Education Insider June 2015 by MK Menon

RNI No: 114514 KERENG/2012/41957

Is formal education obsolete in this age of entrepreneurship?

A social worker without borders Sabriye Tenberken

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Interview

Feilim McLaughlin Special Story

IIT Roorkee Woman Power

Alisha Moopen

Building a ‘school model’ for the world

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Contents Cover Story

Interview Feilim McLaughlin, Ambassador of Ireland to India, says his country offers great internship and entrepreneurship opportunities to all the students

Committed to nation building Prof. Pradipta Banerji, Director, IIT-R, talks on a range of issues including the history of IIT-R, its achievements and future plans

Building a ‘school model’ for the world

Management Education Prof. Edgar Meyer talks about the importance of holding an MBA degree from a reputed school in today’s competitive world

The EAS: Azerbaijan’s pride

Interview with Faizal E Kottikollon, the man behind the ‘Cinderella story’ of the Government Vocational Higher Secondary School for Girls (GVHSS) Nadakkavu in Kozhikode, Kerala

No country can progress without tapping the energy and talent of its young population. That means make sure that the youngsters get the best possible education

Regulars Edu News 08 Voices 12 Research 14 Digiclass 44 Infographics 06 Economics Education 32 Tech + Education 42 Education for all 35 Short Notes 68

Motivator

Sabriye Tenberken, a German national, is literally a social worker without borders

Expert Interview

Rahul Dasgupta of Globsyn Group talks about the ways to improve the quality of mngt education

Woman Power

Alisha Moopen, Director, Aster DM Healthcare

June 2015 EDUCATION INSIDER

Infographics

EDUCATION INSIDER June 2015

EDU NEWS

Kenya to host ‘Education Innovation Africa’

NAIROBI: Education experts and practitioners across the world will gather in Nairobi, Kenya this month to discuss education investments in East Africa. The forum, which will be led by Informa Plc, the largest publicly owned exhibitions and training provider in the world, will also explore how increased investment from the private sector can improve education delivery across in the region. The forum titled Education Innovation Africa will be held on 8-10 June 2015 at the Visa Oshwal Centre and will feature a conference, exhibition and workshops. Prof George Godia, a former Permanent Secretary, Ministry of Education, lauded the forum arguing that education sector within EAC has been neglected. “Across EAC, teachers, pupil and all education stakeholders are not taken seriously, hence the perennial disagreement between the ruling governments. I am excited that we are hosting a global forum, which will support our ailing education sector. I am convinced that the forum deliberations will be implemented to promote the sector’s growth,” Prof. Godia said. The forum will be opened by the Cabinet Secretary, Prof Jacob Kaimenyi. The event will gather leading Kenyan and African policymakers and educators together with the best of regional and international investors, entrepreneurs and technology providers. ‘Education Innovation Africa’

EDUCATION INSIDER June 2015

will focus on how the private sector can help deliver national and regional education plans, by providing financing, improving infrastructure, investing in new education models and also by providing innovative low-cost technology solutions. “We are delighted to host the Education Innovation Africa event in Nairobi,” stated Lydia Fowler, Event Director at Informa Plc. “The event will showcase the significant work already underway across Kenya and the East African community in improving education delivery through innovative partnerships, strategies and technologies. It will highlight how increased collaboration between Government, private and social investors can help to meet domestic and regional education goals, and facilitate the creation of new programmes that will improve educational attainment across East Africa.” The event has been created to address many of the major priorities of the regional Governments for education; in improving finance; increasing access; raising the levels of quality; increasing vocational and skills development for higher employment levels; and harnessing low-cost technologies to improve reach. Discussions will explore how greater engagement with the private and non-state sectors can help deliver each of these important goals. Organisations taking part in the event discussions include the African Development Bank, ARK, Association of African Universities, Bridge International Academies, Commonwealth Development Corporation, Equity Bank Foundation, Fanisi Capital, International Finance Corporation, Kogi State Government of Nigeria, Nairobi City County, Omidyar Network, Parthenon Group and Ushahidi.

