the main mantra at KCC. “Exams and academics are important. But imparting lessons of life is also important. I was not keen on the school part of education as it was more of a set pattern, basically exam-oriented. For me, individual character and personality development were more important.

Identifying the real strength of an individual from within has always remained my mission as an educationist,” says Dr Abraham.

At KCC, co-curricular activities constitute an integral part of the curriculum. Dr Abraham says, “When it comes to the undergraduate programmes, we place great emphasis on building individual confidence by promoting various cocurricular activities. I believe this helps students develop out-of-the-box ideas. For the past 12 years, we have been holding various sports and cultural competitions at national levels, despite being the smallest college under Madurai Kamaraj University. We also have been participating in youth parliaments at the national level. Eighty per cent of students of Madurai Kamaraj University who turned up for such events were from KCC. We have been winners and runners-up at such national level events. Our students have received accolades and awards from consecutive Presidents of India, both for academic and extra-curricular activities.”

The University Grants Commission (UGC) has granted KCC an autonomous status. “When UGC delegates visited our campus to consider our case for autonomy, we were not a very big institution, in terms of infrastructure, student strength, and span of existence. While presenting EDUCATION INSIDER I February 2013

Dr Sam Abraham, the Founder, Chairman, and Principal of Kodaikanal Christian College

CAMPUS FOCUS Kodaikanal Christian College

our case for autonomy, I thought it would be great if the delegates got a firsthand impression of our academic excellence from an interaction with our students. Only on being convinced about the quality of education we impart did the delegates clear the decks for autonomy to our institution,” says Dr Abraham.

He observes that erosion of values is a great concern in the educational sector today. “While grooming our students as toppers and rank-holders, we have never forgotten to inculcate values in them.

We carry out additional programmes to instill human values and ethics in them. The Indian school system has some serious flaws. We need smart and committed planners and executors. Children usually pick up bad habits like cheating and lying during the school years. What makes matters worse is the fact that parents also try to cover up their child’s mistakes. Such instances set bad precedents. On top of all this, schools do all kinds of things to post a 100 per cent pass percentage. Most of them resort to shortcuts in learning.

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So, by the time some children pass out of school, they are a corrupted lot. What we teach at KCC doesn’t end with an individual. The idea is to reinvent the learning and teaching process constantly. This process is carried forward with no break in our traditions,” asserts Dr Abraham.

Dr Abraham believes that regular orientation programmes are essential to maintain a committed faculty and sustain academic excellence. “We are blessed with a dedicated faculty.

KCC follows a flawless system wherein new faculty members are made familiar with the intricacies of the pedagogical process before they enter the classroom. Personal agendas are never promoted. Other than faculty orientation, we hold development programmes for teachers. Our faculty members are driven by a well-organised system.

Everything is charted out for them.

Even when a staff leaves us, he/ she would have prepared the lesson plan for the next semester, laying the foundation for the successor.

Moreover, we make sure that the learning process works not only for

students but also for teachers,” says the Founder, Chairman, and Principal of KCC. KCC has a special department headed by a dean that takes care of summer internships and final placements. “We give prime importance to industry interface. We have a long winter vacation and this is when students are provided two to three-week market exposure through industrial visits. This programme encompasses subjects such as foreign trade, social service, catering, and business management. Our placement ratios are far better than other institutes in the state. We all are born to lead. That’s my motto. At present, our students are even leading teams and projects involving IITians and IIM alumni.”

KCC has tie-ups with many international universities of repute.

This includes student-faculty exchange programmes with Concordia College, New York, US, and partnerships with Ball State University, Indiana, US. “We are not in a rush. We are looking forward to many more meaningful partnerships

EDUCATION INSIDER I February 2013

with many globally renowned universities in the US, Europe, and Asia,” adds Dr Abraham.

Dr Abraham says that his dream is to turn KCC into a global centre of excellence, which can mould future leaders and responsible citizens who can lay the foundation for a new world order based on the values of equality, liberty, and fraternity. “For us, education is not confined to the classrooms. We visit villages, orphanages, old-age homes and slums, and expose students to real life scenarios. The National Service Scheme (NSS) has, of late, become ornamental in almost all colleges. But we have a different approach. Saturdays are meant for social and extra-curricular activities. When we take up social projects in villages, our students meet villagers and understand their way of living. This makes them realise the hollowness of material life. That’s how they can grow up as citizens who care about society. They will always be driven by a mission,” says Dr Abraham.

He adds, “If we look into history, we will realise that Indians were the first ones to start universities. Taxila University and Nalanda University were the first centres of learning. It is quite unfortunate that the British rule destroyed our traditional systems of education and replaced it with a Western model. It is high time we ended this slavery. We must revive the core values of our traditional educational system. That’s the only way to regain our lost pride and mentor the world in the right path.

