Education Insider

RNI No: 114514 KERENG/2012/41957

THE INNOVATOR: Pavan Soni

EXCLUSIVE INTERVIEW Not much education happening in India Michel Danino

December 2012 l `50 $5 www.educationinsider.net

A Tribute To The Bastions of Culture We take a look at the arts scene in India today and pay tribute to three leading institutions that have been preserving our classical art forms

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Volume 1 Issue 9 | December 2012 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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Race To The Top, or Race To Nowhere?

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America will not succeed in the 21st century unless we do a far better job of educating our sons and daughters… And the race starts today. I am issuing a challenge to our nation’s governors and school boards, principals and teachers, businesses and non-profits, parents and students: if you set and enforce rigorous and challenging standards and assessments; if you put outstanding teachers at the front of the classroom; if you turn around failing schools – your state can win a Race to the Top grant that will not only help students outcompete workers around the world, but let them fulfill their God-given potential.” – Barack Obama, July 24, 2009 Seen from America’s perspective, it’s a desperate call to overcome the current economic challenges and regain the solid image of being a well-disposed super power. While the promise of Obamacare has helped the US President retain office for the second consecutive term, the ‘Race to the Top’ initiative seems to be an overemphasis on the value of success by gaining a competitive edge over the rest of the world through a civilisational race for excellence. Should economic success be the sole objective of education, or fulfillment of the much-needed universal social resolve of being good humans guide the new age of learners?

Perhaps, it is this failure to look within and adopt an organised, value-based culture of human development that makes renowned historian, writer, educator, and thinker Michel Danino say that the Western value systems have collapsed and they are bearing the brunt of it.

Warning India of a similar fate, Michel says the country needs to dig into its ancient past and revive values that are essential for allround development of the nation as well as its people. For now, he says the situation is precarious on all fronts, especially education.

Thankfully, there’s one area where India can breathe easy – its cultural heritage. Through our cover story, we pay tribute to the Indian institutions that have been grooming the younger generation in various forms of performing arts. It is just because of their immense contributions to the arts scene that India’s rich ancient culture is still vibrant today. However, as Michel says, there’s a lot more that India can and should do.

EDUCATION INSIDER I December 2012

CONTENTS 26 COVER STORY THE REGULARS 10 Edu Capsule

29 Cover Story Interviews

12 News Plus

This section sheds light on the challenges in the field of arts with expert opinion from the following personalities

16 Personalities International Space Station Commander Sunita Williams sets a record yet again in space

A Tribute To Bastions of Culture 106 Motivation A 14-year-old will be the first Indian to make a ‘personal contact’ with Mars

What are the cultural exigencies of the present day? We pay tribute to three leading institutions – New Delhi-based Sangeet Natak Akademi, Kerala Kalamandalam, and Chennai-based Kalakshetra - that are not only sustaining the younger generation’s interest in the performing arts of India, but also keeping our connection with the rich traditions of the past intact. We take a look at the learning programmes offered at these institutions and the challenges they are facing in preserving the art forms

EXPERT INTERVIEWS

Shanta Serbjeet Singh, Vice-Chairperson, Sangeet Natak Akademi

Karunaker K Menon, Deputy Director, Kalakshetra Foundation, Chennai

18 Michel Danino

BRAINWAVE 44 Vikrant Dutta Air Force Officer Vikrant Dutta has written his first novel in balladic form, ‘Ode To Dignity’

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Noted historian, writer, and educator Michel Danino says emphatically that there is not much education happening in India. Indian institutions are just about managing to help children in acquiring some skills, and even this skill development process is lacking on several counts, says Michel

99 M D Sreekumar State-owned HMT is on a reinvention path, so should be the Indian education system. HMT Managing Director M D Sreekumar says the IITs have lost their sheen with a steep decline in the quality that was once there in the sixties and seventies

P N Suresh, Vice-Chancellor, Kerala Kalamandalam

COLUMNS 39 Dr B Ashok, IAS A reality check for civil service aspirants vying for the IPS

41 Tareq Mahamud The multilayered education system of Bangladesh

23 Pavan Soni What’s stopping us from being independent thinkers?

EDUCATION INSIDER I December 2012

CONTENTS THE LEARNING CURVE 59 Looking South One of the most essential goals of an education system should be to produce socially responsible citizens. While there are bitter critics of the private players’ tendency to merely focus on profit-making, several new generation selffinancing professionals as well as some pioneers in the field from the same fold are making sincere efforts towards extending the benefits of technical, management and medical education to the backward sections of society. They all share one common vision, that of being global centres of excellence. Our focus is on a select group of self-financing institutions in this special section

48 Edupreneur G P C Nayar, Founder, SCMS Group of Institutions

FOREIGN CAMPUS

36 University of Copenhagen Ranked 51 in the Times Higher Education-QS World University Rankings 2012, University of Copenhagen is largest university in Denmark

INDIAN CAMPUS

52 KUFOS

The Vice-Chancellor of Kerala University of Fisheries and Ocean Development says there will be 3.2 million job opportunities by 2030

104 Campus Scan RNTC (Radio Netherland Training Center) is a world famous training centre for media professionals interested in pursuing advanced learning programmes in specialised areas of mass communication

EDUCATION INSIDER I December 2012

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FEEDBACK

Cover story on skill hunting relevant The cover story in Education Insider’s November edition, featuring the UNESCO’s Global Monitoring Report, rightly points out the chronic skill deficiency problem in India. There exists a serious skill deficiency among Indian youth. Our campuses are not industry-friendly. The education system should include more practical-based learning methods in the curriculum.

Rahul, Calicut

Malnutrition is a child killer 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.

This letter is regarding the story on child malnutrition, published in the November edition of Education Insider. The problem of malnutrition in children is very acute. Almost two million children in India die before the age of one! While India boasts of surplus foodgrain, 40 per cent of children remain underweight, as reported in The Economic Times on the basis of World Health Organisation statistics. Indeed, the Indian growth story is very hollow, considering its poor performance in healthcare, nutrition, and other developmental goals concerning economic well-being.

Rahul Seth, Delhi School of Economics, 1981 batch, New Delhi

Sex education is good for children Congratulations! Education Insider has focussed on an important subject which is hardly discussed openly in society. In accordance with the stages of growth among children, parents must answer their children’s queries on sex and sexuality. Ignorance could turn out to be disastrous as children could be subjected to abuse. They may even indulge in sexual activities driven by their curiosity.

Satheesh Nair, Kasargod

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We stand by you, Malala Millions of people are standing up for you, Malala. Keep up the fight. I love you.

Nilfar, Washington Yes, give this girl the Nobel! No one deserves it more than this girl.

The whole world is standing by you, Malala.

Alan, Mumbai Malala, you have done more in your short life than most of us. Wish you a speedy recovery. Aim high, the world is behind you.

Susan, Chennai

This is worth reading I happened to get a copy of Education Insider. It’s really worth reading. Education Insider has something unique as compared to other journals.

Rosy Fernandes, Chennai

Good story on children The interview with Miriam Haenen, carried in the May edition of Education Insider, is really relevant.

The article is really a good one, especially for Indian parents with school-going kids.

Venkanna Sangem, Mumbai EDUCATION INSIDER I December 2012

EDU CAPUSULE IGNOU’s Hindi cell at 56 centres Microsoft initiative for academicians

NEW DELHI: Indira Gandhi National Open University (IGNOU) will establish a ‘Rajbhasha Cell’ at all its 56 regional centres as part of the promotion of Hindi usage. This cell will comprise a regional director, an assistant regional director, coordinators, and staff. The main objective of ‘Rajbhasha Cell’ is to make Hindi popular and meaningful. According to Sharad Gupta, Secretary of Rajbhasha in the Home Ministry, “It is not necessary to use Hindi in its literary form everywhere. Even if we use the language daily (in spoken form), it will make the task much easier.”

SCHOLARSHIP

Kentucky University scholarships

BENGALURU: The world’s largest software major, Microsoft Corporation, is offering a new education programme to the Indian academia for capacity building.

The “Microsoft Ed-vantage” initiative will enable about 10,000 universities and colleges across India to adopt student solutions in accordance with individual needs, providing them an opportunity to compete in the global job sector on an equal footing.

New schools in Batticaloa COLOMBO: US Ambassador Michele Sison has opened two newly-refurbished schools in Sri Lanka’s east. The schools were badly damaged during the country’s long-standing ethnic conflict. Michele Sison opened the Kalumunthanveli General Tamil Mixed School at Porathivu Pattu and Munaikadu Vivekananda at Paddipalai in Batticaloa district. The classrooms, teachers’ quarters, and lavatories were built and renovated with funds collected from the US Agency for International Development and the US Pacific Command.

LEXINGTON: Kentucky University, one of the top 300 academic institutions in the world, awarded competitive scholarships to three outstanding undergraduate Indian students. Each year, five to ten scholarships are awarded to international undergraduate students. University of Kentucky offers the best in terms of teaching, research opportunities, resources, and overall experience. It offers 100 undergraduate degree programmes, more than 90 master’s programmes, and more than 90 doctoral programmes across 16 academic and professional colleges.

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EDUCATION INSIDER I December 2012

Sanskrit University gets Pro-VC

BAE Systems’ social initiatives

NEW DELHI: Global defence, security, and aerospace systems firm BAE Systems has associated itself with Smile Foundation, an NGO, to support developmental programmes on primary education and healthcare in rural and urban communities in India. It will support more than 1,000 children aged between six and sixteen years across seven states - Haryana, Chhattisgarh, Maharashtra, Odisha, Tamil Nadu, and Uttar Pradesh. The company would support the school infrastructure, teaching staff, and classroom material requirements for children in Bilaspur, Pune, Subarnapur, Chennai, Lucknow, Ghaziabad, and Haryana. It will also operate a mobile medical unit.

Improving the quality of PhDs

KOCHI: Dr Suchetha Nair has been appointed as the Pro-ViceChancellor of Sree Sankaracharya Sanskrit University, Kalady. The second woman to become ProVice-Chancellor in Kerala, Dr Nair has been holding the position of the Head of the Department in Journalism and Communication at Calicut University for several years. She had earlier served as the Dean, Journalism and Communication, at Calicut and Kannur Universities. Dr Nair is a member of the Board of Studies at Calicut and Kerala Universities and the Calicut University Academic Council.

Delhi gets new IIIT campus NEW DELHI: Delhi Chief Minister Sheila Dikshit has inaugurated the campus of Indraprastha Institute of Information Technology (IIIT), which had been functioning from the campus of Netaji Subhas Institute of Technology in Dwarka, West Delhi. The new campus is located at Okhla in South Delhi. The government aims to develop IIIT into a global centre of excellence. On the occasion, Dikshit expressed the hope that the seats at IIIT (560) would double in three years’ time.

VADODARA: Getting registered for a PhD programme is now difficult at Maharaja Sayajirao University, Gujarat. The Council of Post-Graduate Studies and Research has decided to overhaul the format of the PhD entrance test as part of efforts to enhance the quality of students. The Council has resolved that an additional paper on the subject of interest, a personality test, and an interview before the research committee of department will be made part of the PhD entrance test procedure.

EDUCATION INSIDER I December 2012

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NEWS PLUS

TiECon plans to foster an entrepreneurship culture KOCHI: TiECon Kerala 2012, the largest state level annual gathering of entrepreneurs, was held on October 25 and 26 at the Le Meridien Resort and Convention Centre in Kochi, Kerala.

Based on the theme of “Fostering Entrepreneurship Globally”, it called for the crafting of a culture centred on innovative entrepreneurship, both among Indians here and abroad. Inaugurated

by Kerala Chief Minister Oommen Chandy, TiECon attracted The Indus Entrepreneurs (TiE)’s 15,000 members from 61 cities and 17 countries worldwide.

TiECon, organised and hosted by TiE, is the largest professional and networking conference for entrepreneurs.

TiE is a non-profit organisation committed to promoting entrepreneurship globally through mentoring and networking education as well. TiE Kerala, a chapter of TiE, was registered on March 12, 2003, with 10 Charter members. TiE Kerala activities are directed towards fostering entrepreneurship and nurturing potential entrepreneurs through provision of opportunities enabling participants to get to know the new trends in various businesses around the world.

Giving a rare chance to interact with people who are passionate about entrepreneurship, TiE Kerala brought together leaders from various business sectors. Top-line entrepreneurs talked about

inspirational ideas and methodologies to create a future generation of entrepreneurs. “The education system must go to the people. The pass and fail system should be eliminated,” said Rev Dr Xavier Alphonse, Director of ICRDE. TiE Kerala takes active part in multiple fora to showcase businesses through exhibitions, static displays, and sharing of success stories. It conducts mentoring sessions as well as one-on-one interactive sessions to pave the way for strategic and

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operational associations and open the portals to innovative entrepreneurship models in Kerala.

Aiming to emerge as the most preferred global destination for business investments, the Kerala government is in the process of creating a more business and investment-friendly environment that will also generate more employment opportunities.

In a related initiative, TiE Kerala is trying to bring potential investors to the state.

Based on its vision of development and care, the state government is focussing on certain core sectors for sustainable growth. The government’s policy is aimed at creating a positive atmosphere wherein businesses can flourish by adopting green models. Besides, to promote entrepreneurship among students in Kerala, the government has launched a landmark Student Entrepreneurship Policy. “Education is about learning, not teaching.

The education system should create an environment where students should be able to think. We should create a space to discover them,” said Indira J Parikh, Founder President of FLAME. John K Paul, the President of TiE, A V George, the Vice-President of TiE, Ashok Rao, the Chairman of TiE Global, Kanwal Rekhi, the Founder Trustee of TiE, V Somasundaram, IAS, and S R Nair, the Additional Chief Secretary (Industries) of the Govt of Kerala and Chairman of TiEcon, were EDUCATION INSIDER I December 2012

NEWS PLUS

New Delhi hosts first National Conference of School Principals NEW DELHI: More than 500 educationists, principals, Vice-Principals, school managements, and school and state-level administrators from across the country, along with government representatives and policy-makers, participated in India’s first National Conference of School Principals 2012, a two-day conclave held on November 8 and 9 at India Habitat Centre in New Delhi.

Organised by TeacherSITY, an empowerment movement for K 12 teachers, in collaboration with Educomp Foundation, an education solutions provider, this conference enabled the stakeholders to look into the critical issues confronting schools and school principals at a practice and policy level and deliberate upon effective alternatives.

The event was supported by Uttarakhand Technical University (UTU), Central Board of Secondary Education (CBSE), National Council of Educational Research and Training (NCERT), National University of Educational Planning and Administration (NUEPA) and SelaQui Education.

Minister of State for Human Resources Department Shashi Tharoor, the chief guest on the occasion, after delivering the key note address, formally launched India’s first MBA (Educational Management and Leadership) Programme for School Principals. UTU, in collaboration with SelaQui Institute of Management, will offer this programme.

Welcoming delegates to the opening session, Om Pathak, Chairman, TeacherSITY, said: “The need of the hour is to examine the role of school leaders and explore the competencies, skills, and attitudes

they must possess to lead the schools of the future.

Research and experience suggests that school leadership alone defines the very being and character of the schools, its academic ambience, teacher commitment and competence, high student attainment and overall success of the school. Principals must thus have the innate ability to envision the road ahead, bring about alignments to lead and manage change.”

Shantanu Prakash, Trustee, Educomp Foundation, said: “We are happy to be partnering with TeacherSITY in organising the National Conference of School Principals. The conference is a platform to share ideas and views emerging from the personal practices of school leaders. This is a great opportunity for us in the education domain to suggest a way forward for finding answers to some critical questions. I am convinced that this conference will provide school managements, educationists, and domain specialists an opportunity to reflect and define a qualified doctrine for school leadership.”

Besides the MBA in Educational Management and Leadership, UTU will also offer diploma and certificate variants of the programme in convenient mode for working teachers and principals. The programme is designed to prepare principals for the 21st century schools. It is designed to address four major areas of school management and leadership - Personal Effectiveness, Instructional Leadership, Institutional Management, and Strategic Leadership.

Candidates successfully completing this programme can look forward to advancing their careers in school principalship.

(From left to right) Col B S Braria, Director, TeacherSity, Om Pathak, Chairman, TeacherSITY, Shantanu Prakash, CMD Educomp Solutions Ltd.

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EDUCATION INSIDER I December 2012

Job Oriented Courses Offered by “KELTRON, A Govt. of Kerala Undertaking”

Keltron Certification, Excellent Teaching and Evaluation Methodology

“ Committed For Quality Education ”

PERSONALITIES Sunita Williams

Sunita completes

7th record spacewalk International Space Station (ISS) Commander and IndoAmerican Sunita Williams set out on a six-and-a-halfhour excursion out of the ISS to repair an ammonia leak in the shuttle’s radiator system. This was the seventh record-setting spacewalk for Williams, the space station’s 33rd Commander and the second woman to lead the outpost since the first crew took up residency on the outpost in 2000

by Lakshmi Narayanan

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I

ndian-American cosmonaut Sunita Williams strode for more than six hours with a fellow astronaut from Japan out of the International Space Station (ISS) earlier this month. The purpose of Williams’ seventh spacewalk was to repair an ammonia leak in the shuttle’s radiator system. Before this Williams has had six successive outings into the space. The seventh one also turned out to be a record.

The two astronauts sojourned for exactly six-and-a-half hours which made it the longest walk into the space till date. The astronauts worked on the broken radiator system outside the ISS just hours after the shuttle scarcely ducked an ominous piece of orbiting junk.

The spacewalk was undertaken after the National Aeronautics and Space Administration (NASA)’s asked the space station to change its position to avoid a portion of a communication satellite that was broken to pieces in a high-speed collision three years ago.

Williams, who recently completed 100 days in space, is not missing gravity. She loves floating around, an experience she calls “priceless”. “I love being up here and I love floating around,” said 47-year-old Williams, who is currently commanding the ISS Expedition 33 crew.

“I think the mindset really is you know it is not going to last forever, so I think you take an advantage of flying around as much as possible,” said Williams, who is in space along with Flight Engineers Yuri Malenchekno of Russia and Akihiko Hoshide of Japan.

Williams was born in Euclid, Ohio, to Deepak Pandya, a neuroanatomist, and Bonnie Pandya. Williams’ paternal ancestry originates in Gujarat in India, and that of her mother in Slovenia. She attended Needham High School in Needham, Massachusetts, graduating in 1983. She went on to receive a Bachelor of Science degree in Physical Science from the United States Naval Academy in 1987, and a Master of Science degree in Engineering Management from Florida Institute of Technology in 1995.

Williams is the space station’s 33rd commander and only the second woman to lead the outpost since the first crew took up residency on the outpost in 2000. Williams, Malenchenko and Hoshide will return to Earth sometime this week. She previously lived there for more than six months during Expedition 14 from December 2006 to June 2007.

EDUCATION INSIDER I December 2012

Legacy spanning over centuries

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AISAT-Technical campus, School of Engineering, Archbishop Angel Mary Nagar, Cochin University P.O, Kalamassery, Kochi - 682011, Kerala, India www.aisat.ac.in, e-mail: mail@aisat.ac.in, Tel.No. 0484 2540360, 6526299 Fax No. 0484 2540361 Approved by AICTE & affiliated to Mahatma Gandhi University, Kottayam

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Initiatives of Educational and Charitable Trust of ARCHDIOCESE OF VERAPOLY

PERSPECTIVE Michel Danino

Not much education happening in India A foreigner in India he isn’t. Born into a Jewish family in France, a true Indian he is. With the highest regard for India’s intellectual and cultural heritage, and the awe-inspiring philosophies of freedom fighters, yogis, saints, and thinkers, especially Sri Aurobindo Ghosh and Swami Vivekananda, Michel Danino has been fighting ill-conceived civilisational concepts that are rapidly eroding the time-honoured belief systems structured on sound values and ideals.

This renowned historian, writer, educator, and thinker believes that only the fundamentally strong practices of the Vedic Age can help us save the past, correct our course in the present day, and secure the future. The author of The Invasion That Never Was (2000), he has been trying to bestow on India the honour of being the land of Aryans, a theory that junks the “imaginary invasion” of the country by this very race. Michel, who has been giving lectures at IIMs and IITs, calls for a rethink on the current methods of teaching and learning. His statement of facts on the prevalent social, political, and economic conditions in the country can make politicians scramble for cover.

Despite all the misgivings, he loves the wonder of the world called India, his permanent home since the late seventies. That’s what made him adopt Indian citizenship. A staunch follower of freedom fighter, philosopher, and saint Sri Aurobindo, Michel’s adoration and passion for the cultural ideals of a bygone age come through in his 2010 book, The Lost River - On the trail of the Sarasvati, which was well-received by the community of scholars. He has even fought for the preservation of an important pocket of a native tropical rainforest in the Nilgiris, Tamil Nadu. Convenor of the Coimbatore-based International Forum for India’s Heritage, he says India has to recapture its ancient spirit if it wants to forge ahead in terms of civilisational excellence. For that to happen, he says, India once again needs to have the humility of a shishya and learn from its rich past to achieve the position of the Guru of the world. In an exclusive interview with Education Insider, Michel takes us through a whole range of issues that require India’s urgent attention. Excerpts:

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by Dipin Damodharan

W

hat are the greatest challenges before India?

I think it is mostly a crisis of awareness. We are rushing towards a mirage, a mirage we have mistaken for growth and development. If you look closely, you will realise that it is neither real growth nor real development.

Just travel from Coimbatore, Tamil Nadu, to Cochin, Kerala, by bus and you will get to see a garbage dump snaking through all the way. The cities are becoming extremely ugly. The whole of India is becoming a garbage dump. I think the challenge before India is to understand what development means. Going by the way things are moving as of today, development or growth is absolutely not sustainable. We are repeating the errors that the West had committed 30-40 years ago. We have absolutely learnt no lessons from history.

What do you think of the current Indian education system?

It should not be called EDUCATION INSIDER I December 2012

Michel Danino

education. It is not education. I don’t see much education happening in India. There is just skill-based training, which is not education. Even the skills are not well-acquired. I am giving courses at the IIM and the IIT, and I find that the boys and girls there, who are supposed to be among the brightest in India, are not able to think properly if you ask some questions. They cannot organise their thoughts. Out of 100, I find only five who really have thoughts of their own. Others are just repeating something they have heard from some source. This (habit of being unoriginal) happens mainly EDUCATION INSIDER I December 2012

The West is in a big crisis. India has to show some direction to the West. For that, India should have the humility to become a good shishya (student) first.

As of today, India is a bad shishya because it took the worst from the West

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PERSPECTIVE Michel Danino

Current Indian education system

What I love least about India is the way the people treat our invaluable heritage

because the whole school system trains them only to repeat.

They are not trained to think independently. Independent thinking is discouraged in Indian education. Therefore, I don’t call it education. The first thing an education system should do is to make one learn to think purposefully. Otherwise, how will you face the world? How will you face the problems of life? Today, the products of this education system are totally ill-equipped to face life. Recently, some industrialists in Tamil Nadu told the media that out of all the students coming out of the engineering colleges there, only 10 per cent are employable, and 90 per cent unemployable. Can you call this education? It is sheer wastage of time. Most institutions, barring a few like the IITs and IIMs, are in a pathetic condition.