‘Bend and mend must be the golden rule to follow in life’

“E

ven after reaching the top in life, one must learn to bend to reach even higher and to enjoy one’s success. Bend and Mend must be the golden rule to follow in life,” said Suresh Prabhu, Union Minister for Railways. He was speaking at the fourth annual convocation of Gurgaonbased Great Lakes Institute of Management’s PGPM (Energy) 2013-15 and PGPM 2014-15 at the Air Force Auditorium, Subroto Park, New Delhi. “Every time we achieve a landmark, we start realising that we still have to achieve more and that helps us to move further in life. We should never think that we have learnt everything and we don’t need to learn more. If we think that we have finished learning then probably we are never going to learn more in life.” Going further, he added that the students who are graduating now are going to be highly benefitted by the growth trajectory that our country is currently going through.

Jindal University to promote research on foreign affairs New Delhi: Jindal School of International Affairs (JSIA) of O. P. Jindal Global University signed a Memorandum of Understanding with Youth Forum on Foreign Policy (YFFP) to announce and establish the YFFP-Jindal Research Fellowship on Foreign Policy. The two organisations will also collaborate to conduct YFFP- Jindal SAARC Young Leaders Summits on an annual basis.JSIA is India’s first global policy school training students in international economics and politics. Youth Forum on Foreign Policy is an independent, non-partisan, non-profit initiative working in the field of track two level diplomacy. Speaking on the occasion, Gaurav Gogoi, Member of Parliament and Founder Secretary, YFFP, said, “there has historically been an absence of discussion on foreign policy in India. But the demand and thirst for knowledge on the subject is increasing. We need to create a knowledge network in India and other SAARC member countries to give youth the ability to shape strategic developments.” He emphasised that foreign policy is a subject which is vision-oriented and

it is important that institutions with similar goals partner to contribute to this vision. Prof. C Raj Kumar, Vice Chancellor of O. P Jindal Global University, said, “Initiatives like The YFFP- JSIA Research Fellowship help provide a platform for young scholars to work and publish on issues of contemporary relevance. The first YFFP- Jindal SAARC Young Leaders Summit to be held later this year as it will bring young thought leaders from SAARC member countries for deeper dialogue and build a regional consciousness in South Asia.” Dr. Sreeram Chaulia, Dean of JSIA, said, “There is a dire need in India for universities and think tanks to cooperate to promote advanced research on foreign affairs by young scholars. The YFFP-JSIA Fellowship programme will attract top young thinkers from India and other SAARC member countries to produce publications that have policy relevance and which can

change paradigms in issue areas like energy security, cyber security, cross-border trade, Act East policy etc.”The YFFP-Jindal Research Fellowship on Foreign Policy will be for duration of four months. The first batch of 6 Fellows will be selected from across India and SAARC countries through a competitive process and will commence their research from August this year. Applications for the Fellowship will be invited both by online and offline mediums. Eligible candidates will need a minimum qualification of a Masters degree or its equivalent. Applicants can be from any stream except fine arts and they shall be not be above the age of 35 years. Fellows will be paid a monthly stipend and travel allowance by YFFP. Their accommodation and food will be arranged at O.P. Jindal Global University.