“US President Barack Obama’s role model is Mahatma Gandhi. Isn’t that a reflection of the reverence for our values? Our knowledge wealth is amazing. Otherwise, why should the prestigious Cambridge University even think of setting up its first outstation campus in India?

Of course, we need global expertise. But our inherent knowledge and cultural values should form the basis. Everything depends on our abilities to reinvent ourselves. We drafted our constitution out of the Westminster model and American political systems. But we can frame ten constitutions on the basis of Tirukkural, the couplets of poet Thiruvalluvar.”

A refugee in the world of spirituality, Dr Abraham says that the real transformation of an individual happens from within. He discerns, “We may all be different. But if the steps we take are not for the greater good, then there’s something wrong. Everyone has a definite purpose and we need to fulfill that. We are bound to make our life meaningful, and if I am impacting an individual, I believe that I am impacting a society that would impact a nation in the long term.”

EDUCATION INSIDER I February 2013

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QUALITY SCHOOLING Montfort Senior Secondary School, Delhi

Rural students do not have access to the best schools

by EI Bureau

Montfort Senior Secondary School, Delhi, is administered by the Society of the Brothers of St Gabriel. Established in 1970 and affiliated to the Central Board of Secondary Education (CBSE), this co-educational school is named after St Louis Marie de Montfort, a French priest and Catholic saint. In an interview with Education Insider, Brother Monachan K K, an education expert and Principal of Montfort School, talks about the shortcomings of India’s education system

What is your take on the present education system?

The present education system is very good. But this system has been implemented properly only in metro cities. The same can’t be said for the rural areas, where students do not have access to proper education.

Do you think education can be made accessible to all in the country? Is the current system capable of bridging the gap between the haves and have-nots?

Yes, if the Right To Education (RTE) Act is implemented properly. At present, the rich go to the best schools. But the poor have no such option. There is a fundamental difference between government schools and private schools. That difference also reflects in the performance of rich and poor students.

How can we ensure quality education for all?

Ensure certain amount of discipline and values among students. Every institution has to ensure that a child gets ample opportunities to learn about his/her inherent qualities and make best use of them through motivation. It is an institution’s responsibility to nurture the quality of children. Without support from parents, it is difficult to do so. So, even parents have to be a part and parcel of the learning process. Whenever students are disturbed, it is the institute’s responsibility to counsel them and bring them to its expectations.

Tell us about the current CBSE system.

The CBSE’s current initiatives are very good. But it will take time to implement them. In the long term, it will help students attain academic excellence and work towards overall development (of one’s personality).

How successful has Montfort Senior Secondary School been in shaping up the younger generation?

Montfort School has been able to maintain discipline and strong values since its inception. We have been successful in organising various kinds of

QUALITY SCHOOLING Montfort Senior Secondary School, Delhi

activities to tap into the potential of each student without any compromise with the study curriculum.

The school has a system of hobby clubs, including the nature, science, and language clubs, which help students develop skills. A lot of importance is given to sports in the school. The career guidance cell organises workshops and seminars. For the past 42 years, Montfort School has been providing quality education to students across all classes without any discrimination. All Montfortians are prepared to face challenges of the future. We could do this only because of the positive support that we receive from the parents and the staff.

What about the role of school education in building a strong professional base among students?

Schools have to take responsibility for building a strong professional base among students. Each student has to think his/her own way. Schools have to undertake research-based studies in this connection so that students are able to think practically.

What should the government do to improve the current system?

Keep politics away from education and make every person concerned accountable. If the government can pass the RTE Act, they can facilitate provision of quality education all over the country.

Therefore, instead of bringing down the present statutes of other schools, the government should make an effort to give quality education to all the

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children.

Should schools across the country have a common syllabus?

That’s a good idea. Schools can have the same syllabus for at least mathematics, science, and English. The Plus two syllabi can be common for schools across the country.

What do you have to say about smart class and e-learning solutions in education?

It is really a revelation for teachers and students.

It enables students to study very easily by giving them the correct focus. Teachers are also compelled to look for newer ways of teaching and imparting knowledge to students.

Do you think technological applications can help the Indian education system match global standards?

Definitely! But it is not possible in the current scenario. It will take a long time. Technological applications in education are fine for schools in metro cities, where life is more comfortable. At the same time, it will take a long time for us to bring technological advancements within the reach of rural areas. The government’s RTE Act is an excellent decision. But as long as people don’t have basic necessities, it will continue to be a dream.

The minimum common standard of education has to be ensured all over the country. People should coordinate with the government to realise this dream.

Global standards can be maintained only with people’s support.