Most government universities are hotbeds of corruption and nepotism. Where are we headed? The intellectual quality among a majority of Indians has been declining drastically in sharp contrast to the older generation. Our ancestors were better trained intellectuals.

So, is a massive overhaul the best solution?

We have to institute different principles. We have to recapture the ancient Indian spirit of education. The ancient system taught us that human beings are composed of different parts, the Pancha Koshas (Annamaya, Pranamaya, Manomaya, Vijnanamaya, and Anandamaya). We need separate learning modules to learn about each of the Pancha Koshas. We have to impart all kinds of education, including training in martial arts, aesthetics, warfare etc. In the ancient times, India had a meaningful, value-rich education system. That is what we have totally lost. What’s the artistic component (of education) when a child reaches plus two? We have a narrow system of education today.

What should the government do?

Do we have a government? If we have a government, we can talk about it. Our so-called government is seized of issues

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concerning its survival. It is trying to govern itself. Governing India is not a part of its concern.

What is the root cause of this pandemonium?

There are many root causes. During the days of the freedom movement, we had great luminaries like Swami Vivekananda, Aurobindo Ghosh, and Rabindranath Tagore.

These great thinkers had said, “We have to create an independent India on her own foundation, her own ancient culture.” That never meant you have to live like an ascetic, or a saint. The point I am trying to stress upon is their attitude towards life. All of them were very concerned about education during those days. But after independence, nobody paid attention to any of these great thinkers. Whatever our politicians have done after independence is just patch work.

We never have a long-term, in-depth policy on anything. For instance, take the energy problems India is faced with today. It could have been addressed 30-40 years ago. But we didn’t have an energy policy 40 years ago. I visited Israel in 1971. During

Danino questions the Aryan invasion theory in his book ‘The Invasion That Never Was’

EDUCATION INSIDER I December 2012

A certain section of intellectuals, who claim to be secular, are afraid of the spiritual background of Indian culture

those days, it was compulsory for every house in Israel to have a solar water heater. Why can’t we do such a simple thing here?

We have built thousands of huge flat complexes in the most unecological way. The government has no vision. That’s why I say we have no government.

Since you are an expert on ancient Indian history, what do you have to say about the state of history as a subject in the Indian education system?

I found that history has been distorted in a horrible way in India. I have interacted with a lot of students in schools and colleges. Many students confided in me that they hate the discipline. They call history classes “the sleeping pill”. The problem is with presentation. History is presented as a subject on rulers and dynasties. That is just the outer shell. What happened within those stories was more important. What were the principles on which they were trying to govern? How was their societal set-up? We should include all these elements in history. After all, history is simply something that creates a new sense of belongingness to a certain stream of civilisation.

If you don’t get the sense of belongingness that you are a part of a certain civilisation, then your history teacher terribly failed in teaching you the right thing. Real history gives you strength and self-confidence. Read about the water management system of ancient Indians. It’s absolutely remarkable. In medieval times, the ponds were interconnected in the villages of Tamil Nadu and Karnataka. The people there had great engineering skills. So, see, history is all about recapturing that spirit of smart evolution, learning, and meaningful living.

Why did the distortion of history happen?

A certain section of intellectuals, who claim to be secular, are afraid of the spiritual background of Indian culture. All the great texts of ancient India, that many foreign scholars admire, have to be studied by all Indians. But our secular intellectuals are afraid of it. They claim that study of ancient texts will only create fanaticism and chauvinism. That thinking is too immature. If we study it in the right way, it will kill fanaticism.

Without the spiritual background, India is nothing. India will disintegrate if it loses its great heritage. It is the only thing that

Ruins of Nalanda University

EDUCATION INSIDER I December 2012

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PERSPECTIVE Michel Danino

Out of all the students coming out of the engineering colleges in Tamilnadu, only 10 per cent are employable, and 90 per cent unemployable

Education should be about the complete development of every part of our beings. It should not be job-oriented. If it is job-oriented, it will become totally distorted holds India together. These are issues that have to be debated. But unfortunately, honest debate is not encouraged in India. We have to create an atmosphere where intellectual debate is conducted in a civilised manner.

We need to inspire our students to learn about our great past.

For that, we have to produce good teachers. Now, 90 per cent of our teachers take up teaching only because they don’t get a better job. This profession (teaching) is in great need of respect, love, and dedication.

According to you, there is no reliable evidence to describe Aryans as an incoming entity. But conventional Indian historians have not accepted it so far. Why? This is a huge issue. I wrote a small book (The Invasion That Never Was) on this subject many years ago. This is the subject of my next book as well. There weren’t any scientific roots to prove that Aryans intruded into India. Geneticists say that Aryans settled in India at least 40,000 years ago. My forthcoming book conducts an in-depth study of the Aryan issue. The Aryan invasion theory is no longer accepted due to lack of archaeological evidence.

How do you define education?

Education should be about the complete development of every part of our beings. It should not be job-oriented. If it is job-oriented, it will become totally distorted. Job should be an automatic result of education. Education is just a method of letting a child blossom. We have to encourage activity-based learning, through which students can acquire skills much faster.

Education has to address the full development of every part of an individual.

What do you love the most about India?

It still has valuable remnants of a rich past. What I love least about India is the way the people treat its invaluable heritage. Every individual should undergo an internal transformation for India to move ahead. The culture mentioned in the books is long dead. We have to revive that culture in our daily life. As Aurobindo said, “India has to be reborn; her

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ancient spirit is the key.”

The West is in a big crisis. India has to show some direction to the West. For that, India should have the humility to become a good shishya (student) first. As of today, India is a bad shishya because it took the worst from the West.

Honest debate is not encouraged in India. We have to create an atmosphere where intellectual debate is conducted in a civilised manner. A certain section of intellectuals, who claim to be secular, are afraid of the spiritual background of Indian culture

EDUCATION INSIDER I December 2012

THE INNOVATOR Guest Column Pavan Soni

Developing independent

thinking Independent thinking is a hallmark of innovators and leaders alike. If one has to be told what exactly needs to be done, then we better have machines and computers, for at least they don’t get tired!

The inability of independent thinking that gets manifested in the form of groupthink or risk-aversion is indeed plaguing our society and workplace

I

was recently helping the European Business Group conduct a survey of innovation practices of European companies in India. As a part of this exercise, I interacted with numerous business leaders of European MNCs, including Philips, Bosch, Ericsson, and Nokia Siemens Network, among others. When asked about the difference between the quality of talent available in India and that at Europe, most business leaders were of the opinion that there doesn’t exist much difference in terms of technical skills, but there was indeed one area of concern. The concern, which is indeed a real concern, is that most Indians lack the ability to think independently.

In a work context, independent thinking would mean proactively addressing a problem before it becomes apparent to others, and with a solution which is not prescribed. Most Indians, even my experience says so, have to be told about a problem and what exactly needs to be done, and then it’s just a matter EDUCATION INSIDER I December 2012

of time before it’s done. One might argue that Indians are creative, and people could cite the recent advents of frugal innovations from across India. But such innovations lack scalability, and are mostly make-shift, good enough solutions to genuine problems, hence I don’t deem these to be any good innovations.

Independent thinking is a hallmark of innovators and leaders alike. If one has to be told what exactly needs to be done, then we better have machines and computers, for at least they don’t get tired! The inability of independent thinking that gets manifested in the form of groupthink or risk-aversion is indeed plaguing our society and workplace.

Our institutional underpinning in the form of culture, norms and traditions, shape our behaviour, and that in turn define our achievements. Our political, educational, bureaucratic, and even commercial systems are shaped by these psychological and sociological barriers, and now is the time to

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THE INNOVATOR Pavan Soni

to challenge the dogmatism which has been carried over unquestioned. Science-based education, and the resulting objectivity, has given us some of the most modern benefits, and also made us live life more fruitfully. Finally, one mustn’t perceive science to be a subject, but rather it must be thought of as a way of life, where one develops a critical view towards things without being cynical.

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Letting students make tough choices:

Another peril of the overprotective society that we live in is that it infuses into us the traits of subservience, obedience, and tolerance. The rampant corruption, injustice against women, children and other weaker sections of society, and other social evils are all reflections of such not-rocking-the-boat kind of traits. Change, be it social or organisational, calls for defiance and courage, and such characteristics can be systematically induced at an early age. While proper guidance has no substitute, too much of hand-holding could mean the student not being prudent enough.

The recent herding behaviour towards pursuing an engineering education, followed by the more recent flocking towards MBA education is a manifestation of how an absence of independent thinking can land students into situations incongruent with their strengths.

If schools and colleges expose students to a wider array of options, and help them assess the various alternates, I am sure students might be able to make better choices.

At least, students won’t blame others for the effects of choices they have made, as finally, one has to learn to take ownership of one’s own fate.

relook at some of the ‘taken for granted’ ways of doing things. Let me start with our education system, which, I believe, has the greatest potential in shaping the thought process and the actions for the forthcoming generations.

So, here is my five-point agenda on how schools, and more importantly, colleges can cultivate independent thinking amongst our students.

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Infusing objectivity through science:

One of the greatest gifts of education is science.

It’s not to undermine the importance of arts and commerce, among other disciplines, but to underscore the importance of the discipline of science that offers the ability to reason. Reasoning, and the resulting objective thinking, is very important for the development of an individual, or society at large.

Often we fail to give a critical thought to some of the traditions that are being blindly followed. Whether it be the gospel of ‘earth being at the centre of universe’

by Church, or the Sati Pratha in the not so old ancient Hindu civilisation, an objective view is required to bring about the necessary correction. I am not here to dismiss the value of ancient wisdom, but surely here

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3

Celebrating successes and making heroes: Stories have a profound impact on the

way we perceive the world around and choose to lead our lives. Our heroes, mythical or real, epitomise the kind of behaviour we treasure and want to inculcate in our next generations. Because history is a good teacher, and teachers are good historians, teachers can have a profound impact on the way students lead life.

The question is what types of heroes do we celebrate at our schools and colleges? Recently, there has been a new crop of entrepreneurs who have defied the rules and are busy building wealth for themselves in a socially responsible manner. Many call them as ‘social entrepreneurs’. These are the right kind of role models that we need for our youngsters. The social problems that our nation faces, coupled with the enormous power that our youngsters possess, make the right mix to motivate our individuals and bring about positive change. School curriculum could have stories about such feats, colleges could organise guest lectures, and take active role in exposing students to social refinement opportunities through systematic projects and training opportunities.

EDUCATION INSIDER I December 2012

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Rebuilding the moral fabric: India’s

conventional wisdom is very rich, and the relevance in many ways hasn’t lost out. The virtues of patience, hard work, honesty, and healthy lifestyle that our ancestors practiced and preached are somehow getting lost in the process. The advent of nuclear families and busy parents has rendered children clueless on some of the essential ingredients of responsible living. The crimes in schools and colleges, and the rampant cases of distress amongst students are manifestations of the loose moral fabric. In the absence of a joint family-based system, schools have to step in to cultivate the virtues of discipline, foresightedness, and value-based living. One must not construe independent thinking to be against the aforementioned virtues, but instead against the dogmas brought in the traditions. Once again, independent thinking would help students decipher the differences between virtues and vices of our conventional wisdom.

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Inculcating an experimental disposition: Where do students enjoy the most

- in a theory class, or a laboratory session? I deem that they are rather thrilled in a lab while performing experiments, for the intent of experiments is learning and even failure are quite useful. The same attitude towards life don’t transition beyond the labs. The role of teachers hence is to develop a disposition of experimentation amongst their students, and that of taking half-chances.

Playing safe and looking for certainties all around is a very mean-centric behaviour, while most of the progress in life is about variance - expansion. An experimental, non-conformist and independent thinking attitude is what could be set very early on in one’s life. It can have a real bearing on what one ends up becoming. I can never ever

impress more on the role of teachers on setting up these attitudes, and not surprisingly, even at graduation levels, such changes could be systematically brought about.

So what did we learn? We learnt that in today’s world, the ability of independent thinking is quintessential for one to be different from the crowd, and lead a career that is not just well-paying but also socially responsible. While institutional forces and the associated psychological underpinnings induce subservience, tolerance, and obedience amongst our students, proper education can help overcome such ‘iron curtains’. More specifically, teachers can cultivate rationality amongst students, help build their decisionmaking skills, celebrate success, infuse morality, and induce an experimental attitude amongst students. I am sure if the future of this country depends upon students, teachers are the real architects. That’s the reason I chose to be one.

About the author

EDUCATION INSIDER I December 2012

Pavan Soni is an Innovation Evangelist by profession and a teacher by passion. He is currently pursuing his doctoral studies at IIM Bangalore and focusses on 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 consults with leading organisations, assisting them in honing a culture of innovation. He has written over 15 articles and papers on innovation, and has contributed to four books on the subject. More on him is available at www.pavansoni.net.

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COVER STORY A Tribute To The Bastions of Culture Part

1

A prayer in the name of

by EI Bureau

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Graphic image of world renowned dancing couple Dr Raja and Radha Reddy

EDUCATION INSIDER I December 2012

T

he celebration of life emanates from an appreciation of the culture of a civilisation. As the body rhymes, swings, slides, rises, swoons, folds, stretches, saunters, leaps, stupefies, then regains composure, and freezes with a hand-clasping finale matching each musical note from start to finish, the face automatically abides by the rapidly changing moods conceptualised in a drama, merging the performer with the higher self and giving him/her an emotional, creative, and intellectual power to depict/ showcase the values of an age-old culture that rests on the beauty and mysteries of eternal love and life.

It’s not a mere celebration of life.

It’s a celebration of our very being.

Performing arts are art forms enabling an artiste or learner to use his/her face, voice, and body to present multiple hues of emotions, thoughts, and expressions. They can produce many positive effects on a child’s development in terms of learning, family life, and cultivation of the right social behaviour.

Music, dance, opera, acting, and drama come within the fold of the performing arts. They nurture a child/student’s innate talents in the following ways: Harmonious development: Firstly, learners are encouraged to showcase their talents without any inhibition, fear, or self-doubt.

Only when a child learns about his/her hidden talents can he/ she develop his/her personality in a harmonious way. By helping a child understand the power of imagination, concentration, reflection, perception, mental equilibrium, inner power, the art of processing good thoughts, and the means to give a fine shape to

EDUCATION INSIDER I December 2012

In an interview with Education Insider, Sangeet Natak Akademi Vice-Chairperson Shanta Serbjeet Singh talks about the current arts scene in India

‘There is a dynamic renaissance in the arts’ H

ow is the arts scene in India today and how is the Sangeet Natak Akademi helping sustain the youth’s interest?

The country is going through very challenging times in every field, be it commerce, science, politics, or, of course, the arts. There is a dynamic renaissance in the arts, which, in its scope and range, matches the process of discovery of our arts and heritage in the early years of our republic. Sangeet Natak Akademi is fully involved in this process of continual rediscovery and renewal. A big part of the Akademi’s focus is on engaging with the youth by identifying new and upcoming talent, supporting it through various grants, production and performance schemes and awards, especially for the young, such as the Bismillah Khan Yuva Puruskars.

What fails the performing arts from acquiring the status of a sound career option?

There are many reasons why the performing arts or any other arts for that matter, such as the visual arts or the literary pursuits, prevent the field of artistic activity from being looked upon as a sound career option. While professions like engineering, medicine, business, and law can be measured by professional degrees and diplomas, quantified and slotted into specific, measurable categories and assured of predictable, measurable returns, the arts are, on the contrary, intangible, mysterious, and not open to easy categorisations.

Is it the lack of a proper national platform or the general public’s ignorance that is leading to the erosion of the arts?

I do not think of the cultural scenario as a matter of alarm and pessimism.

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creative endeavours with a touch of originality, performing arts assist him/ her in the development of a well-rounded personality with multiple skills. From lessons on physical and mental fitness to moral, ethical, and social values, the child gets to learn the essentials of healthy living.

Knowledge expansion: Lessons on music, dance, drama, and acting enhance the quality of (both verbal and body language) communication and sharpens one’s mental ability. Performing arts provide a student with the opportunity to familiarise and connect oneself with the most valuable history and culture of the world, or a country, work on the finer aspects of a certain field of study/interest (songs, instruments, scripts, nuances), expand knowledge by reading relevant subject matter, and gain mastery in one’s physical actions as well as vocal/speech delivery. Improvisations help a student in developing and polishing the art of self-expression and imagination. Over a period of time, a student can fulfill his immediate or long-term goals by being diligent, calm, self-disciplined, and focussed towards the task(s) at hand with a greater degree of perfection.

Overcoming stress: Performing arts are purely centred on the joys of life. They can help a person overcome stress. The visual treats at performing arts festivals and historic cultural sites present a lighter, brighter side of life. They can calm the mind and body. Performing arts can boost the confidence level in a person and play a great role in emotional and cognitive development.

Skill development: The art of selfpresentation is the centrepiece of the performing arts. Therefore, what matters most is the mastery over one’s skills. Be it impersonation of historic or fictional

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characters, or matching the higher and lower pitches of music with smooth modulation, or the right presentation of the mudras, the skills associated with these art forms can help you take on the challenges of life by putting up a brave front.

Indian performing arts institutions There are many reputed performing arts institutes in India that have been consistently producing world class artistes. Sangeet Natak Akademi, New Delhi, is the first national academy for arts set up by the Central government.

Since its inception in 1952, the Akademi

has been functioning as the apex body for preserving and promoting the vast intangible heritage of India’s diverse culture, expressed in the forms of music, dance, and drama.

The Akademi establishes and looks after institutions and projects of national importance in the field of the performing arts. The National School of Drama, New Delhi, the Jawaharlal Nehru Manipur Dance Academy in Imphal, and the Kathak Kendra, New Delhi, were established by the Akademi. It has also been extending its support to endangered art forms, including Koodiyattam of Kerala, Chhau dances of Eastern India, and Sattriya traditions of Assam.

Among the other notable institutes are Kerala Kalamandalam and Chennaibased Kalakshetra Foundation. Kerala Kalamandalam, a Deemed University today, was founded by renowned poet Padmabhushan Vallathol Narayana Menon in 1930 along the banks of the river Nila in Cheruthuruthy village of Thrissur district. It imparts training in Kerala’s classical performing arts, including Kathakali, Koodiyattam, Mohiniyaattam, Thullal, and Panchavaadyam.

Kalakshetra Foundation, established in 1936 by world famous dancer and choreographer Rukmini Devi Arundale, conducts courses in Bharatanatyam, Carnatic Vocal and instrumental music, the visual arts, traditional crafts and textile design, textual heritage, aesthetics, history and philosophy.

We salute these and other institutions for the immense contributions they have made to India’s cultural scene. In the successive sections, we take a look at how three major cultural centres of India are making persistent efforts towards preserving India’s rich cultural heritage.

EDUCATION INSIDER I December 2012

A Tribute To The Bastions of Culture Cover Story Part

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Kerala will soon have more Kalamandalam centres P N Suresh, the Vice-Chancellor of Kerala Kalamandalam, has been instrumental in securing the Deemed University status for this centre of excellence. In an exclusive interview with Education Insider, Suresh says that Kalamandalam strictly follows the ‘Gurukula’ system of education without any deviation from the University Grants Commission (UGC) norms

by Tony William

W

hat courses are available at Kerala Kalamandalam and how are the students selected?

Kalamandalam offers programmes for training in classical dance and theatre forms, including Kathakali, Mohiniyattam, Koodiyattam, Thullal, Kuchipudi, Bharatanatyam, and Nangiar Koothu, besides the traditional orchestra called “Panchavadyam”. Training is also provided in various percussion instruments like Chenda, Maddalam and Mizhavu.

The admission notification appears in all dailies.

Admissions are open from eighth standard onwards, and one can continue education until post-graduation.

Students can also directly get admitted to graduate and post-graduate programmes. However, these students have to fulfill a few prerequisites.

We offer graduate programmes in 14 disciplines, postgraduation in six disciplines, and the doctorate programme.

Tell us about the Gurukula system.

We strictly follow the traditional Gurukula system, the ancient system of education based on residential tutelage.

We were successful in convincing the UGC about the significance of the Gurukula style of teaching, and that helped us attain the Deemed University status in 2005. The Gurukula system is an important aspect of Kalamandalam’s heritage. It is strictly followed without deviation from any of the UGC norms.

Tell us about Kerala Kalamandalam’s tie-ups with other establishments and institutes.

The Indian Council for Cultural Research, New Delhi, has been facilitating student exchange programmes, including Indian as well as international students, with Kalamandalam.

We also have close association with the Kerala Tourism Department. “A Day with Masters” is a special tourism

EDUCATION INSIDER I December 2012

initiative organised by the Kerala Tourism Department at Kalamandalam, where art appreciators from across the world get an opportunity to interact with acclaimed exponents of Kerala’s performing arts.

Does Kalamandam face the problem of faculty shortage?

How do you sustain quality faculty members, especially when very few are pursuing arts as a career option?

We have the best teachers. We have never had faculty shortage. Almost all faculty members are world renowned artistes of repute. However, with the advent of the consumer culture, I am doubtful whether many upcoming artists would pursue teaching as a career option.

What are Kalamandalam’s future plans?

We are planning to start a few centres of Kalamandalam across the state. However, being a Deemed University, we need to fulfill some procedures. I am pretty sure that we will be able to implement this plan. We are planning more partnerships with universities like Visva-Bharati University of Santiniketan as we have already attained 12(B) status from the UGC. We will also incorporate more art forms in our curriculum in the coming years.

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COVER STORY A Tribute To The Bastions of Culture Part

3

Indian art forms Captivated by the exoticism, rich cultural tapestry, powerful notations of drama, linguism, lyricism, and soulful renditions in step with the ‘mudras’ of the East, foreign students have always been ardent learners of Indian classical art forms. The stream of inquisitive foreigners never runs dry at Kerala’s Kalamandalam just as the enigma of an art form never fails to tease the appetite for creativity

by Sreekanth Ravindran

F

rom colourful costumes to the intricate language of gestures, classical performing arts hold a unique place in the cultural heartlands of India, with powerful depiction of stories from Hindu mythologies and classical masterpieces of ancient poets and writers. Packed with deft body movements that comfortably rhyme and dance with the delightful plots and songs, as in a soulful reunion of two separated lovers, the dramatic impression of each classical art form has always had a mesmerising effect on countrymen as well as foreigners.

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Sarah Sohn Indian art forms command a high degree of respect and admiration among a section of foreigners with deep love for the few surviving cultural bastions of the world. Some are even tempted to embark on a quest to learn about various Indian classical art forms from the very source of cultural enrichment that has produced some great maestros – Kerala Kalamandalam.

Clad in a traditional Indian maroon-coloured salwar kameez, Sarah Sohn is an American Fulbright-Nehru Scholar at Kerala Kalamandalam. Holder of a Masters in Fine Arts in Painting from the prestigious School of the EDUCATION INSIDER I December 2012

Aline Borsari

EDUCATION INSIDER I December 2012

Arman Saribekyan

Arts Institute of Chicago, Illinois, USA, Sarah says that she is fortunate enough to be a part of Kalamandalam, one of the world’s renowned institutes for the performing arts.

Through her Fulbright project, “Gestural abstraction: Create paintings based on the research of Kathakali dance in Kerala”, Sarah intends to be a master painter of the ‘Kathakali genre’ by conducting research on the dance drama’s significance in the history, mythology, and culture of storytelling in Kerala.