XLRI to launch Corporate Finance Programme

LRI- Xavier School of Management has collaborated with Talentedge, one of India’s leading online interactive education companies, to offer a four month e-MDP (Management Development Programme) in Corporate Finance for Business Managers. The registration to the course is open till 30th July, 2015. The course curriculum spread across 15 weeks is carefully designed to provide experienced business professionals with the competitive skills to advance their careers and make greater contributions to

their organisations—while they continue working. The course consists of 9 integrated modules on -Introduction to Financial Statements and their Analysis, Risk, Return, and Time Value of Money, Cost of Capital and Business Funding Instruments, Financial Evaluation of Projects, Management of Working Capital, Business Valuation and Valuation Drivers, Generating and Utilising Cost-based Information for Decision Making, The Economic Environment of Business and Using Spreadsheets to Aid Financial Decision Making. The lectures would be delivered by

experienced faculty from XLRI and other industry experts through LIVE interactive online sessions on Talentedge’s unique ‘Direct to Device’ solution that enables anywhere, any place learning at a broadband connection of 512 kbps. The course fee for the programmes is Rs. 60,000/(including the application fees of Rs. 45,000/- and programme fees of Rs. 15,000/-) and is payable over two easy installments.

June 2015 EDUCATION INSIDER

WOMAN POWER

’

Guilt is a constant feeling for working mothers, whether they are at work or at home. They feel guilty when they take time out for themselves. This is the biggest challenge I feel and all other women face in today’s world.

EDUCATION INSIDER June 2015

’

Dipin Damodharan

Burning the midnight oil

brings success’

“I believe in the theory of developing and growing from scratch with a new idea, not focusing solely on enhancing the existing systems,” says Alisha Moopen, Director, Aster DM Healthcare. Alisha is the daughter of Dr. Azad Moopen, the doctorturned entrepreneur who founded the reputed healthcare conglomerate Aster DM Healthcare in the Middle East in 1987. In an interview with Education Insider, Alisha talks about her career, women empowerment and entrepreneurship

hat are the factors that influenced the course of your

success? There is actually no secret behind the success. It is a wellestablished and known fact that only burning the midnight oil brings success. There are controllable factors such as our commitment, hard work and background preparations that go into the whole project, which play significant roles in achieving success. Alongside this, stand the external uncontrollable factors and market conditions that equally influence the course of success.

At the end of the day, we need to believe in what we are doing. As success is cyclical, we should have the capability to balance well and stay stronger during the lows than when we enjoy the highs. We should be able to put together an ace team that is inspired, self-motivated and aligned to the same cause as we have. As individuals, our reach is limited, so is our execution; therefore to really see monumental differences and growth, we can get there only with a team that works together with skills being complemented and thoughts being challenged for constant June 2015 EDUCATION INSIDER

WOMAN POWER

innovation. I believe in the theory of developing and growing from scratch with a new idea, not focused solely on enhancing the existing systems. This helps us unlearn what we knew, question the status quo and let the imagination lead us by exploring new theories, products and strategies. In the male-dominated corporate world, there are always tough challenges for an ambitious woman. Could you recollect your experience? The working world is still largely male dominated. When I started working at Ernst and Young at the age of 23, they were very excited about the new group of trainees, who joined them for the three-year executive CA programme. I was married.As unfamiliar and shocking as it seemed to my colleagues when I declared I was pregnant.I was 25 then. I faced a lot of setbacks. My high profile clients, the challenging and the ones with good learning opportunities, were taken away from me and reassigned to my peers. I realised that the management was prepping in advance to my maternity leave to avoid disruptions in the work being done for the larger clients. I, however, did not lose my hope. I strongly believed I could do justice to my role as a mother and a CA professional without a shadow of doubt. I slogged day and night as a new mum with a preemie baby, taking care of the baby and working long hours in the office and then coming back to study so that I could pass my CA exam. The combination of these three factors was more than what I could do and put huge strain on me, yet I did it as they were all important, unavoidable, professional and personal goals of mine. As mentioned earlier, there are no recipes for success other than effort and ability to delegate when required and weaving the team together in a positive manner.