EDUCATION INSIDER I February 2013

Kerala’s ASAP Plan SKILL DEVELOPMENT

Honing job skills long before your careers shape up With a strong intent to give a new face to Kerala by giving a much-needed boost to employment opportunities, the Oommen Chandy-led United Democratic Front government recently launched the Additional Skill Development Programme (ASAP), which seeks to equip thousands of higher secondary school and college students with the basic skills that are essential to build good careers and meet the ever-changing demands and needs of the job sector

by EI Bureau

A

t a time when the high rates of unemployment make up for Kerala’s Achilles’ Heel, the number of job hopefuls, too, is consistently moving northwards, with many more young people coming out of schools and colleges waiting in the wings. The worrisome number of unemployed youth (43 lakh) in the state only points to the fact that the majority of them lack the very skills that the industry is looking for. Topping the list of the employed are those with a plus two qualification, followed by graduates, post-graduates, and the technically qualified. On one hand, the Kerala government is promoting the culture of entrepreneurship to arrest this unemployment trend. On the other hand, the ASAP initiative holds out a promise for the next generation of job hopefuls.

An initiative of the Departments of Higher Education and General Education, ASAP is part of the State Skill Development Project that is aimed at advancement of Kerala’s society. The Department is developing skill modules in association with industry bodies such as the Confederation of Indian Industry, the Federation of Indian Chambers of

EDUCATION INSIDER I February 2013

Commerce and Industry, the Institute of Cost and Works Accountants of India, and the National Association of Software and Services Companies (NASSCOM). It has also held talks with institutions such as the National Stock Exchange and the Institute of Chartered Accountants of India (ICAI).

Memorandums of understanding have already been signed with the NASSCOM and the ICAI. Going by the basic

framework, the industry will define the curricular objectives of ASAP, vet the training modules, provide resource persons for training, extend internship opportunities (with 55 per cent stress on practical training), and evaluate students’ performance in the programme.

As the country is marching ahead with an ambitious target of equipping

500 million people with required industry skills by 2020 under the aegis of the National Skill Development Mission, Kerala is striving to transform Kerala as a human resource hub through ASAP. The programme aims to impart industryspecific skills to students in select schools and colleges alongside their regular studies through modular courses.

Communicative English and basic IT modules are an integral component of ASAP. Enrolment of students to ASAP is to be made through feeder institutions and select schools and colleges. Aptitude tests will be conducted to gauge students’ skill levels. Subsequently, they will be given counselling on making the right skill development choices. A 300-hour-ayear skills enhancement module will be at the heart of this programme and each student will have to undergo a mandatory 180-hour module in communication skills and information technology. ASAP programme has three levels. The first level will be up to 300 hours, while the second and the third levels may go up to 500 hours.

All these details on ASAP were made public at a recent workshop in Kochi, Kerala.

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COUNTERPOINT Mahasweta Devi

‘Prioritise education on the basis of needs’ Renowned writer and social activist Mahasweta Devi is 87 years old. Yet, age hasn’t stopped her from raising voice for the cause of the suppressed, oppressed, the abused, and the poor. She is pained by the death of a 23-year-old woman following brutal rape and murderous assault in Delhi at the close of 2012, disenchanted by West Bengal Chief Minister Mamata Banerjee’s “unreal” model of poriborton (social, economic, and political change), and enraged by the eviction and unfair rehabilitation of families from the areas in and around Vallarpadam Container Road in Cochin, Kerala. Her writings are just an extension of her real self. She says education should help you learn about the neglected sections of society and give you the power to heal. Honoured with the Jnanpith, the Ramon Magsaysay Award, and the Padma Vibhushan for her contributions to the field of literature and education, Mahasweta Devi firmly believes that history is made by ordinary people. She says it is high time we realised the importance of folklores, ballads, and indigenous knowledge. For her, traditional knowledge is equal to, or sometimes above, the modern education system. In an interview with Education Insider, Mahasweta Devi says that the Indian education system has to be prioritised on the basis of our needs

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EDUCATION INSIDER I February 2013

by Sumithra Sathyan

What is your concept of education?

I believe in small things. If someone is naked, we must give him clothes. If there is no drinking water (in a region or locality), we must think of a solution.

Similarly, the problem of hunger can be solved by provision of food only. We need not depend on dogmas, or technology, or even education, to make these things happen. In that sense, education of values is more important than what we get from textbooks.

How can we sharpen our thoughts?

As I said before, if your education is not helping you support society, then it is a failure. Your education can influence your thought process as well. So, I feel that we must have a relook into the present system of education. I am not saying that I am against it. But a change in our priorities is the need of the hour.

Do you think a revamp of the education system is the need of the hour?