“As I am affiliated to Kalamandalam, I can sketch on-site at the theatre and engage in interviews with Kathakali actors, enabling me to collect imagery and interpret dance gestures through a series of abstract paintings,” says Sarah, who plans to exhibit her works and publish an art journal in association with Bengaluru-based The Art, Resources and Teaching Trust.

Arman Saribekyan, a Francebased Armenian actor and student of Kathakali at Kalamandalam, is a Malayali by virtue. Folding his dhothi in a typical Kerala style, he says, “Kathakali is the purest ancient art form comprising dance, music, lyrics, and acting. As an actor, I am pretty sure that my better understanding of Kathakali, one of the oldest classical art forms of the world, will undoubtedly contribute to my talents as an actor.”

Echoing a similar view, Aline Borsari, a student from Brazil, explains: “I think Kathakali, the toughest of all art forms, wouldn’t directly contribute to, or influence, my acting skills, or methods. However, its indirect interventions on the nuances of acting, in the form of gesturing and suggestive body language, cannot be overlooked.”

All foreign students of Kerala Kalamandalam have been popularising classical art forms of Kerala in their own ways. For instance, Milena Salivini, a French alumnus of this institute, founded an organisation called ‘Mandapam’ in Paris, which has emerged as an important international cultural centre conducting courses in Indian classical art forms.

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COVER STORY A Tribute To The Bastions of Culture

Retaining talented performers within the fold is essential In an interview with Education Insider, the Deputy Director of Kalakshetra Foundation, Chennai, Karunaker K Menon, says today, the challenge is no more about attracting the talent, but retaining the talented performers within the fold of performing arts rather than have them abandon it completely after a few years of learning, for other career choices

H

ow successful has Kalakshetra been in popularising art forms of South India?

Kalakshetra’s primary focus has, from its inception, been the promotion and development of Bharatanatyam and Carnatic music. And it is towards these that the Rukmini Devi College of Fine Arts (RDCFA) devotes its considerable energy and focus through its courses.

However, when we look at the legacy of our founder, the legendary Rukmini Devi, we have an enormous body of work that comprises, among other things, twenty-five plus dance dramas which involve considerable influences from other traditions too, including folk art forms, Kathakali, and so forth. Art forms are unique in that while they are repositories of knowledge handed down the ages, they are also uniquely

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dynamic in the way they thrive and find expression in the hands of performers.

Both RDCFA and the Kalakshetra Repertory Company, which performs the various choreographies included in our substantial repertoire, focus on Bharatanatyam, Carnatic music, and Kathakali, while also being mindful of folk influences.

Additionally, we also have a Crafts Education and Research Centre (CERC), instituted in 1937, which has focussed on reviving traditional South Indian weaving traditions as well as traditional dyeing methods like Kalamkari, which have now become so popular.

What courses do you offer at Kalakshetra?

We offer a range of courses that span music, dance, and the visual arts. They include four-year diploma programmes in EDUCATION INSIDER I December 2012

Bharatanatyam, Carnatic music, and the visual arts as well as post diploma programmes in Bharatanatyam and Carnatic music.

The programmes are extremely intense and include theoretical and practical components as well as a solid grounding in subjects like the theory and history of dance, Vedic heritage, temple architecture and rituals, temple visits, languages, yoga, traditional martial arts, Kathakali, and folk dance forms, that enhance and develop the student’s capabilities as an artist, an art lover, and as one with a perspective on how the various art forms integrate in a

broader framework of the art forms themselves and the spirit of the learning stream (what we could look at as the baani) within the art form. Any further dissection or comparison poses the danger of robbing us of the joy of expression and of making the performer conscious to the point of being too self-aware and paralysed rather than to be free and curious while being filled with the spirit of their learning, their years of training, and their experience.

Of course, Kalakshetra has been blessed by having an array of gurus and stalwarts whose vision and dedication have greatly shaped the learning and performing tradition of

fascinating collage of plastic and temporal arts. It is our hope that we are able to shape our students both in the context of the course they are enrolled in as well as for life.

the institution. What we can do is ensure that our approach to music and dance is in the same spirit as what they put in place, and this in itself is likely to spawn the same dedication and sincerity of purpose in the artistes emerging from the institution today.

To answer your question in such a manner as may satisfy the curiosity of readers, so much of what we do is through the Kalakshetra Repertory Company, and therefore, every time you attend one of our performances and come away thinking you have witnessed something exceptional and something soaked in tradition, you will have seen our envoys in action.

Who are the envoys of Kalakshetra today in terms of performing artistes? Have they been able to replicate the successes of yesteryear maestros?

Although it is everyone’s tendency to compare across generations, such an effort does disservice to both the artistes in the comparison effort. It also slots all learning and self-expression in a narrow band based on the observer’s guidelines of how an artiste needs to be and ultimately even limits the institution’s role within a set of parameters and possibly stifles all efforts at individuality. It is probably best to look at performing art as a means of expression within the EDUCATION INSIDER I December 2012

What was the vision of Rukmini Devi Arundale and how far have you been able to realise it?

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COVER STORY A Tribute To The Bastions of Culture Since its founding in 1936 by the legendary Rukmini Devi Arundale, Kalakshetra has worked tirelessly on her philosophical foundation of ‘art without vulgarity, beauty without cruelty and education without fear’. And through this, it has been true to its vision of promoting India’s ancient culture and set a standard of true art and seeking to build up the character of the young through the arts and to create a true centre of international understanding through the one universal language – Art. This is what animates the institution and every single one of us every single day. It is our hope that through this, all the gurus who have passed through our portals, with their willingness to share; our faculty; and all our staff succeed in creating an atmosphere that nurtures the development of the considerable latent potential in each one of our students.

What are the challenges facing Indian performing arts scene? How can we overcome these hurdles?

The challenges are manifold. Obviously, there is the aspect of cultural influence from various media. This has had a profound impact on the way in which people perceive and relate to the world. Whether people believe it has eroded sensitivities or that it has added a modern tint to cultural exploration is largely irrelevant because what matters most from the point of view of Kalakshetra is that we are able to rely on a tradition which is strongly defined and clear enough to use as a yardstick of performance and calibre in our classrooms.

The internet is bringing an aspect of ease into research and exploration. But students have to bear in mind that in the context of performing arts, this is to be used as a tool for peeping into the larger cultural framework and understanding where they themselves fit into it, but their own maturing and development can only come through an extended exposure to the arts and through the most rigorous practice regimen, and not merely through access to information on the internet or through any other technological media. However, it can help in getting younger artistes noticed and also make it possible for them to witness performances of senior artistes and gurus and learn from them.

Do you have any tie-ups with similar institutes of international repute?

We don’t have tie-ups but our campus plays host to visitors from all over the world who are inquisitive about the renowned Kalakshetra baani and about Bharatanatyam and Carnatic music. Our performers also have the opportunity to interact with artistes from other cultures during their various tours which results in their having an open mind and being able to see art as a source of joy and inspiration regardless of where it emanates from and what its manifestation may be.

How can we attract more talent and make performing arts an attractive career option?

Performing arts has always been a domain that has attracted limited numbers of people simply because its reach is not as

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broad-based as commercial art. If you look at the performing arts, the number of youngsters taking to it in the initial years (below ten years of age) is quite high. But with the passage of time, the attrition rate is high with most of them dropping out and pursuing academics or facing other choices.

What we really need to look at then, is not about attracting the talent, but retaining the talented performers within the fold of performing arts rather than have them abandon it completely after a few years of learning, for other career choices.

This is where institutions like Kalakshetra can play a significant role. If parents and students between fourteen and eighteen years of age become aware of institutions that are recognised globally and present them with opportunities to train in the arts and give them the option of pursuing performing arts as a meaningful and fulfilling career option, it would result in greater numbers of capable students staying within the artistic fold rather than be forced to abandon them because they believe there is no institution to foster them and take them to the next level, which is to get them performanceready.

What are your future plans?

As mentioned earlier, the vision of our founder animates the institution every single day. We are forever busy with classes, lectures, guest lectures, field trips, performances, events, and festivals from across the artistic spectrum, trying to provide our staff, students and performers with an atmosphere that will foster the best in them.

This year, we have been working at getting senior gurus to spend time at Kalakshetra teaching our faculty and thereby expanding our repertoire to include rare compositions which may otherwise be lost to future generations. We have already had Pandanallur Sri Swaminatha Pillai, a great guru from the famous Pandanallur baani, work with our faculty, and we staged these choreographies at a recent event. Additionally, Sri D Seshachary of the famous Hyderabad Brothers duo taught some rare padams to our faculty which have also been set to dance by our senior faculty members.

It is our hope to seek out and provide the best learning opportunities for everyone at Kalakshetra and continue to be an artistic beacon for society.

EDUCATION INSIDER I December 2012

FOREIGN CAMPUS University of Copenhagen

Velkommen, studerende!

Welcome, students! Pardon me for using Danish language to catch your attention. Have you read ‘Asterix and the Great Crossing’?

Well, this comic book, written by René Goscinny and illustrated

by Albert Uderzo, starts with the journey of Asterix and his strong and happy-go-lucky buddy Obelix towards the “edge of the world”.

Discover they did, not the edge of the world, but the Land of Vikings!

Curious? Off we go! Situated on the Scandinavian Peninsula of Europe, Denmark is one of the Germanic countries famous for the Norse mythology and depicted in the comic adventures on the Gauls and the Vikings. Well, there’s more that you and your friends can look forward to in this great country, known to be among the frontrunners in global educational revolutions

by Sreekanth Ravindran

R

anked third in the World Education Index, compiled by the United Nations Development Programme, Denmark offers an excellent higher education system that has produced some of the world’s greatest minds and enabled it to emerge as one of the best destinations in the world for international students. To be more specific, our focus this time is on University of Copenhagen, which ranks high in the prestigious list of best Danish universities.

The credentials of academic excellence and fame of this university are not just limited to the European education circuit, as it occupies a high place even in the annual global rankings on best varsities.

Times Higher Education-QS World University Rankings 2012 has placed this university at the 51st position internationally and at the 13th position in Europe. Home to eight Nobel Laureates, this renowned institution offers graduate, post-graduate, and research programmes in wide range of disciplines.

The university has world class departments for Health and Medical Sciences, Physics, Chemistry, Biological Science, Computer Science, Humanities, Law, Life

36

Sciences, Social Sciences, and Theology.

With more than 37,000 students, this is the largest educational institution in the country. Ann Brunn, Academic Advisor to University of Copenhagen, says, “We aim to groom students for a broad range of jobs in the private and public sectors. As a result, education at the University covers specific skills and scientific methods as well as more theoretical skills that will enable graduates to improve their qualifications.”

International students

International students receive a red carpet welcome at University of Copenhagen. The university offers various post-graduate programmes (English medium) in various science and humanities subjects. However, if a student is a non-native speaker of English, he/ she must upload proof of English proficiency to apply for courses in English Studies, Education, Film and Media, Philosophy, Rhetoric, Geography, Geo-Informatics and Geology. Students interested in pursuing post-graduate and research programmes at this esteemed university can contact different departments at inter@adm.ku.dk.

EDUCATION INSIDER I December 2012

Unique programmes

M

Sc in Actuarial Mathematics: Actuarial Mathematics applies mathematical and statistical methods to assess risks in the insurance and finance industries. An actuarial mathematician could be hired by an insurance company, bank, or any other financial institution. The programme includes mandatory coursework in advanced probability theory, various types of actuarial mathematics, and financial theory. It also includes a large elective portion where a student can specialise in one of these areas, or perhaps, in related mathematical or statistical problems. This specialisation continues with a master’s thesis where an actuarial mathematical expert gets to work at a scientific level with an insurance-related problem.

MSc in Didactics of Mathematics: This is a branch of Mathematics that enables a student to investigate and apply research-based theories and methods, helping others access the exciting world of mathematics and make use of it in a variety of contexts.

MSc in Environmental Chemistry and Health: This programme intends to provide students insights into the potential impacts of chemicals on the environment and human health. This is an interdisciplinary programme during which a student receives instructions from experts of different faculties and research institutions. It is composed of many subject areas, including Atmospheric, Terrestrial and Aquatic Environmental Chemistry, Ecotoxicology, Human Toxicology, Epidemiology, and Risk Assessment.

MSc in Nanotechnology: This Programme gives students an opportunity to specialise in core areas of nanotechnology. This commercially-oriented programme has been very well-received and acknowledged by Danish as well as global corporate behemoths. The working methods at the university are very well-crafted to meet the industry requirements.

‘We have research of the highest calibre’ In an exclusive interview with Education Insider, Anne Brunn, Academic Advisor to University of Copenhagen, says that the university’s central principle is that there should be a continual interaction between teaching and research How do you manage to remain on the top list of the world’s best universities?

University of Copenhagen’s overall strategy rests on a number of pillars.

We have always been emphasising on improving educational standards to meet the increasing demand of the contemporary world. We are working towards defining the framework and the direction for the University’s continuing development. In their daily studies, work, and commitment, students and employees should be able to apply their own initiatives and ideas and as EDUCATION INSIDER I December 2012

such contribute to meeting the objectives of the strategy.

What are your popular courses? Do you intend to expand your programmes?

University of Copenhagen offers a wide range of courses which are popular with our international students. The Faculty of Science offers a particularly large number of master’s degree programmes in English.

Our five other faculties continue to develop and expand their range of programmes.

How has Denmark benefited from your

37

FOREIGN CAMPUS University of Copenhagen

immense contributions to the education sector?

Education is the best guarantee for employment for young people, and education is part of the solution to how Denmark can emerge from the low growth trap. A high level of education in the Danish workforce is essential to the continued development of our society, to our economic growth and trade, and to our role in the international community.

How do you add value to your academic programmes?

University of Copenhagen is renowned for research of the highest calibre and for an excellent academic environment that challenges each student personally as well as intellectually.

University of Copenhagen has a long tradition of international cooperation, and in order to ensure that this continues and develops, priority is given to activities that will strengthen the international dimension. The University holds, as a central principle, that teaching and research should continually interact. Research is a necessary prerequisite for qualified teaching and as such provides the basis for teaching offered at University of Copenhagen.

Tell us about your policy on intake of foreign students. Do you have scholarships for such students?

The University offers a large number of Master’s degrees, taught in English, which attract highly competent international students from all over the world. Students are expected to adopt a critical approach to their academic work, make

38

active contributions in class to generate the most suitable environment at the University, and prepare for their future professional careers. The University offers a limited number of scholarships for international students.

How does your faculty help students in their academic, employment, and research initiatives?

Students are able to consult the faculty about their academic work and research throughout their studies. A number of faculties run programmes particularly with the aim of helping international students in their efforts to enter the Danish labour market during and after their studies at University of Copenhagen.

Do you have any student-faculty exchanges with other universities?

University of Copenhagen has bilateral exchange agreements with around 150 universities worldwide and around 900 department-based Erasmus and Nordplus exchange agreements in Europe.

Do you have partnerships with members of the industry?

The University of Copenhagen Department of Research and Innovation supports the enhancement of interaction between industry, public authorities, and the University. Research and innovation at University of Copenhagen form the main entry point for external contacts who wish to explore opportunities for collaboration and commercialisation of our innovative research and promising inventions and technologies.

EDUCATION INSIDER I December 2012

INSIDER VIEW Guest Column Dr B Ashok, IAS

A reality check before

you opt for IPS It is important to understand that while one could aspire to become the most decorated police officer of the country, the job demands tremendous patience and strength of character

I

PS is a highly preferred service in the Civil Services hierarchy, to which recruitment is done through the Civil Services Exam (CSE). The Indian Police Service (IPS), the successor to ‘Indian Police’ of the British times, is a sunrise service offering a challenging career to both men and women. Three to four recruits cite it as their first choice in every entry batch.

IPS also happens to be a very less understood career. Of all the civil services, IPS exudes raw power as uniformed state agents. The most visible positions of IPS are in the district police, like Commissioners, Superintendents etc. As in the case of IAS, IPS also bestows high initial responsibilities and opportunity to prove one’s professional calibre very early.

Rewards for outstanding performance in the police service are also more visible. Even Probationary Police Officers have won President’s Medals for Gallantry. Officers, after training, join as Assistant Superintendents of Police in a Police Sub-District and become SPs in four years. They spend roughly 12-13 years before being elevated as DIGs of Police. DIGs, IGs, Additional DGs and DGs manage police, law and order, intelligence, investigations, housing, transport, communications etc at higher levels. Normally, an IPS officer can aspire to attain a Director General’s rank if recruited fairly early. In addition to jobs in EDUCATION INSIDER I December 2012

the police establishment, IPS officers man specialist agencies like Paramilitary (e.g. BSF, CISF, ITBP), investigation or surveillance agencies (e.g. CBI, IB, RAW), Public Sector Undertakings, Central ministries and even cultural organisations. Some scholarly IPS officers have been in academic posts like Professors and Vice-Chancellors as well. CBI, RAW etc also offer opportunities abroad in external affairs, while the UN offers peacekeeping and police training positions in needy countries. Postings abroad carry emoluments and compensation at international rates. IPS generally offers salary and training opportunities comparable to the IAS. Career progression of IPS officers has improved very well in the last two Pay Commissions.

From the candidates’ perspective, it is important that the initial tough years in district policing are very well understood before opting for IPS. I have found many IPS recruits in confusion whether they are up to it while undergoing foundation training. The first confusion for most arises from inadequate fitness. The reality is that IPS is the only uniformed service in the country making recruitments without a competitive fitness testing. On the other hand, the Army, Navy, Air Force and most Central police agencies conduct fitness tests before recruitment is finalised. The Forest Service also has a mandatory endurance test. IPS involves only

39

GUEST COLUMN Dr B Ashok, IAS

a meeting of basic parameters of height, sight etc and no minimum efficiency is tested. As a result, a few candidates who are either obese or too frail do come in to take the rigour of training. Therefore, the IPS aspirant must devote adequate time to maintain physical ability throughout preparation even more so than the IAS aspirant. He must jog a few miles daily in the years preceding the exam and necessarily play an exacting game like tennis, or squash. Excellent stamina cannot be gained overnight. If the candidate is obese, he will do well to cut his weight by controlling the diet and engaging in planned exercises.

The initial years in unfamiliar terrain, sometimes hostile, as in Naxal-infested areas or insurgency troubled states, can be mentally very stressing. When the state language is not fully understood and one cannot fully trust the unfamiliar local force, many young trainees undergo serious rethought on their options. They start searching for opportunities to move out of state into Central agencies etc even before the mandatory period is over. If a young officer does so without gaining professional excellence as SP, there is likelihood that his career may not blossom adequately.

Without getting familiar in territorial police work, it is difficult to become conversant with higher police management. Therefore, the aspirant needs to mentally prepare for a period of hard work for some years initially under threat to own safety, without which the requisite mental toughness will not develop.

The IPS training academy in Hyderabad, one of the finest in the world, has both the benefit of highly inspiring trainers and a carefully built campus. IPS training is also a very engrossing and taxing training programme having institutional and on-the-job training phases. In addition to classroom-based and outdoor and multimedia-based training programmes, exposure attachments in jungle warfare and insurgency area operations are organised. Compared with IAS training, which has moved highly into economics-based public policy-making tools, IPS training is very skill-based. In addition to manning police positions, it enhances field

40

managerial skills and communication skills. It prepares candidates for potential tasks in corporate as well as UN agencies. I have found that our officers perform exceedingly well in international missions and training as compared to even European Officers. Many officers have taken up positions at international agencies, and academic and private companies, competing with open market candidates.

Many young officers, however, find the environment in State Police forces stifling in the initial years. Educated in excellent universities, they find the feudal service relations distasteful. Criminalisation of politics has dampened the spirit of young police officers more than any other factor. When local criminals either get sponsored by high politicians, or they themselves graduate into state legislatures either on the basis of caste clout or money power, police officers find it hard to cope up.

Another disturbing feature is the high susceptibility to corruption, especially in lower police ranks. If an IPS officer is combating corruption seriously, there is likelihood of the lower police themselves turning against him. Lobbying through state police associations and acts of indiscipline are also rising. While there are several instances of young officers braving these circumstances, the fact remains that many have succumbed to such intense pressure.

Many officers also feel that the police take the brunt of various other malfunctions of our society. Be it political violence, caste and communal tensions, or development crises - all of these add to the stress of the police. Due to these failures, the police capacity gets stretched and police officers find themselves at the receiving end without being able to act on solutions.

This leads to frustration, if not a negative attitude, in some officers.

It is important to evaluate the potential of the career before choosing it. It is important to understand that while one could aspire to become the most decorated police officer of the country, the job demands tremendous patience and strength of character.

EDUCATION INSIDER I December 2012

NEIGHBOURHOOD EDUCATION Guest Column Tareq Mahamud

Banking on a multilayered

system of learning T

he present education system in Bangladesh may be broadly divided into three major stages, viz. primary, secondary, and tertiary education.

Primary level institutions impart primary education basically. Junior secondary/secondary and higher secondary level institutions impart secondary education. Through degree pass, degree honours, and master’s programmes, higher level institutions, or equivalent section of institutions, impart tertiary education. The education system is operationally categorised into two streams: primary education (Grade I-V), managed by the Ministry of Primary and Mass Education (MOPME); and postprimary education, which covers all other levels from junior secondary to higher education under the administration of the Ministry of Education (MOE).

The post-primary stream of education is further classified into four types in terms of curriculum: general education, madrasah education, technicalvocational education, and professional education.

General Education a) Primary education The first level of education comprises five years of formal schooling (class/grades I-V).

Education at this stage normally begins at 6+ years of age up to 11 years. Primary education is generally imparted in primary schools. Nevertheless, other types of institutions, like kindergartens and junior sections attached to English medium schools, are also imparting it. b) Secondary education The second level of education comprises seven (three+two+two) years of formal schooling. The first three years (grades VIVIII) is referred to as junior secondary; the next two years (grades IX-X) is secondary, while the last two years (grades XI-XII) is called higher secondary.

There is diversification of courses after three years of schooling at junior secondary level. Vocational and technical

EDUCATION INSIDER I December 2012

courses are offered in vocational and trade institute/ schools. Moreover, there are high schools where SSC (vocational) courses have been introduced.

In secondary education, there are three streams of courses, such as Humanities, Science, and Business Education, which start at class IX, where the students are free to choose their course(s) of studies.

High schools are managed either by government or private individuals or organisations. Most of the privately managed secondary schools provide co-education. However, there are many single sex institutions at secondary level education.

The academic programme terminates at the end of class X when students are to appear in the public examination called SSC (Secondary School Certificate). The Boards of Intermediate and Secondary Educations (BISE) conduct the SSC Examination. There are seven such Boards at different places in Bangladesh - Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal.

The secondary education is designed to prepare students to enter into the higher secondary stage. At the higher secondary stage, the course is of two-year duration (XI-XII), offered by Intermediate Colleges,

41

NEIGHBOURHOOD EDUCATION Tareq Mahamud

or by intermediate section of degree, or master, colleges. c) Tertiary Education i) College The third stage of education comprises two to six years of formal schooling. The minimum requirement for admission to higher education is the higher secondary certificate (HSC). HSC holders are qualified to enroll in three-year degree pass courses, while for honours, they may enroll in four-year bachelor’s degree honours courses in degree level colleges or in the universities.