“As individuals, our reach is limited, so is our execution; therefore to really see monumental differences and growth, we can get there only with a team that works together with skills being complemented and thoughts being challenged for constant innovation”

How did you overcome the crisis period? I worked hard for months and took double efforts to reestablish my commitment to work, so that my colleagues were also aware of fair expectations from me and understand what was practically possible. This way, I proved that my work would not suffer or get comprised even if I am married, a mother and having other personal commitments. I learned the skill of balancing both my personal and working life to ensure I could continue to excel at work with challenging tasks, whilst being there for my son as much as I could. Guilt is a constant feeling for working mothers, whether they are at work or at home. They feel guilty when they take time out for themselves. This is the biggest challenge I feel and all other women face in today’s world. It is a fragile and delicate balance and it is also a personal choice on how much of one’s time and efforts can be allocated to these different aspects of our lives. We also need to come to terms and be at peace with that split of our very valuable time.

EDUCATION INSIDER June 2015

As a corporate woman with roots in Kerala, how do you look at the developments related to women entrepreneurship in India’s most literate state? Over the decades, you see more women are coming to the forefront. There is more acceptance and encouragement in this regard from the society at large. I have met and interacted with many Indian and Kerala women leaders over the past two years. Indian women, especially Kerala women are very resourceful and capable as a group. I think, part of this comes from our history of having sections of matriarchal societies in Kerala, so the acceptance of women managing households is an accepted fact. We also see a large number of families where the husbands have migrated to the Gulf or other parts of the world and the wives are taking care of the household matters independently. These are not easy tasks, and as a society and as a state, this empowerment of women does have a great and lasting influence on the growth of the society in a favourable direction. There are still huge challenges, roadblocks and setbacks that women face, as compared to our male counterparts. It’s a huge morale booster and inspiration for people like me to see women leaders, who had faced the odds and made a difference by achieving accolades and laurels in the state, national and international levels. I remember meeting the heads of all the top banks (both Indian and international), in the Indian market and I was thrilled and so proud to see that almost all the banks had women at the top or second in line positions. I hope and look forward to a future where women are in the top ranks across industries, as women leaders bring a different perspective, flavour and culture to the workplace further enhancing and strengthening the corporate world and society. n

Man out

robot in to map seafloors Jennifer Chu, MIT News

or the last decade, scientists have deployed increasingly capable underwater robots to map and monitor pockets of the ocean to track the health of fisheries, and survey marine habitats and species. In general,

capabilities, enabling humans to specify highlevel goals, while a robot performs high-level decision-making to figure out how to achieve these goals.For example, an engineer may give a robot a list of goal locations to explore, along with

tested the autonomous mission-planning system during a research cruise off the western coast of Australia. Over three weeks, the MIT engineers, along with groups from Woods Hole Oceanographic Institution, the Australian

A Slocum glider, used by the MIT team, navigates underwater. Credits: Courtesy of the researchers

such robots are effective at carrying out low-level tasks, specifically assigned to them by human engineers — a tedious and time-consuming process for the engineers. When deploying autonomous underwater vehicles, much of an engineer’s time is spent writing scripts, or lowlevel commands, in order to direct a robot to carry out a mission plan. Now a new programming approach developed by MIT engineers gives robots more “cognitive”

any time constraints, as well as physical directions, such as staying a certain distance above the seafloor. Using the system devised by the MIT team, the robot can then plan out a mission, choosing which locations to explore, in what order, within a given timeframe. If an unforeseen event prevents the robot from completing a task, it can choose to drop that task, or reconfigure the hardware to recover from a failure, on the fly. In March, the team

Center for Field Robotics, the University of Rhode Island, and elsewhere, tested several classes of AUVs, and their ability to work cooperatively to map the ocean environment. The researchers tested their system on an autonomous underwater glider, and demonstrated that the robot was able to operate safely among a number of other autonomous vehicles, while receiving higher-level commands. The glider, using the system, was able to