Education should teach us how to address a problem, instead of creating another problem while solving one. This is exactly what has happened with big projects, like the Koodankulam and Jaitapur nuclear power plant projects. I agree that we are faced with power shortage, but are nuclear plants a final solution? We need to teach our children to explore.

In that sense, I think we need to revamp the present system of education.

Are you optimistic about overcoming the class and caste-based divisions in our society?

During the British period, we had denotified tribals. They were classified as criminal tribes. The police never checked whether a member of this tribe had committed a crime, but if you belonged to that tribe, you could be caught and beaten up cruelly. I have worked for them and campaigned against their oppression and classification as criminal tribes. At that time, literacy was a problem. These tribes were illiterates. They never realised their own plight simply because that they were not aware. Lack of awareness comes from lack of education. So, what we need is education for the rise of the lower caste. Then only can they realise their power. Then only will they treat themselves as equals with others. I am optimistic about doing away with these caste-based divisions.

Education will herald the change and it is now considered as a basic right.

EDUCATION INSIDER I February 2013

Fighting for the farmers Mahasweta Devi is spearheading a movement against the “unfriendly” industrial policy of the Mamata Banerjee-led West Bengal government.

She is against confiscation of large tracts of fertile agricultural land from farmers by the state and subsequent allocation of the same to industrial houses at throwaway prices. In the recent past, she had also criticised the rampant commercialisation in and around Santiniketan, Rabindranath Tagore’s nursery of the arts and peace where she had spent her formative years. She is also the founding member of Budhan Theatre, a theatre group of Chhara Denotified Tribals of Gujarat. This group is promoting literacy among tribals.

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MOTIVATION Association of Learning Disabilities of India

You, your child, and Dyslexia...

V V Joseph, a marine engineer, works for children suffering from Dyslexia, a learning disability or developmental reading disorder that occurs when the brain does not properly recognise and process certain symbols. Joseph, who suffered from Dyslexia during childhood, believes that children can overcome this learning disability with the help of others. That is exactly what he does through his NGO, The Association of Learning Disabilities of India

by Neethu Mohan

W

hat do British writer Agatha Christie, German theoretical physicist Albert Einstein, Tuscan polymath Leonardo da Vinci, British inventor Alexander Graham Bell, American inventor Thomas Alva Edison, and American actor Tom Cruise have in common? During their childhood, they all suffered from Dyslexia, a learning disability that occurs when the brain does not properly recognise and process certain symbols. It is a condition that is rarely identified as the main reason behind a child’s poor performance or disinterest in studies. Therefore, he/ she may be at the receiving end at both school and home, with neither the parents nor teachers realising the difficulties (in learning) being faced by a child. This is an area where the child needs to be understood well and given adequate attention and assistance.

Established by V V Joseph, a marine engineer, the Association of Learning Disabilities of India (ALDI) is an NGO that helps the student community overcome their learning disabilities.

ALDI is the first NGO in Kerala that attends to the needs of Dyslexic children.

Joseph says, “Being a Dyslexic child, I had struggled a lot. Those days, the term ‘Dyselxia’ was not known to the world.

But people helped me in overcoming my disability. I had my own methods as well to tackle the problem. Knowing well the

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problems faced by Dyslexic children, I wanted to help them. So, I decided to become the voice of the voiceless (children). That was how ALDI was born.”

For the past 25 years, ALDI has been conducting training programmes for both teachers and parents. It has the assistance of 300 parent support groups. Apart from a 20-month training programme for parents, ALDI conducts remediation training programmes for professionals interested in remedial teaching. It also trains resource groups. ALDI also created a system called “ARMS” (Aldi Remedial and Rehabilitation Measures) to help children cope up with learning problems. ALDI has conducted several scientific studies as well to make its programmes more focussed and meaningful.

Joseph says, “Dyslexic children need special care and attention. It was very difficult to create awareness among parents about the condition of their children. What made matters worse was the fact that children were not given any exemptions in schools. Some private schools even expelled Dyslexic children.

Unavailability of clinical psychologists was another major challenge we had faced.”

Today, ALDI is better equipped. It adopts schools that are academically and economically backward. It has adopted

V V Joseph

some rural, tribal, and international schools in Kerala, Maharashtra, and Karnataka. Other than holding awareness classes for parents and teachers, ALDI imparts basic skills to children from the lower primary section and extends continued support till middle school.

Even the needs of high school students are met through counselling and motivational classes.

Designed in 2000, ALDI’s adaptive pre-school curriculum has been imparted in over 55 schools in Kerala. This curriculum is the brainchild of Joseph, who weaved together 123 skills and skill-based activities in consultation with educators and field professionals. He has also written a book, titled Ninte Kunjine Nee Ariyumo (Do you know your child?).

Know your child well. They need you more than anyone else.

EDUCATION INSIDER I February 2013