After successful completion of a pass/honours bachelor’s degree course, one can enroll in the master’s degree course.

Master’s degree courses are of one year for honours bachelor’s degree holders and two years for pass bachelor’s degree holders. For those aspiring to take up MPhil and PhD courses in select disciplines, or areas of specialisation, the duration is of two years for MPhil and three to four years for PhDs after completion of master’s degree. Higher education is being offered in the universities and postHSC level colleges and institutes of diversified studies in professional, technical, technological and other special types of education. ii) University There are 73 universities in Bangladesh. Out of these, 21 universities are in the public sector, while the other 52 are in the private sector. Out of 21 public sector universities, 19 universities provide regular classroom instruction facilities and services. Bangladesh Open University (BOU) conducts non-campus distance education programmes, especially in the field of teacher education, and offers Bachelor of Education (BEd) and Master of Education (MEd) degrees. BOU conducts 18 formal courses and 19 non-formal courses. Bangladesh National University mainly functions as an affiliating university for degree and post-graduate degree level education at different colleges and institutions in different field of studies. But in the case of Fine Arts, this university also offers the PreDegree BFA Course (which is equivalent to HSC). After successful completion of the specified courses, it conducts final examinations and awards degree, diplomas, and certificates to the successful candidates. The degrees are BA, BSS, BSc, BCom (Pass & Honours), BFA (Pass), MA, MSc, MSS, MCom, and MFA. Moreover, this university also offers LLB, and other degrees. Bangladesh National University offers part-time training to university teachers.

There is only one medical university - Bangabandhu Sheikh Mujib Medical University. Like other public universities, it offers courses on a different system: FCPS degree is offered in the disciplines of medical education; diploma courses are offered in 12 disciplines; MD degree in 15 subjects and MS courses on eight subjects are also offered.

Madrasah Education

The old scheme of madrasah education was introduced in 1780 with the establishment of Calcutta Madrasah.

In madrasah education, one can learn Islamic religious education along with general education. The madrasah

42

education system has been continuing with some modifications according to the demand of the time. Many madrasahs have come into existence in this sub-continent over the years. The government has been providing government grants to the teachers and employees of the non-government madrasahs like other non-government education institutions (schools and colleges). There are five levels in the madrasah education system, namely: a) Primary level, or Ebtedayee education: This is equivalent to primary level of general education. The first level of madrasah education comprises five years of schooling (grades I-V). Normally, children of six years of age begins in class I and finishes class V at the age of 11.

Ebtedayee education is imparted in independent Ebtedayee madrasahs and Ebtedayee sections of Dhakhil, Alim, Fazil, and Kamil madrasahs. It is also imparted in some of the private Quami-Kharizi madrasahs. b) Secondary level: The secondary level of madrasah education comprises seven (five+two) years of formal schooling. It takes five years in Dhakhil stage (SSC level) from grade VI-X, while the last two years in Alim (higher secondary) stage. Dhakhil level education is imparted in Dhakhil madrasahs and in Dhakhil level of Alim, Fazil, and Kamil madrasahs. Alim is equivalent to higher secondary certificate education imparted to Alim madrasahs and in Alim level of Fazil and Kamil madrasahs.

There are diversification of courses after three years of schooling in secondary level of education from grade IX of Dhakhil stage and grade XI of Alim stage. There are streams of courses such as humanities, science, and business education, where students are free to choose their courses of studies. Individuals, or private bodies,

EDUCATION INSIDER I December 2012

Nizamiah. Most of these madrasahs are residential. These type of madrasahs are sometimes called Kharizia as these are beyond the purview of the general system of education. Recently, these Quami madrasahs have been organised under the umbrella of a private board known as “Befaqul Madaris”, or Quami Madrasah Board, which frames the curricula and syllabi of Quami madrasahs, conducts examinations, and awards certificates and degrees.

3. Technical-vocational education

manage all madrasahs of this level. Most of these madrasahs provide co-education. However, there are some single gender madrasahs in this level of madrasah education.

There are two public examinations, Dhakhil and Alim, after the completion of 10 years of schooling and twelve years of education, respectively. The Bangladesh Madrasah Education Board (BMEB) provides these two certificates. c) Tertiary level of madrasah education: This level comprises four (two+two) years of formal education.

The minimum requirement for admission to higher level of madrasah education is the Alim (equivalent to HSC) certificates. Alim pass students are qualified to enroll in two-year Fazil education. This level of education is imparted in Fazil madrasah and in Fazil level of Kamil madrasahs.

After successful completion of Fazil degree, one can enroll in two-year Kamil level education. There are four streams of courses in Kamil level education; streams are Hadis, Tafsir, Fiqh and Adab. The Bangladesh Madrasah Education Board conducts these two Fazil and Kamil examinations and awards certificates. After successful completion of the specified courses, one can appear in these examinations.

Out of all Kamil madrasahs, the government manages only three, while the rest are managed by either individuals, or by private bodies. However, there are a few madrasahs for girl students.

The Bangladesh Madrasah Education Board grants affiliations to different levels of madrasahs, from Ebtedayee to Kamil; prescribes syllabi and curricula; conducts public examinations (Dhakhil to Kamil) and scholarship examinations. Besides the public system of madrasah education, there are a good number of private madrasahs for Muslim students, namely: Hafizia, Qiratia, Quami, and

EDUCATION INSIDER I December 2012

For students whose interests are not strictly academic, technical-vocational programmes may be more interesting and more valuable for their future. The government tries to ensure that the course curriculum is relevant to students’ interests and aspirations, addressing the needs of the job market. a) Primary level: There is no technical-vocational institution at primary level of education. Ebtedayee in the first level (Primary level) of madrasah education has no scope for technical-vocational education. Accordingly, technical-vocational education in Bangladesh is designed in three phases under two major levels of secondary and tertiary level of education. b) Secondary level: Vocational courses start from secondary level. The certificate courses prepare skilled workers in different vocations, starting from ninth grade after completion of three years of schooling in secondary school. At this level, the courses are diversified in different vocations spread over one to two years’ duration. Recently, two-year vocational courses were introduced at higher secondary level in a government-managed vocational training institute (renamed as Technical School & College). Diploma courses prepare the diploma engineers at the polytechnic institutes. One can opt for this course, spread over four years, after passing the secondary school certification examination. There is a technical education board called Bangladesh Technical Education Board (BTEB), which grants affiliation to the technical institutes.

It conducts examinations for students completing different courses in vocational and technical education and awards certificates to the successful candidates.

Professional education

The College of Textile Technology and College of Leather Technology offer four-year degree courses in Textile Engineering and Leather Technology after completion of higher secondary education. The minimum admission requirement at teachers training colleges (TTCs) for Bachelor of Education and at Physical Education College for Bachelor of Physical Education is graduation. Generally, in-service teachers undertake this professional training course along with some unemployed graduates. Professional education is also imparted in medical colleges, dental colleges, nursing colleges, homoeopathic colleges, law colleges etc.

(Tareq Mahamud is a developmental journalist working for Lokobetar 99.2 FM, the first community radio in Bangladesh. Send feedback attareq.mahamud@gmail.com)

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BRAINWAVE Vikrant Dutta

Ode to dignity An Air Force Officer, Vikrant Dutta broke into the literary field with his first novel ‘Ode To Dignity’, the first full length Indian novel written in ballad form (a form of verse, often a narrative set to music). In an interview with Education Insider, Dutta tells how literary figures can bring about social transformation

by Neethu Mohan

Tell us about ‘Ode To Dignity’?

Ode To Dignity is a novel in rhymed ballads, following the “metre abcb”. An important feature of any ballad in print is its meter. (“Ballad measure”, sometimes called “ballad stanza”, or “ballad meter,” can be defined as four-line stanzas usually rhyming abcb with the first and third lines carrying four accented syllables and the second and fourth carrying three). It comprises 1,645 ballads and tells the story of a young Lieutenant who goes to war and loses his superior officer, a Major. He comes back to inform the Major’s wife about her husband’s demise, and over a period of two days, they share their thoughts and forge a wonderful bond that transforms into love.

What was your inspiration to become an author?

I was inspired by Vikram Seth. I felt that I could do something more than serving the Air Force. That’s when I attempted to write a novel. My time is spent in something relevant and fulfilling.

Corruption is rampant today. Don’t you think social and literary figures should fight this menace?

That is a great responsibility. Literary and social figures can certainly be opinion-makers. They can spread the message of the evils that ail our society and shed light on the ways and means to bring about such transformation in our character that it translates into the progress of our nation. Over the years, literary and social figures have championed the cause of spreading the right message in many societies. So, the relevance of their social messages will always be there.

How has your Air Force background helped you as a writer?

The Air Force training and regimen inculcated a sense of discipline in me, making me realise that I should set a goal and pursue it relentlessly until its accomplishment. I never gave up or lost hope.

These days, writers are a dime-a-dozen, so are the publishers. Is the genuine reader under pressure?

It’s good news that more writers and publishers are entering the fray. Everyone has a story to tell. With time, a good story sustains. The wise ones know how to make a sound judgment.

Do you think vernacular literature is suffering because of the popularity of Indo-Anglican writings?

The language of any state has its own users, readers, and followers. The number of people preferring vernacular literature may be lesser as compared to readership in English. But then, vernacular books and writers are mostly covered by the regional media. One may not be aware of the popularity of a given language in a certain state while being in another state. Besides, media coverage is more centred on a language evenly used in all states. In that sense, English fits the bill.

What’s your message to the youth?

Work hard, be sincere, and contribute to the good of society. Develop habits that will take our nation forward.

EDUCATION INSIDER I December 2012

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Approved by AICTE & Affiliated to M.G University Thekkethazham, Manjaly, Mannam P.O., North Paravoor, Kochi - 683520, Kerala, Ph: +91 484 2445252, 9961990792, Email: sngist@sngist.org

EDUPRENEUR G P C Nayar

The SCMS Group includes SCMS School of Engineering and Technology, SCMS School of Technology and Management, SCMS School of International Studies, SCMS Centre for Research, Consultancy and Training, NORKASCMS Institute for Paramedical and Development Studies, SCMS School of Hotel Management and Catering Technology, SCMS Institute for Bioscience and Biotech Research and Development, SCMS Academy for Animation and Media Studies, and SCMS Institute of Masscom Studies.

Do you know the man behind this Group? It’s G P C Nayar

Quite an early bird in Kerala’s self-financed

education sector

by EI Bureau

W

hat makes an individual successful?

Noted educationist and visionary G P C Nayar, Founder of Kochi-based School of Communication and Management (SCMS), says that it is passion and perseverance that are critical for anyone who wants to accomplish greater goals in a lifetime.

Many pundits in the education industry consider Nayar as an edupreneur ahead of his times. For them, he is a poster boy who could foresee the hidden opportunities in the education sector shortly after the economic liberalisation in 1991 and the subsequent opening up of the floodgates for privatisation.

A resplendent man, Nayar recalls, “Those were really tough times. In 1986 itself, I had obtained permission from the Kerala government to start courses in Public Relations and Communication at SCMS with an initial intake of 60 seats. This was a great achievement as far private institutions are concerned.

48

In 1991, the process of liberalisation paved the way for industrialisation, which, in turn, created a shortage of skilled manpower. There was a gap between supply and demand. This inspired me to set up SCMS Cochin in 1992. I chose the Post-Graduate Diploma in Management (PGDM) track since that matched the industry needs. However, there were many obstacles.

Getting a loan was not that easy as I lacked credit rating. One after the other, banks were refusing loans, and I finally had to turn to some of my old students, who contributed about Rs 3,000 each during the first three years.

“Gradually, I could overcome several hurdles and start programmes in 1992. In 1994, we received approval from AICTE (All India Council for Technical Education) and since then, there has been no looking back,” he adds.

Adhering to quality and excellence, SCMS EDUCATION INSIDER I December 2012

Group of Institutions stand tall when compared with other professional institutions of the country. “Our Personality Development Programmes (PDPs), aimed at sharpening the skills of students in the areas of self-confidence, group dynamics, interpersonal skills, presentation and communication skills, time and stress management, assertiveness, corporate etiquette etc, have been transforming students into professionals par excellence,” remarks Nayar.

Nayar observes that the private sector has got an important role to play in improving the educational scenario of a country. “For improving the quality of education and students, the government should give freedom and autonomy to the self-financing sector.

Without sufficient infrastructure, we cannot improve the quality of education. The Kerala government also has to give sanction for starting Private Universities for the development of education in the state. The Indian Institutes of Technology and the Indian Institutes of Management are able to maintain high standards because they are autonomous.”

PGDM at SCMS

Equipped with ultra-modern facilities and excellent infrastructure, the management institute offers PGDM in many streams, including General Management, Banking and Insurance, Retailing and Merchandising. The PGDM programme, the flagship programme of SCMS Cochin, is held at its main campus. The programme is based on innovative curriculum, effective pedagogy, and quality teaching.

Delivered by a faculty of experts, both domestic and international, the programme is rigorous and given a contemporary touch through lectures, case studies, role plays, field works, and co-curricular activities. Faculty members with rich industrial experience are capable of handling areas in any specialisation and mentoring students to become successful managers. PGDM of SCMS Cochin had won many honours in 2010. It won the coveted Innovative B-school Award from Business School Affaire, Mumbai, for outstanding innovative leadership in building an academic and industry interface.

“The Association of Indian Universities (AIU) has recognised the PGDM as equivalent to MBA of Indian universities.

SCMS Cochin is only the eighth autonomous business school to secure this unique distinction.

The National Board of Accreditation EDUCATION INSIDER I December 2012

(NBA) has awarded the accreditation status with the highest ever score, which it continues to hold even today. SCMS Cochin is the first business school to get ISO 9001 certification for its quality teaching system in Management. SCMS Cochin is undoubtedly the top business school in Kerala and one of the top five in South India. The media has consistently rated the school high in terms of intellectual capability, infrastructure, teaching and training systems, placement opportunities, and institutional management.

“Today, we are the largest business school among the autonomous self-financing schools in the country with an intake of 240 students. The teaching methodology adopted for MBA at SCMS Cochin is in tune with the best programmes in the country. The lecture format, along with individual and small group study, is a major component of the learning process.

Unlike other MBA programmes, SCMS Cochin gives a lot of thrust to the curriculum to develop a sense of social responsibility and commitment. Our MBA programme and our students are rated high by the industry,” he explains.

The placement cell is manned by a team of experts and assisted by placement officers located in major cities across India with influence in leading corporate organisations. The faculty members and external experts meet every programme learner individually and offer workshops and orientation in tailored job search, preparation for jobs interviews, and salary negotiations. They also oversee and evaluate mock interviews, he adds.

International tie-ups

SCMS has tie-ups with North Carolina Central University, USA; University of Applied Sciences, Northwestern Switzerland; University of Applied Sciences, Weingarten, Germany; and Chonnam National University, South Korea.

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INDIAN CAMPUS Kerala University of Fisheries and Ocean Studies

t e n h e c h r t a g se n i e d r a e e r n i Sp mar in

Kerala has had a rich marine resource system since time immemorial. Yet, the state had been unable to tap this wealth to the optimum level due to the lack of proper research and technology tools and applications. This inability to tap into its own resource potential prompted the Kerala government to establish a special research-based fisheries university with an aim to foster cutting edge research through adoption of latest technologies that are essential for growth of the fisheries and ocean development sector. According to authoritative estimates, this sector will generate about 3.2 million job opportunities in the country by 2030

by Sreekanth Ravindran

K

erala University of Fisheries and Ocean Studies (KUFOS) was established on November 20, 2010, with enactment of the Kerala University of Fisheries and Ocean Studies Act. Following its enactment, College of Fisheries,

52

Panangad, Kochi, and Fisheries Research Station, Puthuvype, were disaffiliated from Kerala Agricultural University for the formation of KUFOS, which started functioning with effect from April 1, 2011. This is a centre of excellence

for human resource development in fisheries and ocean studies and the nodal agency to establish a relationship with institutions and universities functioning at the national and international level.

Its mission is to serve as a flagship EDUCATION INSIDER I December 2012

university of higher learning through demonstrated and growing excellence in teaching, research, extension, training, scholarship, and creative work in Fisheries and Ocean Studies.

The university, which has world renowned teacher scientists, full-fledged laboratories, fish hatcheries, farms, and a state-of-the-art library and computer labs, offers undergraduate (BFSc), post-graduate (MFSc), and Doctoral (PhD) programmes in Fisheries Science under the Faculty of Fisheries. The courses under the Faculty of Fisheries are offered in full compliance with the Indian Council of Agricultural Research (ICAR) pattern. Post–graduate programmes are offered in four disciplines and doctoral programmes in three disciplines. There are 50 seats for the BFSc programme

Awaiting a big catch of

3.2

million jobs

World renowned scientist Dr B Madhusoodana Kurup is the Vice-Chancellor of Kerala University of Fisheries and Ocean Studies. In an exclusive interview with Education Insider, he says this university will transform Kochi into a fisheries education hub of South Asia EDUCATION INSIDER I December 2012

and 14 for the MFSc programme.

Research activities

The university has undertaken several research projects in the fields of fish processing, value addition, marine biotechnology, fish toxicology, ornamental fish breeding and rearing, fish disease and health management, freshwater prawn breeding and biodiversity, physical oceanography, and marine meteorology. Training programmes in marine and freshwater fish keeping for scientists, extension workers, and entrepreneurs are being conducted regularly by the institution. KUFOS is also making efforts to develop certain villages of Kerala as Model Fish Villages for the socio-economic development of rural and unemployed youth.

What kind of employment opportunities can students look forward to after studying in your university?

The potential job avenues for graduates, post-graduates and research students of this university are plenty. A few years ago, the Kerala government had appointed a special committee in this regard, which came up with an estimate that the fisheries and ocean development sector will generate about 3.2 million employment opportunities in the country by 2030.

A majority of these opportunities will be for top scientists in multiple fields, including aquaculture, and deep sea research, technocrats, technicians, and managers, among others.

What are the current requirements of the fisheries and oceanic development industry in terms of infrastructure?

Infrastructure development is of immense importance if we are aiming to explore marine resources to the fullest possible extent. As of today, there are many untapped resources in fisheries that includes sharks, tuna etc. We have to develop technologies for utilising these oceanic resources. We need to focus more on aquaculture to increase our production and fill in the gaps that exists between demand and supply. Within aquaculture, species diversification is very important. Latest techniques such as species diversification, captive breeding technology, and cage farming should be popularised. Feed manufacturing technology is also a challenging area.

Though we have a thriving fish processing industry, that exports products worth Rs 16,000 crore annually, we lose out to foreigners when it comes to value addition. We need latest technologies, talented manpower, and sound infrastructure to add more value to the industry’s potential and manufacture multiple products out of our vast marine resources.

What are the areas that hold a great potential for intensive research in fisheries and ocean development?

We depend heavily on the ocean wealth, not only for food, but also for manufacture of several medicines, including cancer drugs, HIV drugs, and anti-oxidants. Only 10-20 per cent of the marine living resources are known to us. So, greater thrust towards research is required in this area. Until now, we have been exploring coastal resources. Our deep sea resources

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INDIAN CAMPUS Kerala University of Fisheries and Ocean Studies

remain intact. We should look forward to exploring our deep sea resources as well. Non-living resources, such as manganese, cobalt, gold, and petroleum, are of great significance to us.

Climate change is another emerging area.

Acidification of oceans and variations in carbon dioxide sequestration capacity of oceans can result in climatic changes. Hence there is a lot of scope for research in this area.

What kind of researches have been undertaken by the university?

Ours is an infant university. We have three campuses - one at Puthuvype, Cochin, and the other at Thiruvallam in Thiruvananthapuram district, apart from the main campus in Cochin. There are seven schools under the university, concentrating on specific fields of study and research. They are School of Aquaculture and Biotechnology, School for Fisheries Resource Management, School for Aquatic Products and Technology, School of Ocean Science and Technology, School of Ocean Engineering, School of Fishery Hydrography, and School of Management Studies and Entrepreneurship. We have been engaging in research in various areas, including biotechnology, taxonomy, genetic improvement of candid species for aquaculture, disease surveillance programme, causes and solutions

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to diseases that affect the marine organisms, and developing cheap locally available feeds.

We are also involved in preparing a data base on inland fisheries for the Central government. We have close association with the Ministry of Earth Science, Govt of India, to conduct research in deep sea resources, marine ornamental fisheries, deep sea crustaceans, and deep sea shrimps.

Has the university been attracting students from all across the country?

We get students from all across India, though most of them are from Kerala. The number of non-Keralite students has seen a rise since the establishment of the university. I am hopeful that Kochi, the queen of Arabian Sea, will soon transform itself into a fisheries education hub of South Asia with students coming here from across the world, especially from SAARC countries. I am pretty sure that we will maintain excellent benchmarks by setting higher standards in fisheries education, research, extension, and outreach.

Tell us about the university’s association with the industry.

The university has a direct liaison with the industry.

We conduct several training programmes, and our students and research associates work with hatcheries, farms, and processing units.

Does the university have tie-ups with other international universities of repute.

We have collaborations with Marine Institute, Canada. We are in the process of identifying the areas of collaboration with University De Salento, Italy, and Wageningen University in the Netherlands. Discussions with renowned Indian institutes, including IITs and Indian Institute of Science, are also underway for partnerships in research and other areas.

What is your vision on education?

Education should be imparted to students not just to make them job-seekers alone, but also jobproviders. Our educational system highly discards the entrepreneurship element and this tendency won’t contribute to nation development. We can solve the issue of unemployment to a large extent by revamping our educational system with the inclusion of practical components of entrepreneurship. Research is another aspect of education where we are lagging behind.

Research and teaching should go hand-in-hand.

Without research, education is ineffective.

Indian universities are adversely affected by faculty crunch. However, following the implementation of the revised UGC scheme, I think our universities can retain some of its best faculty members.

Inadequacy of funds is another factor that prevents universities and other institutes from imparting valuebased education. There are many international and national agencies, along with many central schemes, that could be explored to solve the funding issue. All universities should strive to tap various education funds, apart from the limited state sponsorship.

EDUCATION INSIDER I December 2012

2012 winners NOBEL PRIZE

Novel? Noble?

Yes! Nobel!

What makes the Nobel Prize the most coveted global honour? What’s the yardstick for selection of a deserving candidate for this honour? Well, there may be a great number of visionaries who may have either been neglected, or never been considered for this honour. Despite the frequent controversies surrounding the Nobel, and constant arguments that the values envisioned by the originator of the concept of Nobel have eroded with the passage of time, there has never been a dilution in the celebrations, suspense, and drama over the annual selection and announcement of a new list of winners

by EI Bureau

E

stablished in 1901, Nobel Prize is the highest global honour in the disciplines of Medicine, Physics, Chemistry, Literature, and Economics. Apart from these disciplines, the Prize is awarded to an activist or organisation contributing to world peace.

The prize was constituted by Alfred Nobel, a Swedish scientist who invented Dynamite.

While prizes in the particular disciplines are awarded by the Swedish Nobel Committee, it is the Norwegian Nobel Committee which awards the Peace Prize. Winners of this Prize include great luminaries like Rabindranath Tagore (Literature, 1913), Marie Curie (Chemistry, 1911), Albert Einstein (Physics, 1921), James Watson (Medicine, 1962), Milton Freidman (Economics, 1976), and Martin Luther King Junior (Peace, 1964).