Science Update

With MITdeveloped algorithms, robots plan underwater missions autonomously to track the health of fisheries, and survey marine habitats and species adapt its mission plan to avoid getting in the way of other vehicles, while still achieving its most important scientific objectives. If another vehicle was taking longer than expected to explore a particular area, the glider, using the MIT system, would reshuffle its priorities, and choose to stay in its current location longer, in order to avoid potential collisions. “We wanted to show that these vehicles could plan their own missions, and execute, adapt, and re-plan them alone, without human support,” says Brian Williams, a professor of aeronautics and astronautics at MIT, and principal developer of the mission-planning system. “With this system, we were showing we could safely zigzag all the way around the reef, like an obstacle course.” When developing the autonomous missionplanning system, Williams’ group took inspiration from the “Star Trek” franchise and the top-down command center of the fictional starship Enterprise, after which Williams modeled and named the system.

June 2015 EDUCATION INSIDER

RESEARCH

‘Graduation’ from poverty An anti-poverty programme providing poor people with productive assets results in sustained boost to income and wealth, says a study Peter Dizikes, MIT News

n anti-poverty programme tested extensively on three continents has produced sustained gains in individuals’ income, wealth, and wellbeing, according to a study published recently in the journal Science. The programme provides very poor people with productive assets, such as livestock, as well as job training, life-skills coaching, and health information. Known as the “Graduation” programme, its intention was to examine whether helping the poor in multiple ways simultaneously could be especially effective in fighting poverty. Overall, with more than 20,000 people enrolled across six countries over a three-year period, the experiment produced a 5 per cent increase in per capita income, an 8 per cent increase in food consumption, a 15 per cent increase in assets, and a 96 per cent increase in savings, compared with similar groups of people not enrolled in the programme. “The results show that three years after the intervention, hunger is down, consumption is up, and income is up,” says Abhijit Banerjee, the Ford

Professor of International Economics at MIT, and a co-author of the paper detailing the findings. The “Graduation” programme was targeted at substantial groups of very poor citizens in Ethiopia, Ghana, Honduras, India, Pakistan, and Peru; about 48 per cent of households in the experiment had daily per capita consumption of less than $1.25. While the welfare of recipients was expected to increase in the short run, those gains proved durable. “It seems to be an improvement that happens and stays intact,” Banerjee says, noting that the selfreported mental health of participants improved as well: “They are happier, too.” Providing a “big push” There are nine co-authors of the Science paper, including Banerjee and Esther Duflo, co-founders of MIT’s Abdul Latif Jameel Poverty Action Lab (J-PAL). The paper’s corresponding author is Dean Karlan, a development economist at Yale University and a member of J-PAL’s executive committee. J-PAL was founded in 2003 and named in 2005 after the father of MIT alumnus Mohammed Abdul Latif

EDUCATION INSIDER June 2015

The “Graduation” programme was targeted at substantial groups of very poor citizens in Ethiopia, Ghana, Honduras, India, Pakistan, and Peru; about 48 per cent of households in the experiment had daily per capita consumption of less than $1.25. While the welfare of recipients was expected to increase in the short run, those gains proved durable

The study examined results from 21,063 adults in 10,495 rural households. The “Graduation” programme concept was first used deployed in Bangladesh by a large non-governmental organisation known as BRAC. As the paper notes, the idea was to provide the poor with a “big push” intended to alleviate poverty “The overall bottom line is that the programme appears to be effective in most places,” the authors write in the Science paper.

Jameel, 78, whose substantial gift to the lab greatly expanded the scope of its activities. The study examined results from 21,063 adults in 10,495 rural households. The “Graduation” programme concept was first used deployed in Bangladesh by a large nongovernmental organisation known as BRAC. As the paper notes, the idea was to provide the poor with a “big push” intended to alleviate poverty. “The intellectual impetus came from asking the question: Can we have durable consequences from a one-time intervention into the lives of the poor?” Banerjee says. The “Graduation” programme gave participants a one-time asset transfer, often providing people with animals, such as cows or chickens, from which they could earn income. It supplemented that asset donation with temporary spending support; training on running a business; frequent home visits from project staff; and information about health care. Participants were also encouraged to save money. Some specifics were tailored to each country, but in each case, participants’ results were compared to those of people with similar income levels who did not take part in the project. The wealth gains were observed in five of the six countries; only Honduras was an exception.