EDUCATION INSIDER I December 2012

2012 Awardees Physics Serge Haroche and David J Wineland were awarded the prize for independently inventing and developing methods for measuring and manipulating individual David J Wineland Serge Haroche particles while preserving their quantum-mechanical nature.

The committee said in its press release that Haroche and Wineland have opened the door to a new era of experimentation with quantum physics by demonstrating

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NOBEL PRIZE 2012 winners

the direct observation of individual quantum particles without destroying them. For single particles of light or matter, the laws of classical physics cease to apply and quantum physics takes over. But single particles are not easily isolated from their surrounding environment and they lose their mysterious quantum properties as soon as they interact with the outside world. Thus many seemingly bizarre phenomena predicted by quantum physics could not be directly observed, and researchers could only carry out thought experiments that might in principle manifest these bizarre phenomena.

According to the Nobel Committee, through their ingenious laboratory methods, Haroche and Wineland, together with their research groups, have managed to measure and control very fragile quantum states, which were previously thought inaccessible for direct observation. The new methods allow them to examine, control, and count the particles.

Chemistry Robert Lefkowitz and Brian Kobilka were awarded the 2012 Nobel Prize in Chemistry for groundbreaking discoveries that reveal the inner workings of an important family Robert Lefkowitz Brian Kobilka of tiny receptors within cells that enable them to sense their environment, in order to adapt to new situations.

Lefkowitz had started to use radioactivity in 1968 in order to trace cells’ receptors. He attached an iodine isotope to various hormones, and thanks to the radiation, he managed to unveil several receptors, including a receptor for adrenalin, a hormone produced by the adrenal gland. His team of researchers extracted the receptor from its hiding place in the cell wall and gained an initial understanding of how it works.

Today, this family is referred to as G-protein–coupled receptors. About a thousand genes code for such receptors, for example, for light, flavour, odour, adrenalin, histamine, dopamine, and serotonin. About half of all medications achieve their effect through G-protein–coupled receptors.

The studies by Lefkowitz and Kobilka are crucial for understanding how G-protein–coupled receptors function. Furthermore, in 2011, Kobilka achieved another breakthrough: he and his research team captured an image of the beta-adrenergic receptor at the exact moment it was being activated by a hormone and sending a signal into the cell. This image is a molecular masterpiece – the result of decades of research, according to a press release issued by the Nobel Committee.

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Physiology or Medicine The prize in Physiology went to John B Gurdon and Shinya Yamanaka for the discovery of mature cells that can be reprogrammed to become immature cells capable of developing into all John B Gurdon Shinya Yamanaka tissues of the body.

Gurdon discovered in 1962 that the specialisation of cells is reversible. In a classic experiment, he replaced the immature cell nucleus in an egg cell of a frog with the nucleus from a mature intestinal cell. This modified egg cell developed into a normal tadpole. The DNA of the mature cell still had all the information needed to develop all cells in the frog.

More than 40 years later (in 2006), Shinya Yamanaka discovered how intact mature cells in mice could be reprogrammed to become immature stem cells.

Surprisingly, by introducing only a few genes, he could reprogramme mature cells to become pluripotent stem cells, immature cells that are able to develop into all types of cells in the body.

The Nobel Committee in its press release added that these groundbreaking discoveries have completely changed the world’s view on development and cellular specialisation.

Economics Alvin E Roth and Lloyd S Shapely bagged this year’s Nobel for Economics for the theory of stable allocations and the practice of market design.

Shapley used the cooperative game Lloyd S Shapely Alvin E Roth theory to study and compare different matching methods. A key issue is to ensure that a matching is stable in the sense that two agents cannot be found who would prefer each other over their current counterparts. Shapley and his colleagues derived specific methods – in particular, the so-called Gale-Shapley algorithm – that always ensure a stable matching. These methods also limit the agents’ motives for manipulating the matching process. Shapley was able to show how the specific design of a method may systematically benefit one or the other side of the market.

EDUCATION INSIDER I December 2012

NOBEL PRIZE 2012 winners

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1913 1930 1968

The European Union won the Nobel Peace Prize for promoting peace, democracy, and human rights for the past six decades, a morale boost for the bloc as it struggles to resolve its Flag of European Union economic crisis.

The award served as a reminder that the EU had largely brought peace to a continent that tore itself apart in two World Wars in which tens of millions died.

The EU has transformed most of Europe “from a

C V Raman

Har Gobind Khorana

1979

Nobel Peace Prize

Rabindranath Tagore

Mother Teresa

1983

Mo Yan, a Chinese writer, was awarded the 2012 Nobel for Literature for his “hallucinatory realism” in storytelling.

In his writings, Mo Yan (originally Guan Moye) has Mo Yan been drawing on his youthful experiences and on settings in the province of his birth. This is apparent in his novel ‘Hong gaoliang jiazu’ (1987, ‘Red Sorghum’ in English, 1993). The book consists of five stories that unfold and interweave in Gaomi in several turbulent decades in the 20th century, with depictions of bandit culture, the Japanese occupation, and the harsh conditions endured by poor farm workers. Red Sorghum was successfully filmed in 1987. The novel ‘Tiantang suantai zhi ge’ (1988, ‘The Garlic Ballads’ in English, 1995) and his satirical ‘Jiuguo’ (1992, ‘The Republic of Wine’ in English, 2000) had been dubbed “subversive” because of their sharp criticism of contemporary Chinese society.

Indian Nobel Laureates

Subrahmanyan Chandrasekhar

1998

Literature

continent of wars to a continent of peace”, Nobel Committee Chairman Thorbjoern Jagland said while announcing the award. “The EU is currently undergoing grave economic difficulties and considerable social unrest,” Jagland said. “The Norwegian Nobel Committee wishes to focus on what it sees as the EU’s most important result: the successful struggle for peace and reconciliation and for democracy and human rights.”

Amartya Sen

2009

Roth recognised that Shapley’s theoretical results could clarify the functioning of important markets in practice.

In a series of empirical studies, Roth and his colleagues demonstrated that stability is the key to understanding the success of particular market institutions. Roth was later able to substantiate this conclusion in systematic laboratory experiments. He also helped redesign existing institutions for matching new doctors with hospitals, students with schools, and organ donors with patients. These reforms are all based on the Gale-Shapley algorithm, along with modifications that take into account specific circumstances and ethical restrictions, such as the preclusion of side payments.

Venkatraman Ramakrishnan

Literature

Physics

Medicine

Peace

Physics

Economic Sciences

Chemistry

EDUCATION INSIDER I December 2012

The Learning

Curve

Looking South

A select group of self-financed educational institutions in South India is helping the new generation youth jump into the bandwagon of scientific, business, and technological innovation and excellence. Today, being perched on the learning curve simply means incubating in a simulated corporate environment that can hone one’s interpersonal, communication, technical, and entrepreneurial skills in accordance with the demands of a globally competitive industry. The challenge and pressure of being different from one another has never been so intense. And the competitive game of education has only one beneficiary: the student!

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FOCUS Alliance University

Ally with the

best Alliance University is a renowned university of higher learning located on an extensive state-of-the-art campus in Bengaluru, offering a variety of degree courses. The University has baccalaureate concentrations, post-graduate offerings, doctoral degree programmes and several professional certificate programmes

by EI Bureau

A

lliance University is a Private University established in Karnataka State by Act No. 34 of the year 2010. The University is recognised by the University Grants Commission (UGC), New Delhi, and other relevant statutory authorities.

While its oldest professional school — Alliance School of Business — is consistently ranked among the top ten private business schools in India by various ranking agencies, the University, having already established Alliance College of Engineering and Design; Alliance College of Commerce; Alliance College of Law; and Alliance Ascent College (a constituent college of Alliance University), is in the process of establishing many

60

other prominent academic units, viz., Alliance College of Media and Communications; Alliance School of Health Professions and Studies; Alliance College of Science; and Alliance College of Arts and Humanities.

Academic Units

Our journey, like many of the futuristic institutions in the world, has been an enriching and fulfilling experience, and one that has taught us to rise even in challenges. To us, the future definitely looks bright and our ambitions will take us far.

Since the time ALLIANCE became a university, plans have started taking shape in creating an enduring and sustainable educational model for the vast majority of the society through defined and EDUCATION INSIDER I December 2012

structured courses.

Alliance School of Business

Alliance School of Business has carved a niche for itself among the best B-schools in the country, having been ranked consistently among the top B-schools and for being the first Indian B-school to be accredited by the International Assembly for Collegiate Business Education (IACBE), USA. Alliance School of Business enjoys a high-level of recruiter satisfaction from recruiting partners. Top brands and companies consistently recruit from the B-school and even visit it more than once in a year in search of exceptional talent among its graduates. It has an excellent array of international collaborative arrangements with reputed universities and business schools that enable student and faculty exchanges, paving the way for a unique multicultural and eclectic experience.

Among the many milestones that the School has reached, mention may be made of the “B-School Rankings for 2012”, published by CNBC-TV18.

Alliance School of Business has been ranked as follows: • Sixth B-School in India by International Linkages • Eighth B-School in India by Infrastructure • Tenth B-School in India by Intellectual Capital

Alliance College of Engineering and Design

Alliance College of Engineering and Design offers degree courses that build skill, expertise, and knowledge among its graduates in higher technological education, pure sciences, and scientific research. Alliance College of Engineering and Design is committed to achieving excellence in the technology development, and envisages course offerings under various fields of science, engineering and technology to achieve in its graduates competent and motivated engineers and scientists. Alliance College of Engineering and Design offers a Bachelor of Technology (BTech) degree in the following disciplines: Civil Engineering, Mechanical Engineering, Electrical and Electronics Engineering, Electronics and Communication Engineering, Aerospace Engineering, Computer Science and Engineering, and Information Technology.

Alliance College of Law

Alliance College of Law aims to further teaching,

EDUCATION INSIDER I December 2012

learning and scholarship in law.

As a professional law school, it offers courses both at the undergraduate and post-graduate levels: the five-year, integrated degree courses and the shortterm diploma courses prepare its graduates for rewarding careers Dr Madhukar G Angur, in various roles and Chancellor, Alliance University responsibilities in legal services organisations. Graduates of Alliance College of Law are highly sought after by law firms as well as other businesses as they possess strong subject-matter expertise in law and legal institutions, justice, and governance as well as demonstrable skills of legal counsel and professional argumentation. Teaching at Alliance College of Law is exceptional and the carefully crafted curriculum includes pedagogical features such as simulation and live, client-based teaching. Alliance College of Law is approved by the Bar Council of India (BCI).

Alliance College of Commerce

Alliance College of Commerce offers degree courses, both at the undergraduate and post-graduate levels that seek to build and nurture graduates equipped with strong academic skills and expertise in commerce, finance, taxation, accountancy, and other related disciplines of business studies. The innovatively crafted courses of Alliance College of Commerce also instill in its graduates a high level of integrity and professionalism, while preparing them for rewarding and fulfilling careers in banking, insurance, auditing, taxation, and business management.

Alliance Ascent College

Alliance Ascent College, a constituent college of Alliance University, provides a high quality academic environment with dedicated teaching staff and recognised strength in applied research, underpinned by an outstanding support of the University. Alliance Ascent College is a premier institution with state-of-the-art facilities providing world class education, training and research in the areas of business and management. The objective of the courses offered by Alliance Ascent College is to provide students with the knowledge and skills to be successful business leaders as well as responsible social stewards. Alliance Ascent College prides itself on a rigorous and relevant curriculum that is designed to train young professionals to be responsible and responsive to the demands of society in a dynamic milieu.

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THE LEARNING CURVE TKM Group of Institutions

A premier cluster of

learning TKM Group of Institutions comprise TKM College of Arts and Science, a premier institution in the fields of arts, science, and commerce promoting quality education for over four decades, TKM Institute of Management, one of Kerala’s premier B-schools, which has laid a benchmark of excellence by consistently churning out top-notch management professionals, TKM Institute of Technology, affiliated to Cochin University of Science and Technology, TKM School of Communication and Information Technology, a recognised study centre for the distance learning programmes of Madurai Kamaraj University, TKM Higher Secondary School, an aided institution, and TKM Centenary Public School

by Shalet James

E

stablished in 1956, TKM College Trust was founded by noted entrepreneur, writer, philanthropist, and educationist late Thangal Kunju Musaliar. Making a unique beginning with an intent to foster a great tradition of excellence in education, the Trust established the Thangal Kunju Musaliar (TKM) College of Engineering in 1956 with

62

Dr Rajendra Prasad, the first President of Independent India, laying the foundation stone.

The first engineering college in the private sector in Kerala, TKM College of Engineering is a major technical education institution under the TKM College Trust. Affiliated to Kerala University, TKM College of Engineering is approved by the All India Council EDUCATION INSIDER I December 2012

for Technical Education (AICTE) and aided by the Kerala government.

By delivering over ten thousand brilliant engineers to various industries, of whom many are leaders in their respective fields across the world, TKM College of Engineering has emerged as a centre of excellence offering Shahal Hassan Musaliar, a wide spectrum of Chairman, TKM College of Engg graduate and postgraduate courses in engineering and related areas. With outstanding infrastructure, especially lab facilities, and a permanently placed, highly qualified, experienced, and committed faculty, the vision of TKM College of Engineering is to achieve pre-eminence in engineering and technology with a universal perspective.

“We provide quality education by inculcating in the students a passion to work wisely, relatively, and effectively for a better future for them as well as society. Our students turn into competent and confident professionals,” says Shahal Hassan Musaliar, the Chairman of TKM College of Engineering, Kollam.

“We also have an Advisory System which ensures close contact between the staff, students, and parents. The whole system is supervised by one Chief Staff Co-ordinator. This monitoring system helps teachers in knowing the students personally and assessing their academic and non-academic activities,” adds Shahal Musaliar.

The institute, which initially offered courses only in Civil, Mechanical, and Electrical branches of engineering, has evolved as one of the major technical institutions in India, with courses in seven branches of engineering and architecture at the graduation level. The college also offers part-time degree courses in Civil, Mechanical, Electrical and Electronics Engineering. It offers post-graduate degree courses (MCA, MTech (Civil), and MTech (Mechanical)) and a part-time MBA programme.

Being an approved research centre for Mechanical and Civil Engineering, the college has been able to attract the best of brains from the state as a result of its brilliant track record. Catering to the students’ overall development, TKM College of Engineering regularly encourages students to take part in EDUCATION INSIDER I December 2012

programmes like NSS, NASA, IEEE, ISTE, SSA, IICE, and student union activities.

Known for an excellent central library and the best infrastructural support, including internet, accommodation, and sports facilities, the college has a very effective Placement Cell and a Career Guidance Cell.

With new schemes and facilities being added every year, TKM College of Engineering has become an outstanding centre of excellence in the field of technical education. Offering a wide spectrum of graduate and post-graduate courses in engineering and related areas, TKM is indeed a torch-bearer, marching ahead of many institutions.

The Trust runs several other educational institutions, located in two different campuses (one at Karicode, Kollam, and the other at Karuvelil, Ezhukone). The TKM Group of Institutions comprise TKM College of Arts and Science, a premier institution in the fields of arts, science, and commerce promoting quality education for over four decades, TKM Institute of Management, one of Kerala’s premier B-schools, which has laid a benchmark of excellence by consistently churning out top-notch management professionals, TKM Institute of Technology, affiliated to Cochin University of Science and Technology, TKM School of Communication and Information Technology, a recognised study centre for the distance learning programmes of Madurai Kamaraj University, TKM Higher Secondary School, an aided institution, and TKM Centenary Public School.

TKM Institute of Technology offers three undergraduate (BTech) programmes in Electronics and Communication Engineering, Computer Science and Engineering, and Information Technology with an intake of 60 students in each discipline.

TKM School of Communication and Information Technology offers almost all undergraduate and post-graduate programmes in arts, MSc (Maths, Physics, and Chemistry), BBA, BCA, MBA, and MCA programmes.

TKM Higher Secondary School offers secondary level education to over 900 students.

It follows the curriculum of the Kerala Board of Secondary Education with specialisations in science, commerce, and humanities.

TKM Centenary Public School, which follows the CBSE curriculum, imparts the most modern education and aims to the set the highest standards in academics.

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THE LEARNING CURVE Federal Institute of Science and Technology

A force to reckon with in South

With dedicated research centres, a sylvan campus spread over 40 acres, a township catering to the requirements of residential students, a tuition waiver scheme for 10 per cent of students on the basis of merit, and emphasis on development of superior skills and social commitment through a qualitative academic system, Federal Institute of Science and Technology has emerged as one of the major technical education institutes in South India

by Prashob K P

F

orging ahead with the motto “Focus on Excellence”, Federal Institute of Science and Technology (FISAT) enjoys a unique, special place in the professional technical education sector of South India.

Located at Mookannoor, near Angamaly, in Ernakulam district, FISAT has been designed and developed to become a centre of excellence in professional education.

The institute, established in 2002 and affiliated to Mahatma Gandhi University, is run by the Federal Bank Officers’ Association Educational Society (FBOAES), a representative body of the entire officers of the Federal Bank.

“By imparting quality education, our institute is able to transform the young brains into professionals with superior skills and social commitment,” says P V Mathew, Chairman, FISAT. On the basis of merit, ten per cent of students in this institute are getting waiver of tuition fee. FISAT has been giving more thrust to research activities. The Centre for High Performance Computing, the Centre for Research and Innovations in Signal Processing (CRISP), and the Centre for Research in Management, Instrumentation Research and Consultancy Centre are the research wings of the institute. The institution, which has received ISO 9001:2008 certification, is spread over 40 acres with more than 500,000 square feet making up for the academic and administrative blocks, hostel, and other facilities. “Our infrastructure and ambience evoke innovation and creativity among students.

We offer additional facilities like spacious classrooms, a language lab, an internet café, a full-fledged bank branch with ATM facility, a medical care centre, conveyance, a store, a canteen, indoor and outdoor sports facilities, and a fitness centre. We also have a well-stacked library with

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more than 40,000 books,” says Mathew.

Courses at FISAT

In the engineering stream (BTech), the college offers courses in Electronics and Communication, Electrical and Electronics, Computer Science, Electronics and Instrumentation, Mechanical, and Civil Engineering. The post-graduate courses include P V Mathew, MTech in Communication Chairman, FISAT Engineering, Computer Science and Information Systems, Power Electronics and Power Systems, MCA, and MBA. The MBA programme conducted at FISAT Business School (FBS) takes students beyond the four walls of the classroom. The pedagogy is based on the learn-sharepractice principle. FBS gives thrust to learning through case studies. “Power-packed group discussions enable knowledge sharing. We also facilitate summer internship programmes, industrial visits, live projects, and field studies,” says Mathew.

Value-added programmes like the business skill development programme, and a certificate course in banking are provided to students. Students are groomed in accordance with the industry requirements, enabling the institute achieve a good track record in placements.

All students are made to go through a series of soft skill enhancement training programmes during their course for nearly 200 hours, which aid their personality development to a considerable extent.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Holy Grace Group of Institutions

Serving developmental

needs of the new

millennium Holy Grace Foundation has established three institutions – Holy Grace Academy CBSE School, Holy Grace Academy of Management Studies, and Holy Grace Women’s Engineering College – with the primary social objective of providing world class education to the new generation

by Shalet James

L

ocated at Mala in Thrissur district of Kerala, the Holy Grace Group came into being in 1999 under the banner of Holy Grace Foundation, a registered charitable and educational society formed with an aim to mould the Adv Raju Davis Perepadan, new generation youth Chairman, Holy Grace Group in accordance with the developmental needs of the new millennium.

Committed to both God and the country, Holy

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Grace Foundation is spearheading a mission to upgrade the quality of education to international standards with a healthy blend of the traditional and new learning methodologies. Recipient of the Swami Vivekananda National Award for innovations in academics, educationist Adv Raju Davis Perepadan, Chairman of the Holy Grace Group, founded the Holy Grace Academy.

Holy Grace Foundation started its first educational institution, Holy Grace Academy CBSE School, at Mala, with the idea of imparting world class education to its students. With its motto “School With A Difference”, this 10-yearold CBSE school has a vibrant classroom environment and a well-defined, innovative teaching-learning methodology. In fact, a childfriendly CBSE residential school known for its EDUCATION INSIDER I December 2012

IT-supported teaching methodology is the first of its kind in Kerala. “Nowadays, parents are merely bothered about their children passing with flying colours. They are least bothered about the child’s holistic development. I strongly believe that students should not only be trained to become good professionals, but also be trained to become better human beings,” says Adv Perepadan. “We give utmost importance to extracurricular activities as well. For this, we have a creative wing overseeing such activities,” adds Adv Perepadan.

After the CBSE school, Holy Grace Group established the Holy Grace Academy of Management Studies. Known for its distinctive features, including constant industry interaction and co-curricular programmes, essential for the personality development of students, Holy Grace Academy of Management Studies is ranked among the best 100 business schools in India. Approved

by AICTE, New Delhi, Holy Grace Academy of Management Studies is affiliated to Calicut University. At par with other top business schools in Kerala, Holy Grace Academy of Management Studies boasts of envious infrastructure standards, best management libraries and well-equipped computer labs. In management education, this institute is the first to introduce a 120-hour free hands-on SAP ERP training programme. It is also the first B school in India to introduce an industrial study tour to Shanghai, a major global manufacturing hub.

The third prestigious educational venture of Holy Grace Foundation is the Holy Grace Women’s Engineering College, located 2.5 km away from Mala Town. Founded in 2011, Holy Grace Women’s Engineering College is approved by AICTE and affiliated to Calicut University. With a vision to empower women through professional courses and help them achieve academic excellence, the college offers them undergraduate programmes in Civil Engineering, Electrical and Electronics Engineering, Computer Science Engineering and

EDUCATION INSIDER I December 2012

Electronics, and Communication Engineering.

Matching the excellent standards set by other institutions of Holy Grace Foundation, Holy Grace Women’s Engineering College has a strong industry interface, which enables it to offer the fairer sex a fair chance to gain hands-on practical experience in the real world. The college also provides the best placements for its students.

Known as the only college offering training projects in Advanced Robotics in alliance with a leading Robotics company, Holy Grace Women’s Engineering College seeks to provide quality technical education through its state-of-the-art facilities. With the most modern infrastructure and facilities, like a well-stocked library and smart classrooms, coupled with a carefully chosen faculty having a fine blend of academic brilliance and appropriate experience, Holy Grace Women’s Engineering College also has a language lab whose goal is to polish the students’ communication skills in English through regular spoken English classes over a four-year period.

As part of the grooming, the institute makes the students assume the role of scientists and engineers in a simulated environment, encouraging them to take part in scientific enquiry through problem identification and modelling. The college gives great exposure to the students through a fine combination of graduate course work and individual student involvement in computational engineering and science research efforts.

Exploring newer, effective methods of learning and teaching, motivating students to think out of the box, adding value to the curriculum through interesting unconventional out-of-classroom discourses, constant monitoring and evaluation procedures, a congenial atmosphere enabling the forging of a strong bond between teachers and students, and religious adherence to the universal values of brotherhood, peace, and justice are among the hallmarks of the Holy Grace Group of Institutions.

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THE LEARNING CURVE Anjarakandy Integrated Campus

Resuscitating ‘remote’ hopes

Anjarakandy Integrated Campus is driven by the mission to extend the advantage of affordable education to people from remote and underdeveloped areas of the state

by EI Bureau

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pread over 250 acres of Anjarakandy Cinnamon Estate, one of the largest estates in Asia, Anjarakandy Integrated Campus is the fulfillment of a long-cherished dream of the Prestige Educational Trust, registered on November 21, 2001, under the Indian Trust Act. Anjarakandy Integrated Campus includes a medical college, two dental colleges, Dr M A Hashim, Director, two nursing colleges, a Anjarakandy Integrated Campus school of nursing, a pharmacy college, and an engineering college. The Trust also runs some paramedical and higher educational institutions in various parts of Kerala.

The main objective of the Trust is to provide the best professional education facilities in the fields of medicine and engineering to students from humble backgrounds. Driven by the mission to extend the advantage of affordable education to people from remote and underdeveloped areas of the state, especially the poor, the minorities, and tribal societies, the trustees of Anjarakandy Integrated Campus, including eminent educationists, technocrats, leading industrialists, and NRI philanthropists, are giving the traditional goal of wealth and knowledge creation a new dimension by extending the experience of modern day educational tools beyond the urban strangleholds.

By instilling academic and disciplinary values in its

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students, Anjarakandy Integrated Campus is fostering brotherhood, understanding, and cooperation, and a culture of unity where ethnicity and cultural diversity enable a free flow of ideas and facilitate harmony.

Students are sensitised about their moral responsibility to pick up cudgels against social evils and make valuable contributions to the socio-economic development of the country.

“Our institution is the first integrated campus in Malabar. The dream of taking bigger strides in development isn’t possible without the active involvement of self-financing institutions, as they have the resources to make meaningful investments. However, there is one roadblock. I feel the lack of qualified teachers may slow down development in the education sector,” says Dr M A Hashim, the Director of Anjarakandy Integrated Campus.

Anjarakandy Integrated Campus made a humble start with the BSc Nursing programme in 2005. The following year, it made a wholesome debut in medical and dental education as well. As of today, students are pursuing BSc Nursing, GNM Nursing, dental, paramedical, engineering, and post-graduate programmes.

Well-known for research and fellowship works in various fields, Anjarakandy Integrated Campus has collaborations with institutions and universities of global repute. It provides the best placement opportunities to its students. Aiming for the status of a centre of excellence in professional education, Anjarakandy Integrated Campus intends to contribute to the education sector in a big way by evolving quality processes of learning, teaching, and research and producing professionals of superior quality.

EDUCATION INSIDER I December 2012

St Albert’s College THE LEARNING CURVE

Keeping up centuries-old legacy in education sector

Having served the educational needs of people for four centuries, the Archdiocese of Verapoly has 128 schools, three ITCs, six training schools, and six colleges today

by EI Bureau Spread all over Kerala, Albertian educational institutions, which come under the Roman Catholic Latin Christian minority, were initiated by the Archdiocese of Verapoly.

Having served the educational needs of people for four centuries, the Archdiocese of Verapoly has 128 schools, three ITCs, six training schools, and six Rev Fr Dr Clement Valluvassery, colleges today. The Albertian Manager, Albertian institutes institutes constitute a vital branch among all these educational establishments.

Albertian Institute of Management (AIM), Albertian Institute of Science and Technology (AISAT) and St Albert’s College are the institutes under this branch.

“Our motto is to be the largest educational organisation under the Archdiocese of Verapoly, to provide quality education in all fields, and conceptualise our dream of being the first Christian university in the education sector. For achieving this goal, AISAT will be a milestone with excellence in professional technical education,” says Rev Fr Dr Clement Valluvassery, Manager, Albertian institutes.

Founded recently, AISAT has been offering BTech courses from the 2011 academic year. Spread over 12 acres at Kalamassery in Ernakulam district, AISAT EDUCATION INSIDER I December 2012

provides the best infrastructure to students. Recognised by the All India Council for Technical Education (AICTE) and affiliated to Mahatma Gandhi University, AISAT offers five BTech courses and a course in Basic Science and Humanities. BTech specialisations include Civil, Computer Science, Electrical, Electronics and Communication, and Mechanical Engineering.

AIM, approved by the AICTE, is also a new institute, affiliated to Mahatma Gandhi University. It offers a fulltime MBA. “We do our best to provide the most friendly and growth-oriented ambience to our students. We do everything in our capacity to ensure excellent academic standards that would help our students secure leadership positions in today’s challenging world,” says Rev Fr Dr Clement Valluvassery.

Considering the phenomenal growth of Kochi into a booming metropolis, AIM has been offering a world of opportunities to the youth to shape themselves into wellqualified business professionals.

The facilities available at Albertian institutions include well-equipped workshops and labs, modern libraries, Wi-Fi campuses, smart classrooms, cafeterias, hostels, sports and recreation amenities, and transportation for students and staff. Special attention is given to soft skill and career development programmes.

The governing body of AISAT is headed by Rev Dr Francis Kallarakal, while the Academic Advisory Council is headed by Emeritus Professor Dr M V Pylee, former Vice-Chancellor of Cochin University of Science and Technology.

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THE BEST OF SOUTH INDIA St Joseph’s College of Engineering and Technology

College with a difference

Being an ISO 9001:2008 certified institution, St Joseph’s College of Engineering and Technology is striving hard to meet all the national and international pedagogical standards and practices through a value-based technical education system

by EI Bureau

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stablished in 2002, St Joseph’s College of Engineering and Technology at Palai in Kottayam district of Kerala is one of the top engineering colleges in Kerala. It has been given the highest rating by the All India Council for Technical Education (AICTE) for its commitment to total quality and continuous improvement in all academic activities.

St Joseph’s College of Engineering and Technology, managed by the Diocesan Technical Education Trust under the Diocese of Palai, aims to provide the best technical education facilities to the people of the diocese and surrounding areas.

The main objective of the institute is to emerge as a world class centre with a distinct identity, characterised by qualitative education and training opportunities. The ultimate goal is to produce socially responsible citizens. Being an ISO 9001:2008 certified institution, St Joseph’s College of Engineering and Technology is striving hard to meet all the national and international pedagogical standards and practices.

“Many educational institutions run with the aim of profit-making. Nevertheless, we always ensure that the institution provides quality education by cultivating the very talents and skills which are essential for individual excellence. More than anything else, we focus on character formation,” Fr Philip Njaralakkat, the Chairman of St Joseph’s College of Engineering and Technology.

By making rich contributions to India’s socio-

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economic progress, the institute is making efforts to transform itself into the leading provider of technical education programmes and related services of the highest quality and standards of excellence that can readily serve the demands and interests of both the business as well as the social Fr Philip Njaralakkat, communities. Identifying Chairman, SJCET itself as a “college with a difference”, the institute promotes value systems, such as eco-friendliness, quality consciousness, and work ethics. Knowing that talent and innovation are the touchstones of academic excellence, the institute attends to each and every requirement of its students.

Discipline, hard work, positive thinking, commitment to excellence, and an abiding faith in the Almighty are the guiding principles of each of the institute’s programmes, ranging from personality development, yoga and meditation, skills development, cultivation of employability skills, communication skills, and expert counselling services to special coaching for weaker students.

Equipped with a team of well-qualified, dedicated, and trained teachers, the institute follows the most innovative teaching-learning methodologies.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Toc H Institute of Science and Technology

Innovator of technical education

Striving for excellence, Toc H Institute of Science and Technology (TIST) is a breeding ground of young innovators in the fields of engineering, technology, management, and research

by EI Bureau

Dr K Varghese, Founder Director and Manager, TIST

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Prof P J Joseph, President, TIST

n international organisation with many branches, embodying Christian fellowship and service, Toc H is headquartered in the UK. Founded in 1915 to rehabilitate soldiers wounded in the First World War, Toc H later started educational institutions all over the world to nurture a new generation of peaceniks. It arrived in India in 1972 with the launch of Toc H Public School in Kochi, Kerala.

“After the school completed its silver jubilee, the management thought of adding a milestone to the successful journey of Toc H institutions, which resulted in the launching of Toc H Institute of Science and Technology (TIST) in 2002. The ISO 9001-2008-certified institute is approved by the All India Council for Technical Education (AICTE) and recognised by Cochin University of Science and Technology (Cusat),” says Dr K Varghese, the Founder Director and Manager of Toc H Public School and TIST. The TIST campus at Arakkunnam, near Kochi, is spread over five acres. Environmentally sound practices and education go hand in hand here. Agricultural initiatives, rainwater harvesting, and solar energy savings of the students enabled the campus to bag the Energy Award 2009.

TIST provides high-quality faculty, infrastructure,

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and technological ambience to its students to enhance their cognitive potential. More than 2,000 students from different parts of the country are pursuing BTech and MTech courses at TIST. Of these, 800 are hostellers. Civil, Electrical and Mechanical Engineering, Electronics and Communication, Electronics, Information Technology and Computer Science are available under the BTech stream.

In MTech programmes, the specialisations offered are Computer Science, Wireless Technology, Power Electronics and Divers, VLSI and Embedded System, Construction Engineering and Management, and Software Engineering.

TIST has delivered the best crop of technologists to a host of multinational companies and industries. In the field of management studies, the MBA programme, started in 2008, has been designed to produce competitive global managers.

“TIST is one of the seven colleges in the country and the only technical institution in Kerala offering MTech in Wireless Technology. BTech in Fire and Safety Engineering, a new course approved by the AICTE, will be introduced in the next academic year,” says Prof P J Joseph, President of TIST. With innovative teaching and learning processes based on soft skill development, TIST has established its status as the first engineering college of Kerala having extensive research facilities. Its world class infrastructure, including audiovisual units, a vast library, most modern labs and research facilities, opens up a new vista of technical excellence to students.

Programmes like EDUSAT, with support from the Indian Space Research Organisation, the Social Promotion of Entrepreneurship and Creative Talents for entrepreneurial development, sponsored by TRIIE (TIST Centre for Incubation and Entrepreneurship), and training modules of CISCO Networking Academy enable the students to gain a practical edge over others in the industry. TIST has signed memorandums of understanding with Infosys, HCL Infosystems, IBM, HP, L&T etc for student placements. In coordination with IBM, the institute conducts various oncampus certification training programmes for students.

EDUCATION INSIDER I December 2012

Narayanaguru College of Engineering THE LEARNING CURVE

Making education

affordable

Guided by social reformer Sree Narayana Guru’s principle of “Freedom through Education”, Narayanaguru College of Engineering aims to impart value-based and discipline-oriented modern technical education of global standards at affordable costs

by EI Bureau

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ocated at Manjalumoodu in Kanyakumari district of Tamil Nadu, Narayanaguru College of Engineering is approved by the All India Council for Technical Education and affiliated to Anna University, Chennai.

An ISO 9001:2008 institution certified by TUV, the College came into being as a result of the desire of a large number of well-wishers associated with Narayanaguru International Institute of Science and Technology. With an aim to impart value-based and discipline-oriented modern technical education of global standards at affordable costs, these well-wishers wanted an educational institution that upheld the core principles of social reformer Sree Narayana Guru, that of “One caste, One religion, and One God for mankind” and “freedom through education”.

Abiding by the principles of Sree Narayana Guru, Dr G Siddhardhan, former registrar of Kerala University and former head of the department of management at Anna University, Chennai, G Chandralekha, wife of Dr Siddhardhan, S Manoj, a US-based software engineer, Prof Sasikumar, former principal of S N College, Kollam, and Anidharan, former chief engineer of KSEB, made concerted efforts to bring Narayanaguru College of Engineering to the forefront.

Providing education with world class infrastructure, the college has a well-stacked automated central library consisting of books, journals, CDs, newspapers, and an e-library. With a full-fledged Placement Cell functioning effectively in the college, Narayanaguru College of Engineering has presentation halls, group discussion rooms, interview rooms, and a high speed internet facility to arrange schedules for campus interviews.

Providing an array of courses like BE, BTech, ME, MCA, MBA, and MSc,Narayanaguru College of

EDUCATION INSIDER I December 2012

Engineering has a large number of students placed in some top companies like Cognizant, HCL, IBM, Nokia, SITEL, HTMT etc.

“We inculcate moral values in our students. Alongside the curriculum activities, we give utmost importance to the overall development of students and mould them to become human beings rather than machines,” says Dr Siddhardhan, Chairman Dr G Siddhardhan, Chairman, of Narayanaguru College Narayanaguru College of Engineering and an of Engineering eminent Academician.

With best pass percentages across all streams, Narayanaguru College of Engineering stands as the number one technical and management education institution affiliated to Anna University. It is popular for its MBA course. Giving instructions in engineering and technologyrelated disciplines in a manner that enables students to be highly efficient to attain success in the global job market, and entrepreneurship and self-employment initiatives, Narayanaguru College of Engineering has a very efficient faculty. Striving to create a knowledge-based community through quality education in engineering, technology and management, the vision of Narayanaguru College of Engineering is to be an institution of excellence without bias or prejudice of any kind with respect to caste, religion, creed, culture, language, or faith. It believes in providing equal opportunities for all.

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THE LEARNING CURVE Vimal Jyothi Engineering College

Where perfection is the

tradition

With concern for the marginalised sections of society, Vimal Jyothi Engineering College helps its students develop professional integrity, moral uprightness, and a sense of social commitment

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by EI Bureau

ituated at Chemperi in Kannur district, Vimal Jyothi Engineering College (VJEC) is a selffinancing engineering college affiliated to Kannur University. With the motto “Where Perfection is the Tradition”, this minority institution, managed by the Meshar Diocesan Education Trust, Archbishop’s House, Thalassery, has an ISO Rev Fr Mathew M Chalil, 9001:2008 certification.

Founder Chairman, VJEC Vimal Jyothi Engineering College is now considered a centre of excellence in the field of technical education. The institute occupies the seventh place among the state’s engineering colleges in terms of the pass percentage.

VJEC plays a significant role as a pace-setter in rural India with its quality processes and procedures, interwoven with the freedom of flexibility, moulding professionals of superior quality, dedicated to the progress and development of humanity. Inspired and guided by gospel values, VJEC prepares students to see beyond geographical limits and be part of a new age of acquisition and application of technology to meet the challenges of a changing world. It also contributes to the well-being of the country with special concern for the marginalised.

VJEC provides quality education in engineering and technology to transform the youth into committed technical

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personnel who can contribute to nation-building. Electronics and Communication Engineering (ECE), Electronics and Instrumentation Engineering (EI), Electrical and Electronics Engineering (EEE), Computer Science and Engineering (CSE), Mechanical Engineering (ME), and Civil Engineering (CE) are the courses offered at Vimal Jyothi Engineering College for undergraduate students. It also offers post-graduate courses such as MTech in Computer Sciences, and M Tech in Thermal Engineering.

Vimal Jyothi Institute of Management and Research (VJIM), a sister concern of Vimal Jyothi Engineering College, offers two-year full-time residential MBA courses in Business Management. At VJIM, the teaching methodology is based on practical and theoretical learning.

The institution is striving hard to emerge as a centre of excellence in management education and research by responding to the needs and demands of India Inc with professional integrity, moral uprightness, and a sense of commitment. The mission of VJIM is to provide each and every student with quality education that kindles creativity, encourages innovation, enhances originality, and instills ethical practices in them, enabling them to compete in the global business arena with a commitment to attend to the needs of marginalised sections of society.

“I think self-financing colleges play a major role in Kerala’s education sector. Being a self-financing college, our institution maintains its own uniqueness with disciplined atmosphere and good infrastructure. The focus is on character development of students,” said Rev Fr Mathew M Chalil, Founder Chairman of Vimal Jyothi Engineering College.

EDUCATION INSIDER I December 2012

Azeezia Medical College THE LEARNING CURVE

Providing clinical excellence

Azeezia Medical College is the first medical college in Kollam district having a 500-bedded tertiary care hospital with expertise in multi-specialty and superspecialty disciplines. This institution is known for imparting quality medical education through clinically sound technological support systems and practices

by EI Bureau

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stablished in 2008, Azeezia Medical Medical College provides a congenial College in Kollam district of Kerala is atmosphere to its students, enabling their managed and run under the guidance of harmonious development through a fine mix of Podikunju Musaliar Memorial Charitable and curricular and extracurricular activities. Offering Educational Trust and a part of Azeezia Group of a four-and-a-half-year Educational Institutions.

MBBS course, Azeezia The Podikunju Musaliar Memorial Medical College Charitable and Educational Trust was founded has MS and MD by philanthropist and industrialist M Abdul programmes as Azeez in 2001. Taking great strides towards well. With the provision of qualitative medical education, well-equipped Azeezia Medical College, Azeezia Dental labs, an College and College of Nursing are all set up auditorium, within a scenic 50-acre campus at Meeyannoor, modern about 18 kms from Kollam Town.

Affiliated to Kerala University, Azeezia Medical College, recognised by the Medical Council of India (MCI), is known for setting high standards of education in medicine and nursing at the undergraduate level. Also known as Azeezia Institute of Medical Sciences and Research, Azeezia Medical College’s main objective is to nurture the skills of students in the areas of patient management and communication.

With emphasis on inculcation of social values, M Abdul Azeez, Director, Azeezia Medical College Azeezia

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THE LEARNING CURVE Azeezia Medical College

equipment, and other necessary facilities for students, Azeezia Medical College is the first medical college in Kollam district having a 500-bedded tertiary care hospital with expertise in multi-specialty and super-specialty disciplines.

Azeezia Medical College Hospital departments are equipped with modern gadgets and stateof-the-art equipment, giving it the advantage of a life support system based on cutting edge clinical technology. “We all work as a team as we believe in preparing students at the graduate level in accordance with the highest standards of the profession. Keeping in mind the changing trends in healthcare and education, we train students in such a way that they will be able to fulfill the current needs of the community and the healthcare systems,” says M Abdul Azeez, the Chairman of Azeezia Medical College.

“Fifty per cent of the students are chosen on merit basis and given fee concessions, as is the case with government institutions,” says Abdul Azeez. With an excellent mix of consultants and practising academicians, he says, Azeezia Medical College Hospital is in a position to deal with any kind of medical situation or emergency.

Another hallmark of Azeezia Medical College Hospital is that it ensures provision of quality service with ultra modern facilities at a very affordable rates as compared to other healthcare institutions in the district.

Equal importance is given to introduction of innovative programmes aimed at improving the teaching skills of the faculty at Azeezia Medical College. In fact, faculty development is one of the main focus areas of the Medical Education Unit. Imparting various health education programmes, the Medical Education Unit indigenously develops posters and hoardings conveying important health promotion and

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diseases prevention messages to the incoming patients.

Professional excellence, ethical behaviour, and team work are the guiding values of the exemplary faculty members. Azeezia Medical College has always been striving to provide the best medical education. Helping graduates realise their dream of becoming specialised doctors, nurses, and clinicians with a strong base in medical science and theory, Azeezia Medical College covers all facets of basic science and research-based clinical practice.

As part of its social initiatives, the Medical Education Unit at Azeezia Medical College serves the community in very many ways.

Different types of IEC strategies are used to disseminate health information to the people. By giving special attention to vulnerable groups like students in schools and colleges, pregnant and lactating mothers, and senior citizens, Azeezia Medical College encourages its medical students and faculty to play an active role in such health education outreach activities. To facilitate an integrated teaching and learning process on special topics concerning other Azeezia institutions in the campus, the Medical Education Unit conducts medical camps and workshops.

Taking cognisance of the challenges in providing quality care, Azeezia Medical College makes its students aware of the multidimensionality of consumer rights as well.

With fully furnished and equipped classrooms, laboratories, a library, a multi-purpose hall, a conference and seminar hall, and other infrastructure, Azeezia Medical College meets all the specifications of the MCI. The slogan “Education with the healing touch” is the guiding principle of Azeezia Medical College, helping it achieve excellence in each aspect of education.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE MES

Scripting a major

success with

minorities MES Education Society runs a group of institutions with the noble intent of empowering children from the backward sections of society. The Society’s institutions have been successful in promoting a culture of affordable learning in the fields of technical, management, and medical education

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by EI Bureau

idely acclaimed for having brought about a remarkable transformation in the educational status of Muslims in Kerala, the Muslim Educational Society (MES) was founded in 1964 at Calicut by late Dr Abdul Gafoor.

The farsighted vision of that great man not only helped MES in striking a personal chord with the backward Prof P O J Lebba, Secretary, sections of society, but also MES College of Engineering enabled it to make education a powerful mode of social and economic empowerment.

Established in 1994, Muslim Service Organisation is the largest community-centric organisation in the country with a strength of more than 11,000 units, spread over each and every district of Kerala. When the organisation achieved tremendous growth and outreach during the initial years, it broadened the scope of its social service initiatives.

MES made a humble beginning in the education sector with the establishment of MES College of Engineering at Kuttippuram in Malappuram district of Kerala. The college is widely acknowledged as one of the state’s top institutions in the field of technical education. It is the state’s first self-financing engineering college with a minority status.

Recognised by the All India Council for Technical Education and the Kerala government, the college is affiliated to University of Calicut.

Providing undergraduate courses like Civil Engineering, Computer Science Engineering, Electronics and Communication Engineering, Mechanical Engineering, Applied Electronics and Instrumentation, and post-graduate programmes like Business Administration, Computer Application, Mechanical Engineering and Computer Science, and Engineering, MES College of Engineering has received the ISO 9001: 2000 certification from the National

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Board of Accreditation. “We give scholarships to students who figure within the first 10,000 ranks in the entrance test.

We also give fee concessions to the deserving students. We are happy to say that our institutions have the maximum number of female students. We have been very successful in extending the benefit of education not only to the students of Muslim community, but also to students from other communities. Recently, our aided colleges in Mambad, Ponnani, and Kodungallur received national reaccreditation with an A grade. We completely focus on sustenance of the quality of our institutions,” says Prof P O J Lebba, Secretary of MES College of Engineering.

“We are now planning to set up a super-specialty hospital, which will be very beneficial for the medical aspirants. We have begun the initial work on the hospital at Kozhikode,” adds Prof Lebba.

Muslim Educational Society also runs a medical college, MES Academy of Medical Sciences, at Perinthalmanna in Malapuuram district. Established in 2003, the medical college has received all statutory approvals and recognition from the Ministry of Health and Family Welfare, Govt of India, New Delhi, the Medical Council of India, and the Kerala government. Affiliated to Calicut University, the college conducts a four-and-a-half-year MBBS course, which is followed by a one-year compulsory rotator internship. Having state-of-the-art preclinical departments, para clinical departments, clinical deparments, and superspecialty departments, the medical college has a number of supporting institutions - MES Dental College, MES College of Nursing, and MES Institute of Para Medical Sciences.

Muslim Education Society has presence in the field of management education as well. The AICTE-recognised MES Institute of Technology and Management, established in 2009 near Thirumukku, Chathannoor, in Kollam district, is affiliated to University of Kerala. Other than management programmes, the courses offered here are Civil Engineering, Computer Science Engineering, Electronics and Communication Engineering, and Mechanical Engineering.