“A battle that could be won” The “Graduation” project has also produced a number of questions the researchers hope to explore. Some pertain to costs; the programme is intensive, with home visits and personalised coaching. Future variations, Banerjee notes, may modify some elements of the programme, to see if the same outcomes can be achieved at lower cost. For now, Banerjee thinks the experiment has demonstrated that the world’s poorest people are

not inherently incapable of improving their own lives. “We wanted to show it’s a battle that could be won,” Banerjee says. The other co-authors of the Science paper are Nathaniel Goldberg of Innovations for Poverty Action; Robert Osei of the University of GhanaLegon; William Pariente of the Catholic University of Louvain in Belgium; Jeremy Shapiro of Princeton University; Bram Thuysbaert of the University of Ghent; and Christopher Udry of Yale University. Funding for the project was provided by the Ford Foundation, 3ie, and the US Agency for International Development. n

Illustration: Christine Daniloff/MIT

June 2015 EDUCATION INSIDER

Interview

Ireland Europeâ&#x20AC;&#x2122;s most entrepreneurial country

Feilim McLaughlin, Ambassador of Ireland to India, says his country offers great internship and entrepreneurship opportunities to all the students. In an exclusive interview with Education Insider McLaughlin talks about the potential of Ireland as an education hub. Excerpts from the interview: How does the youth in Ireland (both local and international) contribute to the growth of Ireland as a country and economy? About 50.4 per cent of Irish population is under 35 years old and ranks 3rd in availability of skilled people. These favourable demographics and a high quality education system ensure a plentiful supply of highly qualified people with excellent technical knowledge and customer service capabilities. Ireland is home to youth from different parts of the world and we have seen fantastic results come out of the synergy between the Irish youth and youth from other countries. We have a lot of highly educated young individuals who are running businesses here. Ireland is very open as a society and an economy and encourages people from all countries and culture to contribute to firms and businesses in our country. This of course trickles down positively into the economy as well.

What do you think is the good thing about Irelandâ&#x20AC;&#x2122;s higher education?

Feilim McLaughlin

EDUCATION INSIDER June 2015

Apart from giving students an international edge, most courses in Irish institution are not regular run off the mill ones and combine professional training with vocational studies in order

to provide well-rounded education to the students. The internship and entrepreneurship opportunities available to all the students are another important and helpful aspect. There is also the one year stay back option which is not only for those who are looking for jobs in Ireland but also for those who are looking to start their own ventures. It is an extra year in which the students can invest their time in these ventures and start up projects without the pressures of regular curriculum.

The youth from all over the world come to Ireland to avail of the available trade and educational opportunities. Could you tell us about the major countries from which people come to Ireland? We have around 35,000 international students studying in Ireland from over 61 countries. The major countries from which people come to Ireland would be China, United States, Brazil, India and European countries.

In the light of the above, what are the opportunities (educational and trade) that are available to the youth in the country? The Irish government invests over Euro 782 million annually in research in Ireland’s higher education institutions. The impact of this funding is that Ireland’s higher education institutions now lead the world in an increasing number of fields spanning natural sciences, social sciences and the humanities. Young people have access to this funding and can look to doing research programmes in their chosen field.

The one year stay back option acts as a catalyst in the development of a lot of international entrepreneurial ventures.

What kind of other opportunities does Ireland provide to keep the fire burning and encourage the youth behind these ventures? The Government of Ireland is Europe’s largest provider of venture capital in terms of the number of projects funded. This is a deliberate effort on the part of the government to encourage innovation and business development. With currently 164 investments and 27 research and innovation investment projects, Ireland is touted amidst the top ranked business locations in the world. The country is home to many veteran brands such as Qualcomm, Novartis, Yahoo, Twitter, Zendesk, Symantec, Facebook, Mcafee, Etsy, EMC2, Deutsche Bank, HP, Huawei etc. Students in Ireland have access to these research and innovation projects.

A lot of MNCs have their headquarters in Ireland. Is this due to the fresh perspective that is provided by the young generation in Ireland? Ireland is Europe’s most entrepreneurial country with a large exporting sector and is the European hub to over 1,000 leading multinational companies. A wide range of courses include work placement and internship opportunities with leading Irish and international companies so while studying a student can take the first steps to a successful career.

Could you explain about Ireland’s relations with India? Ireland and India have a strong relationship dating back to our independence movements in the early 20th century. In the modern era we are working hard to improve business, education and personto-person links. We are keen to encourage Indian students to consider Ireland as a place to be educated, but also to encourage young Irish people to spend time in India. An increasing number of our best universities are developing relationships with counterparts in India. For example Smurfit Graduate Business School at University College Dublin (UCD) has a relationship with IIM Bangalore, as does Trinity College, Dublin (TCD) with Presidency College, Calcutta. TCD and UCD also have strong relationships with Jawaharlal Nehru University (JNU) Delhi. n June 2015 EDUCATION INSIDER

The Innovator

Is formal education obsolete in this age of entrepreneurship?

India is changing. Itâ&#x20AC;&#x2122;s no more, to a certain extent, a country of poor people. It has world class education facility and industries that match the same in the developed countries. Yet some of the educational practices we follow should change to suite this time of growth. A look at some of the factors that led to the surge in entrepreneurial activities and certain educational practices posing threat to the aspiring entrepreneurs Pavan Soni

EDUCATION INSIDER June 2015

tarting-up is in the air, especially in urban India. Almost on every day basis you hear about a bunch of 20-somethings or 30-somethings realising their long held dreams and raking in voluminous investment. The very nature of entrepreneurship calls for some failed starts, burnt fingers, and dent on the reputation, but the new India seems to be ready for all this, instead of queuing up to bag (or beg for) their dream jobs. I attribute five socio-economic changes leading to this upbeat mood on entrepreneurship, something which I will illustrate in a short while. However, the main focus of this article is to stir a debate on whether our existing formal education system is prepared to assist entrepreneurial activities in the country. At a first glance, it seems that entrepreneurs are produced not much owing to our formal education system, but rather despite of; and education, especially higher-education,

hasnâ&#x20AC;&#x2122;t helped much to the cause of creating job-creators. So we look at some of the remedies of the current educational practices, and identify personal charters for to-be entrepreneurs. Let me first identify the five socio-economic transformations that have led to surge in entrepreneurial activities in India, and why these factors are here to stay. The marquee factors are: 1) Burgeoning and large domestic market; 2) Availability of risk capital; 3) Global and regional connectivity and mobility; 4) Liberal social attitude towards failure; and 5) Growing discomfort with status quo. As you can identify, the first three factors are economic in nature, whereas the last two are social changes. Let me elucidate.

Burgeoning and large domestic market The Indian market, for several products and services, is unique in several ways. Firstly, it is heterogeneous, yet has large pockets of homogeneity, making it profitable

The Indian market, for several products and services, is unique in several ways. Firstly, it is heterogeneous, yet has large pockets of homogeneity, making it profitable for someone focused on just one specific market segment. One could segment Indian market on the basis of demographics, geography, and perceived value, to begin with, and the complexity continues to grow with finer segmentation for someone focused on just one specific market segment. One could segment Indian market on the basis of demographics, geography, and perceived value, to begin with, and the complexity continues to grow with finer segmentation. Not only that the average disposable income has grown, and that there is a marked shift towards discretionary spending, there exist customers at almost every conceivable price-point. This makes the India a market for some of the most exclusive and sophisticated products, as well as the hotbed of frugal innovations. It is hard to think of markets where both extremes of the continuum are in equal demand. Indian customer epitomizes an eager-forthe-new, while holding the values sacrosanct, especially the value-

for-money dimension, and this only pushes the producers to think of ingenious ways to meet the stringent priceperformance ratios. I reckon that even in the most developed state of Indian market and economy, the eye for value-for-money may not be taken off from the most earnest attempts of domestic and global producers and sellers.