EDUCATION INSIDER I December 2012

St Antony’s College THE LEARNING CURVE

Motivated by ‘Service in Love’

One of the biggest self-financing colleges in Kerala, with 2,500 students and 100 teaching and non-teaching staff, St Antony’s College is the only recognised collaborative centre of the Institute of Company Secretaries of India, Cochin Chapter

by Biyanka Merlyn John

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t Antony’s College, located at Kanjirapally in Kottayam district, is one of the leading institutions of Kerala. With the mission of “Service in Love” and the motto “Fear of God is the beginning of wisdom”, St Antony’s College is a co-educational institution dedicated to the service of imparting value-based, quality education. It focusses on helping students identify their hidden talents and moulding them into capable and caring human beings.

Founded by Rev Fr Dr Antony Nirappel in 1992, St Antony’s College is one of the biggest self-financing colleges in Kerala, with 2,500 students and 100 teaching and nonteaching staff. St Antony’s College aims to nurture individuals through an effective, innovative curriculum, extracurricular activities, and enrichment programmes that can prepare students for higher education.

This institution maintains very high academic standards.

The teachers are the motivational and driving force in a vibrant environment of learning. The institute has an excellent team of teachers with rich experience and expertise in their respective fields. Students are encouraged to assume responsibilities towards the local and global communities and make spectacular contributions to all walks of life. The objective is to give a new direction to students in the field of education and extend free financial assistance to the backward students.

This institution is the only recognised collaborative centre of the Institute of Company Secretaries of India, Cochin Chapter. Students are trained to overcome temptations and face the challenges of the corporate world; Efforts are made to create talent pools that have a great respect for the culture EDUCATION INSIDER I December 2012

of the land. The institute also provides facilities for SC/ST students to get grants from the government as well as scholarships, instituted by the St Antony’s Educational and Charitable Society for the deserving students.

The specialities of St Antony’s College include the availability of a wellequipped library with a wider range of journals and reference books, and high Rev Fr Dr Antony Nirappel, standardised laboratories.

Director, St Antony’s College It offers 39 degree courses, 10 post-graduate courses, and several job-oriented diploma courses. It also offers MBA, MSW, MCA, MSc (Applied Psychology or Computer Science), MCom, BCom, BCA, BBA, BSW, BSc Hotel Management, BSc (Fashion Designing), and BSc (Computer Science) programmes.

St Antony’s Group of Institutions include St Antony’s College, St Antony’s College of Advanced Studies, St Antony’s College of Hotel Management and Fashion Technology. St Antony’s College of Advanced Studies has a partnership with Bharathiar University, which has been placed second among Non-Professional Universities in India, according to a leading national daily. All its courses are recognised by all the Commonwealth countries.

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THE LEARNING CURVE Sree Narayana College

Consistency in quality

Managed by a committee comprising industrialists, professionals, administrators, and organisers, Sree Narayana Guru College of Engineering and Technology has a 50:50 system of merit-based and quota-based admissions

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by EI Bureau

stablished in 2003, Sree Narayana Guru College of Engineering and Technology is a self-financing engineering institution located at Payyanur in Kannur district.

With its consistent record of imparting quality education, Sree Narayana Guru College K P Pavithran, of Engineering and Secretary, SNGCET Technology is emerging as one of the leading institutions in Kerala today.

Promoted by the Sree Bhakthi Samvardhini Yogam, Kannur, Sree Narayana Guru College of Engineering and Technology is approved by the All India Council for Technical Education and affiliated to Kannur University. The institute is managed by a committee comprising industrialists, professionals, administrators, and organisers. Constituted in 1907, the Sree Bhakthi Samvardhini Yogam was started with the blessings of Sree Narayana Guru, a great saint, philosopher, and social reformer of Kerala.

Emphasising on quality education, augmented by exposure and training in other individual skills, the institute focusses on creation of allround performers.

“The serene campus, with infrastructural support, offers the right atmosphere for quality education. The guiding principles and value system at the institute

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mould our students into dynamic professionals capable of taking up challenges at a global level,” says K P Pavithran, the Secretary of Sree Narayana Guru College of Engineering and Technology.

Apart from facilities like a computer lab, workshops, classrooms, hostel, canteen and transportation, Sree Narayana Guru College of Engineering and Technology also has a well-equipped library with a vast knowledge resource for students.

“Fifty per cent of admissions at the college are done on the basis of the merit and fifty per cent on the basis of management quota. Students are strictly admitted under the merit quota as per the list given by the Commissioner for Entrance Examinations, Thiruvananthapuram, on the basis of their entrance scores. The fee structure followed by the college is as fixed by the Kerala government,” says K P Balakrishnan, President of Sree Narayana Guru College of Engineering and Technology.

Adhering to the admission norms of the University and the Kerala government, the courses offered by Sree Narayana Guru College of Engineering and Technology are Mechanical Engineering, Electrical and Electronics Engineering, Electronics and Communication Engineering, Computer Science and Engineering, and Civil Engineering.

The other institutes managed by the Sree Bhakthi Samvardhini Yogam are Sree Narayana Nursery School, S N Vidya Mandir Senior Secondary School, Sree Narayana Industrial Training Centre, Sree Narayana Working Women’s Hostel, and Sree Narayana Vanitha Hostel.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Bharata Mata Institute of Management

Empowering rural poor through management

The prime objective behind the establishment of Bharata Mata Institute of Management was to educate the rural population, especially women. Introduction of an MBA programme is in keeping with the paradigm shift in management education

by Neethu Mohan

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ocated at Thrikkakara in Ernakulam district of Kerala, Bharata Mata Institute of Management (BMIM) was established in 1965 as a nationally accredited institute of higher learning. BMIM is affiliated to M G University.

Owned and managed by the Archdiocese of Ernakulam-Angamaly, this institution took shape under the guidance and leadership of the late Cardinal Joseph Parekkatil.

The prime objective behind the establishment of BMIM was to educate the rural population, especially women. The initiation of an MBA programme at BMIM is in keeping with the paradigm shift in management education.

The institute lays a lot of emphasis on the development of soft skills of students through an education system backed by value-based learning.

“Education should empower students. Along with knowledge, moral values should also be inculcated in students,” says Fr Dr Varghese Kalaparambath, Director of BMIM. The moral standards of today’s student community is declining day by day because of the lack of a value-oriented education system. Apart from this, job-oriented courses should be given more importance, says Fr Dr Varghese.

Believing that the learning modules should be innovative and dynamic in nature, BMIM ensures that all students cultivate the basic urge for professional excellence. The focus at BMIM is on interactive learning through case studies, group

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discussions, seminars, and other personality development activities.

These tools serve as effective instruments to sharpen the decisionmaking, leadership, team-building, and analytical skills of the students. The faculty at BMIM strives to impart and nurture outstanding Fr Dr Varghese Kalaparambath, performance. The Director, BMIM emphasis is on building strong leadership and cultivation of a positive attitude and ethical behaviour so as to equip an individual to boldly face the challenges of the future. Apart from the summer internship programme, live projects are assigned for almost every subject, providing ample opportunities for students to acquire industrial experience. The whole curricular and extracurricular activities are designed with a clear intent to produce leaders with a holistic perspective, practical approach, sound conceptual clarity, and understanding of business intricacies. While preparing students for the rigours of the competitive corporate world, BMIM never loses sight of the need to continually reinforce values such as fair play, integrity, and respect for dissent.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Keltron

Technology Educator ‘Electronics Everywhere’. This slogan sums up the sole mission of Keltron, a name synonymous with Kerala’s first brush with success in the field of electronics.

The company showed how technological upgradations can be integrated with fine living.

With a serious intent to make technology affordable for the common man, Keltron is known for engineering innovative learning programmes for students across the state

by EI Bureau

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s part of its continuing education programmes, Keltron has been conducting technical and post-graduate diploma courses in more than 40 colleges across the state. “The mission is to create ITI level C Prasannakumar, Managing graduates with some Director, Keltron additional skills.

The programmes have been successful, with the training of more than 4,000 students so far,” says C Prasannakumar, the Managing Director of Keltron.

Keltron has been giving special attention to IT programmes aimed at empowering the physically and mentally handicapped children.

Though Keltron does not have universityapproved courses, its programmes, like Bachelor of Computer Applications, post-graduate diploma in Computer Applications, Word Processing, and Data Entry have been recognised by the Kerala

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Public Service Commission for appointments.

Other than these, Keltron conducts high-end courses like ethical hacking and security software training for BTech graduates.

Keltron, which has been changing the courseware as per the new requirements of the industry, offers a crash course in cyber security, covering network security, internet security, system security, and cloud security. “The course has gained popularity, prompting Keltron to consider inclusion of more related subjects in this stream,” says M Beeda D’Cruz, the General Manager of Keltron.

“The Central government has a lot of initiative projects. Funds are available for more skill development programmes. So, the introduction of new courses wouldn’t be a problem,” says Prasannakumar.

“Even at the international level, there is an acute shortage of technical graduates. Bearing this in mind, Keltron recently launched a Tool and Die-Making course. It has a tie-up with NDTA. It may also foray into the stream of Mechatronics very soon with more such facilities across Kerala,” says Prasannakumar.

The Indian education system has always EDUCATION INSIDER I December 2012

been criticised for failing to match the industrial needs. As a result, most industries have had to invest further in skill development and training programmes. To bridge this gap, courses related to technical education at Keltron are being promoted through an industry-institute partnership.

“The government has identified Keltron as an industrial partner in electronics and IT-related areas. We are not supposed to foray into non-core sectors,” says Prasannakumar.

In a year, Keltron produces about 6,000 technically skilled job aspirants for the industry.

The placement record of the three-year diploma courses conducted by Keltron is 100 per cent. For other courses, the record is about 60 per cent since smart students often go abroad.

The nature of Keltron’s research and development activities are slightly different from other institutes. It does not have a centralised system. Its business activities cover core electronics, defence, and so on. “Keltron has its own research department to support business activities. We take development as well as defence activities,” says Prasannakumar.

Keltron might soon introduce a short-term course on Robotics Aeronautics. “We hope that it would encourage schoolchildren’s interest in IT alongside electronics,” says M Beeda D’Cruz.

For graduates, Keltron is planning to launch courses on journalism certified by the state-owned company itself. A diploma course on Accounting and Taxation will also be launched this year.

Aerospace programme is another discipline of interest.

Keltron has entered into tie-ups with some studios to expose students to the practices in the multimedia and animation sector. But for some projects for women from the minority communities, Keltron does not have any special courses for the fairer sex. Women enrolment is particularly high for the diploma programme in Fashion Technology.

Keltron Tool Room Research and Training Centre (KELTRAC), sponsored by Keltron and funded by the Central and Kerala governments, seeks to lend a helping hand to the engineering industry by serving as a catalyst for rapid industrial development. KELTRAC is set to establish a state-of-the-art facility for research, development, and training in tooling, and computer-aided design and modelling. Designed to be a centre of excellence, KELTRAC will address education and research needs concerning EDUCATION INSIDER I December 2012

metal working techniques and processes.

With an objective to impart the best technical training to mould a highly skilled work force and to meet the requirements of the industry with sophisticated and unique tools through valid research, Keltron wants to complement the government and private sector initiatives aimed at increasing the overall productivity rates and deliver quality products matching global standards.

Software courses at Keltron: ASP.NET, C#.NET, VB.NET, PHP, HTML, DHTML, CSS, Java, J2EE, J2SE, J2ME, MYSQL, MSSQL, Oracle 10g, C++.

Other courses: Advanced courses in multimedia and animation, advanced IT courses, hardware, system administration and networking courses, enterprise network engineering, IT finishing school and internship programmes, industrial automation and computerised instrumentation, fire and safety engineering, integrated apparel management, medical transcription, mobile communications, bioinformatics, Robotics, IT projects, corporate training, aerospace electronics, security and surveillance systems, intelligent transportation systems, strategic electronics, information technology solutions, process automation systems, ID card project, power electronics systems, and electronic components.

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THE LEARNING CURVE SNGIST

Mantra of holistic

transformation

Sree Narayana Guru Institute of Science and Technology’s mission is to produce creative technocrats and corporate leaders who can give a new direction to India Inc

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by Neethu Mohan

ree Narayana Guru Institute of Science and Technology (SNGIST), an initiative of Gurudeva Trust, was established at North Paravoor in Kochi, Kerala, in 2001 in accordance with the noble intentions and farsighted vision of a group of individuals with years of experience in business and governance. The trust is managed by a 15-member board of trustees and guided by a governing council consisting of experts from the industry and the academia.

The first batch of MBA and MCA was started in 2003. The batches were expanded later. SNGIST is committed to providing world class higher education with a strong social commitment. The college has ISO 9001:2000 certification to its credit.

Spread over 12 acres, the college has a built-up area of more than 50,000 square feet with all the most modern facilities. SNGIST offers BTech in five engineering streams.

“We want to create a class of people who are well-educated, having confidence, compassion, and social commitment,” says Prof C K Renjan, the Chairman of SNGIST. “Many of the institutions fail to provide quality education to its students.

That is what makes SNGIST different from other institutions. Our students have a practical knowledge about life,” adds Prof Renjan.

The library at SNGIST is an outstanding

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learning resource centre catering to the information requirements of its users. The library has more than 20,000 volumes of textbooks and over 130 journals/ magazines, and access to over 1,600 e-journals. The computer facility includes four labs and Prof C K Renjan, Chairman, about 300 computers.

SNGIST The Language Lab provides an opportunity for students to enhance their skills in communication. It also offers facilities for learning other foreign languages. Hostels with excellent amenities for both boys and girls have been provided inside the college campus.

Good placement opportunities are available for SNGIST students. “Our vision is to ensure a holistic transformation of students into professionals who will be the creative technocrats and corporate leaders with social responsibility, made possible through an educational system that builds competence, confidence, and compassion,” says Prof Renjan.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE De Paul Institute of Science and Technology

Empowering the marginalised

Through memorandums of understanding with De Paul University, Chicago, and James Cook University, Australia, De Paul Institute of Science and Technology provides a qualitative education system based on the ideals of a patron saint of the Vincentian Congregation

by Shalet James

Rev Fr Alex Chalangady VC, Principal, DIST

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Rev Fr George Elinjikal VC, Vice-Principal, DIST

ocated at Angamaly in Ernakulam district of Kerala, De Paul Institute of Science and Technology (DIST) is an ISO 9001:2008certified professional college run by De Paul Education Trust and owned by Marymatha Province of Vincentian Congregation.

With an aim to create a new generation of scientific and technological professionals driven by the spirit of innovation and persistent experimentation, the Vincentians hold aloft the sublime values of social justice, peace, and love.

Affiliated to MG University and approved by the All India Council for Technical Education (AICTE), DIST has memorandums of understanding with De Paul University, Chicago, and James Cook University, Australia. Inspired by the ideals of St Vincent De Paul, a patron saint of the Vincentian

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Congregation, the members of the Congregation undertake various educational, charitable, spiritual activities for upliftment of the marginalised sections of society.

Propelled by a vision to become a centre par excellence that can create hard core professionals enriched with deep knowledge and high level expertise in modern technology through affordable learning programmes, DIST wants to create a new generation capable of creating an ideal society where everyone is equal. “We try to inculcate good values in the children here. Through quality education, we focus on the overall development of our children,” says Rev Fr Alex Chalangady VC, Principal of DIST. “Dedicated training, research and development, intensive career counselling, and involvement in cocurricular activities will help our students achieve these objectives,” says Rev Fr George Elinjikal VC, Vice-Principal of DIST. DIST, which has a good record of placements, offers BCom and BA programmes as well as MCA, MBA, MHRM, MSW, and journalism programmes.

The courses enable students to take on any assignment with dead-on accuracy in any field they are in. DIST has a highly qualified, experienced, diligent, and totally committed faculty with the requisite administrative, scholastic, and industry experience. DIST, which engages its students in live projects and research, also has a satellite-based virtual learning system, formulated in association with Everonn Learning Academy.

EDUCATION INSIDER I December 2012

College of Engineering and Technology THE LEARNING CURVE

Bringing technology within villagers’ reach

Located near the Ezhimala Hills and the Arabian Sea, College of Engineering and Technology provides students, especially from the rural centres, a wide range of opportunities to learn about the new trends in engineering with all modern amenities

by EI Bureau

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ollege of Engineering and Technology (CET) is located at Kaithapram in Kannur district. Spread over 16 acres, the college assures students of all possible support in their curricular and extracurricular activities.

One of the leading engineering colleges of Kerala, CET aims to upgrade itself into a world class technical institute that provides equal education opportunities for all. It is already an institution that helps students from weaker sections of society embark on a journey of empowerment.

The basic objective of the institute is to bring technological education well within the reach of children living in villages and help the villagers make a better living. The governing body of the college believes that such opportunities will lead to a technology-based educational revolution in the rural heartlands.

“We preserve a system of joint college administration in which students play a vital role EDUCATION INSIDER I December 2012

in development of college policies and disciplinary activities; Such an involvement enables them to develop leadership qualities and arrive at a better understanding of democratic practices. This is the main thing which makes us unique in engineering education,” says Abdul Rahim, the Director of College of Engineering and Technology.

Accredited by the All India Council for Technical Education and affiliated to University of Kannur, CET offers BTech in Civil Engineering, Mechanical Engineering, Electrical and Electronics Engineering, and Electronics and Communication Engineering. Besides these key engineering streams, it has a Bachelor programme in Architecture.

With one of the best labs for mechanical and electronic engineering in Kerala, CET has all modern infrastructure, well-equipped IT systems, a large library, good hostels and medical facilities, and physical training centres.

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THE LEARNING CURVE Institute of Technology Mayyil

Aiming to serve needs of the youth in North Kerala

Institute of Technology Mayyil aims to be a top-ranking institute in India and a leading global centre of professional management education, research, training, and consultancy with strict adherence to the universal human values and ethics

by EI Bureau

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ocated at Mayyil in Kannur district, Institute of Technology Mayyil (ITM) has been recognised as one of the leading B-schools in South India. Established in 2002

by Hira Charitable Trust, the institute has been recognised by the Kerala government, approved by the All India Council for Technical Education, and affiliated to Kannur University.

The first exclusive business school of Kannur, ITM’s mission is to cater to the career requirements of the science, management, and technology aspirants of North Kerala by imparting quality professional education. ITM aims to be a top-ranking management institute in India and a leading global centre of professional management education, research, training, and consultancy with strict adherence to the universal and transcendental human values and ethics.

By introducing innovative teaching pedagogies that would be instrumental in the harmonious development of students, the institute intends to extend all possible infrastructural assistance and the right campus environment for individual excellence.

ITM aims to instill the values of responsible leadership in its students in the context of the changing management needs in the corporate world. Nurturing future business leaders with a global approach and care for the dignity of human life, ITM will promote innovation and creativity as a concomitant of world class management education. It will introduce new merging educational streams and raise the standards of education to newer heights.

“Education is a people-oriented activity and a

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vital part of the social system. An educational institution, unlike a business organisation, is not owned by a group of individuals who create it. While the objective of most business organisations today is to develop a good product, market it, and earn a profit, an educational institution Sharafuddin K T, Chairman, has larger social Institute of Technology Mayyil objectives to fulfill,” said Sharafuddin K T, the Chairman of ITM. The MBA programme at ITM is supported by a contingent of experienced, competent, and committed faculty that knows how to blend the best academics with the industry realities. The programme will enable allround development of students through an intensive Learning Management System (LMS), which will give them the relevant practical and industrial exposure.

ITM offers full-time courses in management and excels in providing rigorous academic inputs through conferences, seminars, and workshops, led by eminent personalities well-versed in various aspects of management.

Apart from providing better infrastructure facilities, ITM has a well-stocked, full-fledged library possessing e-journals, a well-equipped computer lab with state-of-the-art technology, WiFi facility, and placement assistance with back-up from the faculty.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Marian Engineering College

Education aid for minorities

Established in 2001 at Kazhakuttom, about 15 km from Thiruvananthapuram, Marian Engineering College is a pioneer in engineering studies in Kerala. Spread over 40 acres and affiliated to University of Kerala, the ISO 9001: 2008-certified Marian Engineering College has the distinction of partnering with the Indian Space Research Organisation during the early days of India’s space endeavours. In an interview with Education Insider, Rev Fr George Paul A, the Manager of Marian Engineering College, talks about the unique features of his institute

by Tony William What made the Latin Archdiocese of Thiruvananthapuram enter the education sector?

Though there are many standard government, semigovernment institutions offering engineering degrees, the representation of the minority community in these institutions is very minimal.

The chances are very few and far between for a majority Rev Fr George Paul A, Manager, Marian Engg College of students to get quality education. The vision of our management is to make quality education affordable for the ordinary people. We are keen to provide a platform for the backward classes through our institutions.

What makes Marian Engineering Institute unique?

Sixty-four per cent of the students at our institute are from the minority community. We have a dedicated staff. While many institutes do not have a good faculty, we don’t have that problem. Our institution has a unique identity, and because of that, even guest lecturers like to identify themselves as a part of this institution. We organise motivational classes by leaders from the industry and other walks of life in each semester.

What kind of industry interface does Marian Engineering College provide?

We provide industry interface for the final year students

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through projects with organisations like the ISRO, or Techno Park. As part of academics, students are free to do their projects in industries outside Kerala as well, thereby enhancing their knowledge of the industrial settings. We also have soft skill development programmes.

How do you promote entrepreneurship?

Student entrepreneurs must be motivated as much as possible. At the recent Emerging Kerala Global Connect conclave, Chief Minister Oommen Chandy had emphasised upon the importance of entrepreneurship. This (culture) is of contemporary relevance, no doubt. With that in mind, we have established a department which facilitates research.

The novelty of some of the student projects surprised us.

Projects such as the development of a Robotic arm with spy cam, an automatic headlight control for automobiles, and intelligent car breaking system became popular through the regional dailies. We have also got approval to conduct MTech courses. We are going to focus more on research and development next year onwards.

Tell us about your campus recruitments?

Other than HCL, Wipro, CTS, IBS, Dell, Accenture, and Infosys, IBM is a major recruiter from our engineering college. They have recognised our institute as a centre of excellence and have put up a laboratory in our campus. In all, 136 students got placed in major companies last year.

What are your expansion plans?

Currently, we don’t have Electrical Engineering. We plan to introduce this discipline next year. We would launch more MTech courses as well.

EDUCATION INSIDER I December 2012

Gurudeva Institute of Science and Technology THE LEARNING CURVE

Aim is to bring about emancipation for all

Guided by the teachings of social reformer Sree Narayana Guru, Gurudeva Institute of Science and Technology always strives hard to foster “progress through education and bring about emancipation for all”

by EI Bureau

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ocated at Vennimala in Kottayam district, Gurudeva Institute of Science and Technology (GISAT) was founded by the Sree Narayana Guru Trust with an aim to impart the best technical education to the younger generation.

The Trust had been formed under the auspices of the SNDP Yogam Kottayam Union for promoting equality, fraternity, and secularism among people based on the teachings of social reformer Sree Narayana Guru. The Trust intends to undertake charitable work for upliftment of the marginalised sections of society. The Trust is managed by a Board of Trustees under the guidance and patronage of the General Secretary of SNDP Yogam, Vellappally Natesan.

The college has commendable infrastructure and an exemplary faculty. The environment in the campus is congenial for academic pursuits and allround development of students. With all modern facilities and well-equipped labs with latest equipment, GISAT has a computerised library with international journals.

The college offers Bachelor of Technology in Civil Engineering, Computer Science Engineering, Mechanical Engineering, Electrical and Electronics Engineering, and Electronics and Communication Engineering. “We mould eminent professionals with creative minds, innovative ideas, and sound practical skills. We train them to shape a future where

EDUCATION INSIDER I December 2012

technology can be utilised for the betterment and enrichment of mankind,” says A G Thankappan, Secretary of Sree Narayana Guru Trust.

“We foster excellent academic standards and discipline among students. We have an advisory system A G Thankappan, Secretary, wherein the staff Sree Narayana Guru Trust advisors of GISAT contribute immensely towards this cause by giving proper attention to the students,” adds Thankappan.

Apart from giving appropriate orientation to students in career planning activities, GISAT Career Guidance Cell handles all on-campus placements and recruitments. To bring world class technical education within the reach of a discerning young generation and to help them embark on a fruitful path towards allround development, the college always strives hard to foster “progress through education and bring about emancipation for all”.

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THE LEARNING CURVE Elijah Institute of Management Studies

Creating strategic human resources

Elijah Institute of Management Studies aims to emerge as a center par excellence, unique in experience, value-based in each of its approaches, and pioneering in its efforts towards meeting the changing needs of the challenging corporate world

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by EI Bureau

lijah Institute of Management Studies (ELIMS) is situated at Ponganamkadu in Thrissur district of Kerala. Founded by ELIM Educational and Charitable Trust and affiliated to Calicut University, the main objective of ELIMS is to produce high-calibre managers for the industry.

Approved by the All India Council for Technical Education (AICTE), ELIMS offers a two-year business administration programme at the postgraduate level. Dedicated to nation-building, the institute understands the current demands of the globally competitive business world and provides the necessary practical tools and training applications required to produce managers who are adept at easy adaptation of various human resource skills that are central to the work culture of an organisation. “We strive to make our students look at life with curiosity and wonder and approach problems with a fresh perspective. ELIMS brings the best out of every student and helps them discover their hidden talents, which, perhaps, should be the aim of education in the truest sense,” says E K Kurian, a renowned educationist and Managing Trustee of ELIMS. “We stress upon professional development of faculty members. We have a strong team of visiting faculty as well,” says Kurian, adding that the institute’s goal is to emerge as a center par excellence, unique in experience, value-based in each of its approaches, and pioneering in its efforts towards meeting the changing needs of the challenging corporate world.

ELIMS offers quality education in theory and

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sufficient practical exposure to its students.

ELIMS persistently attempts to understand the multifarious requirements of the industry while preparing its students to take on the challenges with maturity and prudence.

Besides academic achievements, the focus at ELIMS is on E K Kurian, Managing Trustee, sensitising the students Elijah Institute of about the functional Management Studies areas of management.

Grooming students with interpersonal skills, team spirit, social grace, business etiquettes, negotiation skills, the right attitude, motivation, and time management is a regular training feature at ELIMS. Equipped with a modest infrastructure, ELIMS encourages its students to actively participate in extracurricular activities and cultivate hobbies that can hold them in good stead. Seminars, workshops, and interactive sessions with leading dignitaries of the industry are part of the pedagogy system at ELIMS. With a mission to facilitate comprehensive, integrated development of individuals with righteousness and conviction, ELIMS believes in helping students imbibe the spirit of excellence in whatever pursuits they take up in life.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Royal College of Engineering and Technology

Striving for excellence

With scholarships and financial assistance to students from humble backgrounds, generation of ample opportunities to engage in society-centred activities, adequate skill and personality development programmes, and a sound academic system, Royal College of Engineering and Technology occupies a special position in Kerala’s list of technical education institutions

by EI Bureau

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stablished in 2003, Royal College of Engineering and Technology (RCET), an NRI venture, is one of the new generation engineering colleges in Kerala. Situated at Akkikavu, the meeting point of the districts of Palakkad, Malappuram amd Thrissur, RCET K M Hyder Ali, President, has carved its own niche Royal College of Engineering in the field of technical and Technology education.

RCET caters well to the aspirations of people from Thrissur and neighbouring districts, offering all core branches of engineering. The institution offers courses like Civil Engineering, Computer Science, Electronics and Communication, Electrical and Electronics Engineering, Applied Electronics and Instrumentation, and Mechanical Engineering etc. With a qualified and dedicated faculty, well-equipped laboratories and workshops, a full-fledged library, and a centralised computing facility, this institution provides ample facilities for academic excellence.

RCET’s vision is to provide students with proper training in technical skills and make them socially responsible and committed individuals with strong ethical values and a global outlook, the prerequisites to meet the challenges of a changing world.

With the mission of transforming the institution

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into a centre of excellence in the area of technical education on a par with international standards, RCET has a strong network of experts in various areas of technical education which takes due care that the institute’s administrative and academic policies are updated on a regular basis in keeping with the changing industrial needs.

The institute’s unique skill development programmes stress upon cultivation of aptitude skills, reasoning skills, communication skills, leadership skills, interpersonal skills, technical skills, and interview-tackling skills. By the time the campus placement process begins, the students are a prepared lot. The Training and Placement Cell holds frequent interaction with students to understand and solve their career-oriented problems in a better way. It sorts out all the problems effectively and boosts their confidence.

RCET offers financial assistance to two women candidates, three economically weaker students (whose parents’ annual income is less than Rs 2.5 lakh from all sources), and one physically handicapped student on the basis of merit under the tuition waiver scheme. The institution provides scholarships for two meritorious students ranked between 1001 and 5000 in the entrance examination.

RCET also gives equal attention to extracurricular activities such as the National Service Scheme and IEEE membership, fostering initiatives featuring technical innovation, enabling access to cutting edge technologies, networking opportunities and exclusive member benefits. It also has a technical club, an environmental club, a literary club, and so on.

EDUCATION INSIDER I December 2012

THE LEARNING CURVE Sound Engineering Academy

Sound waves of brilliance

Resul Pookutty’s Oscar has catapulted the discipline of sound engineering into the national psyche. Now, talking of sound waves, here’s an institute that is re-engineering the art of learning.

Sound Engineering Academy (SEA) was established in 2004 by A R Vishnu, a computer engineer.

He forayed into this venture after giving up a lucrative job at Techno Park. During these years, SEA proved to be a purple cow among the audio engineering training campuses in the world. In an exclusive interview with Education Insider, Vishnu says his priority is not just limited to profitmaking. He wants to impart the best possible quality education in sound engineering

by EI Bureau What was your inspiration to take up an obscure branch like sound engineering?

I am a computer engineer. I had done a basic audio engineering programme. For an advanced course in audio engineering, I searched all over India, but in vain. A few quality institutions were there in India, but they had an unaffordable fee structure. That made me realise one of the deficiencies of our education system. The lack of qualitative, affordable training institutions in media studies in the country inspired me to establish a sound engineering academy. Besides, there was hardly any assurance (from the part of the industry) of a steady pool of professionals in the field of audio engineering.

What courses are offered at SEA?

SEA is an exclusive audio engineering campus. We have courses ranging from three months to two years. The one-year diploma course is the most preferred one. It has been helping most students in getting good placements in the industry. Our syllabus is one of the best, given the practical orientation. Basically, our learning system spans from audio for film, television broadcasting, and radio stations to live sound reinforcement, including indoor and outdoor show handling techniques, and audio for animation and multimedia.

What about placements offered by the institution?

None of our students have had to struggle for a job.

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Instead of job support, we provide job guidance.

We are proud to say that one of our products was behind the audio work in the Bollywood blockbuster ‘The Dirty Picture’. The complete sound sync recording for the Ajay Devgn-starrer ‘Tezz’ was also done by our product. In Kerala alone, SEA products constitute the highest percentage of sound engineers in the electronic media. At least 12 SEAA R Vishnu, CEO, Sound certified audio engineers work Engineering Academy in the leading regional TV channel, Asianet. One of our products is the first and only audio engineer from an Asian country at Royal Opera House Muscat, one of the best opera theatres in the world.

What are your expansion plans?

We are entering into the sales business as distributors of professional audio systems produced by Electro Voice, a US-based company. The idea is to support our institution through business. As for expansion, for the time being, we are not planning to branch out. www.seaindia.in EDUCATION INSIDER I December 2012

M D Sreekumar INDUSTRY EXPERT

Taking cue from HMT’s reinvention Only a third of the Rs 11,000-crore worth machine tools business needs are met by India’s production capacity, while the rest are purely imports.

State-owned HMT is planning to tap into this unrealised market potential and achieve a turnover of Rs 1,000 crore by 2017 by extending its expertise in machine tools to a slew of new growth areas, including defence, aerospace, and railways sectors. To be more specific, this public sector company is holding talks with various defence establishments for manufacture of vital components of sophisticated weapon systems, including missiles. The company also hopes to be a part of the Kochi Metro Rail Project by offering its state-ofthe-art plants for maintenance of rolling stock and other equipment.

These bold announcements were made by company Managing Director M D Sreekumar during the recent handover of HMT’s SBCNC 80, Slant Bed CNC Turning Centre, to P S Veera Raghavan, Director of Vikram Sarabhai Space Centre, ISRO, Thiruvananthapuram, at its Kalamassery unit. In an interview with Education Insider, Sreekumar talks about the urgent workforce requirements of the industry and the shortage in generation of good professionals due to flaws in the Indian education system EDUCATION INSIDER I December 2012

by Sanjeev Neelakantan What kind of job opportunities exist in the machine tools sector and what are the current industry requirements?

There are lots of job opportunities. They are in the following areas: a) Design, fabricate/manufacture, supply, erection, and commissioning of machine tools; b) spares; c) reconditioning of supplied machines, or existing machines so that they can achieve original accuracy and perform better; d) refurbishing of existing machines on a par with prevailing art of technology; e) maintenance contract; f) solution in tooling, fixtures, die and molds etc; g) total solution in production, production improvements, and allied services; h) productivity aids like automation, gantry pallet changers etc; i) training needs of personnel working on machines as operators, programmers, application engineers, supervisors, in the field of maintenance, hydraulics/pneumatics, electronics, and electrical; j) training needs of executives who are involved in production activities; k) turnkey projects as a complete solution to customers; l) specialised manufacturing services; m) and engineering service;

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INDUSTRY EXPERT M D Sreekumar

The current industry standards are process capability of Cpk 1.67, or 1.6PPM, zero breakdowns, remote control diagnostics, green technology, energy efficient machines etc.

Are you satisfied with the new crop of technologists?

Not all. They are lacking in terms of subject expertise and adequate training in the specified areas of work. To ensure availability of good technologists, the educational system should be linked with the industry, much like Europe’s Fraunhofer model.

Can you give us an idea of the demand for technical experts in the machine tools sector in the coming years?

The industry is growing. To get a double digit GDP growth as per the industries plan, India needs at least a million of good technocrats and technical experts.

Infosys Founder N R Narayanamurthy recently lamented that the standards at IITs have declined? Do you concur with him?

Certainly, I concur with him. The IITs have lost their sheen with a steep decline in the quality that was once there in the sixties and seventies. Very few world class researches have come out of the IITs and the IIMs in the last decade.

In 2004, China produced 2,652 PhDs in computer science, and in that year, the figure was 24 in our country. This shows lack of research and innovation in the IITs. There were about 60 to 70 students registered for PhD in 1967, at the electrical engineering department

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of IIT-Kanpur. But today, at the same department, there are less than five PhD students joining in a year. Also, gold medalists from IITs are at a loss when they pursue researches in institutes like MIT and Harvard.

I also agree that the Indian education system lacks a focus on problem-solving skills. The primary difference between the system of education in India and other countries, particularly the US, is that they (foreign institutions) focus on problem-solving and relate theories to the reality around them rather than classroom theoretical classes.

IITs/universities should produce strategic learners and inculcate the qualities of independent thinking, connecting what is learnt in the classrooms with what is happening in the outside world and finding appropriate solutions to the problems around them.

What kind of institutions are generating the current crop of technologists in the machine tools sector? Are there any areas where they are yet to focus on?

The new-entrant technocrats may need about four to five years’ rigorous training in a specified area to become full-fledged technocrats useful to machine tools. The areas that demand the attention of today’s institutions are nanotechnology, nano material, mechatronics, application, tools, jigs, and

fixtures.

Do you welcome the entry of foreign universities into India?

This is a welcome move. It can help in retaining the foreign exchange and arresting brain drain of technocrats. Also, this will help in imparting quality higher education to those who are intelligent but do not have sufficient money to get admitted to foreign universities.

This will have an impact on our Indian universities who obviously have to cope up or compete with foreign universities in terms of curriculum and system of education.

How can the relationship between the industry and professional educational institutes be improved?

Institutes should work in close association with industries and take up practical and research-oriented projects so that dependence on foreign technology can be avoided.

Does HMT plan to start an institute or hold workshops in the field of machine tools?

HMT already has training institutes at each of its unit - altogether five in number. We are imparting technical training to our operators, supervisors, and engineers. Mechatronics is a popular training programme for both mechanical and electronics engineers.

Our customer engineers are trained for a whole year on a regular basis under the programme. About 15 different traderelated training courses have also been conducted at different units, depending on requirement. Custom-made technical training based on customer request is an added advantage for customers.

Apart from this, we are exploring joint ventures with universities/NGOs/ educational institutions to establish technical institutes offering a one-year post diploma/three-year course for trade technicians. We are negotiating with some premier institutes for conducting the technical courses. In fact, we have a dream to build a technical university.

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APPRAISAL Kerala Education

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aving served as an advisor of the syndicate of Kerala University and Cochin University, and a member of several expert action groups at the state level, Kerala-based businessman E M Najeeb has been holding frequent consultations with the Kerala government on various strategic issues concerning the industry for years now. Being the Chairman of the multi-crore Airtravel Enterprises Group with diverse business interests, Najeeb knows a lot about workforce recruitments and the employability potential of the new generation youth. Given below is a list enunciating his primary concerns and recommendations on Kerala’s education sector: The shortcomings and not-so-bad achievements • The quality of education is deteriorating, while the quantity of institutions is rapidly going up.

• With the emergence of 147 self-financing professional educational institutions, Kerala’s education sector received a much-needed fillip.

However, only 50 per cent of these institutes are credited with good results, while the rest are

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symbolic of qualitative deficiencies.

Owing to the lack of practical knowledge of the industrial practices, a majority of fresh graduates from our universities are unfit for immediate employment. Hence they carry the tag of a trainee until they pick up the skills essential for productivity.

The current educational system is a victim of primitive syllabi. A majority of the institutes do not have the wherewithal to provide practical orientation or training to their students. Mere facilitation of an interaction with leaders of the industry isn’t enough. There is an urgent need to update the syllabi.

There is an acute shortage of well-qualified teachers in Kerala. Institutes should make serious efforts towards recruiting well-qualified, highly experienced teachers, and give them incentives, if need be.

Moral values among the youth are on the decline mainly because of a precarious lifestyle. The faculty of respective institutions should inculcate moral values in students. Educational institutions should have a value system and they should inspire the youth rather than making them perspire.

Recommendations for improvement Kerala can certainly be a potential educational hub if the institutions focus on development of students’ hidden talents, encourage their creative endeavours, and help them in acquiring new skills.

Students should be given the liberty to make a career choice. They should never be compelled to take up subjects, courses, or vocations against their interest.

More growth and personality-oriented study programmes should be introduced across all institutions.

Airtravel Enterprises (ATE) Group, led by Chairman E M Najeeb, began its journey way back in 1976 with a quest to discover a simple philosophy of making travel hassle-free.

Today, as a Group, ATE soars far and high with diversified interests in all areas of Travel, Holidays, Hotels, Spa, Tourism Consultancy, Healthcare Management, Information Technology, Leisure Consultancy, Advertising and Event Management

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CAMPUS SCAN RNTC, The Netherlands

Giving media professionals that extra edge over others Founded more than four decades ago, RNTC (Radio Netherland Training Center), located at Hilversum in the Netherlands, is a training centre for media professionals interested in pursuing advanced learning programmes in specialised areas of mass communication. RNTC, which has an international reputation for excellence, offers post-graduate programmes, recognised and respected all over the world. The courses, including refresher programmes for alumni, are specially designed for journalists, programme-makers, trainers, and broadcast managers. Most course participants can avail of a full scholarship from the Dutch government (www.nuffic.nl/nfp). The courses are open to those who are willing to meet their expenses on their own or have sponsors. In an exclusive interview with Education Insider, Peter Veenendaal , General Manager of RNTC, tells us more about the institution

by Sumithra Sathyan Tell us about the beginning of RNTC and its mission.

RNTC was founded in 1968 by its parent company, Radio Netherlands Worldwide, and Philips, the electronics company. Philips pulled out after a while, but the Dutch Ministry of Foreign Affairs stepped in. At first, RNTC provided training courses for Radio Netherlands’ partner stations.

Later, the scope was widened to media organisations and media professionals from developing countries in Asia, Africa, and Latin America. The media

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plays a vital role in the development process; they are an essential part of civil society. So, they need well-trained professionals, and that’s what we do.

Our certificates are highly valued, and our alumni often get very good jobs.

Because of our track record, we have been able to attract more and more selfpaying course participants.

What makes RNTC distinct from other global media training centres?

Our distinctness comes from a combination of things: we have a very personal approach. There is much room

for individual learning needs. RNTC does not teach standard solutions.

We start with a simple question: what knowledge and skills do you need to become a better media professional?

We have a very practical approach to training: learning by doing. Going out on an assignment is better training than sitting in a classroom. Also, we take good care of our course participants.

We make sure that they can concentrate 100 per cent on the course. We infuse fun into learning. Our trademark is our personal touch. I always say that RNTC EDUCATION INSIDER I December 2012

will be ingrained in your DNA for the rest of your working life.

What are the unique courses at RNTC? It’s a matter of hard choice. We have several unique courses in which we combine working skills with indepth specialist knowledge, like multimedia and water management. Perhaps, our most innovative new course is Inside International Justice. In that course, we teach journalists how the courts and tribunals for international law in The Hague are organised and run, what their impact is, and how effective they are. One can learn how to make good stories on international law, or how to pitch them to your editor. It’s a course for journalists from all over the world. Most of them know too little about this very important subject.

The institute receives students from across the world. Has this helped you foster cultural harmony?

Indeed, we value cultural diversity and harmony.

Many of our course participants come here with a scholarship from the Dutch government. Those Peter Veenendaal , General Manager, RNTC

Courses in 2013 and 2014: Here’s a list of courses offered by RNTC • Broadcast Journalism (Good Governance and the Broadcast Journalist) – 12 weeks • Broadcast Journalism (Social Conflict and Cohesion) – 12 weeks • Broadcast Management – Two weeks • Video Journalism (summer school, focus area - camera) - One week • Educational Programme (Production Education) - 12 weeks • Facts and Formats (HIV/AIDS) – Eight weeks • Inside International Justice - One week • Online Journalism - Six weeks • Mastering Social Media - Two weeks • Magic of Radio (summer school) - Two weeks • Multimedia Journalism and Water Three/six weeks • Multimedia Storytelling (summer school) - Two weeks • Online Journalism (e-learning) – Six weeks • Smartphone Reporting (summer school) – One week • Training The Trainers – Six weeks • Using Media for Development - 2 weeks

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scholarships are open for candidates in more than 60 countries in Asia, Latin America, and Africa. And they are joined by an increasing number of self-paying, or selfsponsored media professionals, from other parts of the world. We start each course with a workshop in intercultural communication, to avoid misunderstandings. After that, sharing best practices and solutions between people with very different cultural backgrounds is an important factor in all our courses, especially in the media, where all colours of the rainbow should be represented.

What are your prominent courses and their potentialities?

All our courses are important, but there is a growing emphasis on multimedia. That’s a reflection of the changing world. Every journalist and programme-maker should know the value of a multimedia approach to its target audience. If you understand how to do that, the possibilities are endless.

What are your future plans?

I see a trend towards shorter courses and tailor-made courses. It is increasingly difficult for media professionals to leave their work and their families for three months, or even more, to participate in one of our longer courses. So, we divide these courses into shorter components. Also, there is a growing demand for blended learning, a mix between e-learning and classroom teaching. As far as RNTC is concerned, the demand for our courses is steady and growing, so I expect that we will be around for a while.

What’s your vision for education?

My vision is very simple. Before I became General Manager, I was a journalist. I know the pleasure of producing and publishing a good story. But I never realised the satisfaction one can get by being a witness to the professional makeover of learners from all over the world. They become confident media professionals, armed to the teeth, with new knowledge and skills, anxious to put it all into practice on returning home. That’s what keeps us going here at RNTC. It is more than work. It is a pleasure. And if you can implement that pleasure into your training approach, you have a formula that works.

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MOTIVATION Aravind S Kumar

Quiz prodigy’s first contact with His favourite authors are Stephen Hawking, Isaac Asimov, Sudha Murthy, and Khyrunnisa. His subjects of interest include Mathematics, Astrophysics, and Computer Science Designing. He’s good at quizzing and writing. Now, he’s dreaming of being the tiniest of tiny part of the Mars Mission

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by Neethu Mohan

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ourteen-year-old Aravind S Kumar of Cochin, Kerala, is quite a whiz kid. He is a state and national level winner of various quiz competitions. Now, the quiz prodigy will be the first Indian to make a “personal contact” with the mystical red planet of our solar system, Mars.

If scientists ever confirm that Mars can support life and adventurous human beings do migrate to the red planet, the first sign of earth-like life they may stumble upon there is going to be a microchip with the name of Aravind etched on it.

Aravind, a ninth standard student of Chinmaya Vidyalaya, says: “Since the age of eight, I have been a member of the National Aeronautics and Space Administration (NASA)’s children’s club. In 2010, NASA conducted an online quiz for schoolchildren. At the time of the competition, they had declared that the names of the winners would be etched on a microchip and carried to Mars. During that time, the Curiosity Rover’s mission to Mars was at a nascent stage. About a month ago, I received an email from NASA, confirming that the microchip named after me will soon be carried to Mars.”

Aravind has a bagful of achievements to his credit. He has won prizes in several quiz competitions based on Space Science, conducted both at the state and national levels. He even came first in a quiz competition conducted by Vikram Sarabhai Space Centre in 2010, which gave him a chance to interact with scientists behind the Chandrayaan Mission at Thumba. He has now been invited for a student exchange programme with the Elon University, US. Mathematics is Aravind’s other obsession. “I love Mathematics. There is something mysterious about this subject. Till date, nobody has solved that mystery.”

Mystery? Well, maybe he’s got a secret he will reveal in future.

Over to Aravind’s next interest. He’s a writer as well. He has just finished writing a science fiction story for children’s

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magazine Tinkle. Now, how can you ever stop a writer from blogging? “There are cryptic elements in most of his poems,” says Aravind’s mother Mamata.

A voracious reader, his favourite authors include Stephen Hawking, Isaac Asimov, Sudha Murthy, and Khyrunnisa.

“I believe his reading habits have helped him a lot in both his academic and personal life. The whole credit goes to my parents. They were the ones who inculcated the habit of reading in him,” adds Mamata.

So, what are his future plans? “I have already begun preparations for the IIT exams. Every weekend, I spend about 10 hours in my coaching class. I want to do computer science designing. I will sustain my interest in Mathematics and Astrophysics as well,” says Aravind. A polymath in the making?

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