Availability of risk capital In a country with significant markets, and a huge and ingenious population, the lynchpin between thinking and doing is often the availability of funds. The traditional modes of raising funds, through bank loans or mortgage hasnâ&#x20AC;&#x2122;t worked with the enterprising type. Nor has the capital market inefficiencies been of any encouragement to the

experimental types to explore the equity route. This has resulted into a whole generation of bright Indians to either migrate westwards, or to succumb to the corporate hierarchy performing chores nowhere closer to their true potential. In the last few years, there have been a slew of events leading to availability of capital that has given the much needed oxygen to dormant ventures, and now Indians show lower inhibitions to try out their ideas. Some of the key trends resulting into this large scale (and scope) availability of funds are- repatriation of rich Indians exploring investment opportunities in India; large Indian business houses seeking to expand in newer markets; and private equity players ready to test the Indian waters. The chasm between an June 2015 EDUCATION INSIDER

The Innovator

TheInternet and mobility, two of the most important General Purpose Technologies (GPTs) of the last quarter-century, have opened up whole new avenues for startups. The global connectivity and mobility have allowed people to travel far and wide, and bring back their experiences and curiosity to the Indian market

eager buyer and a creative seller is increasingly getting bridged, thanks to the flow of funds.

Global and regional connectivity and mobility TheInternet and mobility, two of the most important General Purpose Technologies (GPTs) of the last quarter-century, have opened up whole new avenues for startups. The global connectivity and mobility have allowed people to travel far and wide, and bring back their experiences and curiosity to the Indian market. While Indian market is different from several western markets in its hue and shade, there are several technology-driven trajectories where India is following the west. Think of Internet search, and content aggregators to

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begin with. The regional connectivity, on the other hand, helps entrepreneurs to spread their wings without physically reaching out to the corners of the country. The remarkably low mobile telephony rates in India, and heavy penetration of Internet has lowered the entry barriers for even the faint-hearted to now try out once. No doubt, a low entry barrier increases competition, but finally this is good for the consumer, and the overall economy, for the performance always goes up in the process.

Liberal social attitudes towards failure Our society is shaped by our heroes, or the people whom we hold in high esteem. For

long, Indians lacked role-models who went about venturing in a systematic and ethical manner, without much of a family background to bank on, or by bending the rules. Businesses in India have traditionally been community-led and family-drive, with little venturing outside the knitting, and then for the venturesome, there were higher studies and a secured government jobs. Over the past few years however we have had several cases of entrepreneurs venturing into fields ranging from eateries to sizable online businesses, and then the media does the needful in tracking their every move and celebrating their milestones. Parents are now open to the whole idea of their children not taking up a tradition job, and occasionally sparing

some of their savings for the upstart. This is a far cry from the times when a good education was the key to a secured job, and a job was a key to marriage, and so on.

Growing discomfort with status quo If anything, the current generation is far more restless for change to happen, and is often ready to usher it first-hand. Low information asymmetry and access to legal and social vehicles to

raise a voice has shaken the power balance which was kept in India for far too long. The large business houses are no longer sure of their success in any new venture, and constantly fear upstarts round the corner; and family businesses are facing fragmentation, and the powerful are feeling the heat of people on the margins. This discomfort with the status quo is a good news for the entrepreneur, for one she gets lead-customers who share the pain-points, and

Our society is shaped by our heroes, or the people whom we hold in high esteem. For long, Indians lacked role-models who went about venturing in a systematic and ethical manner, without much of a family background to bank on, or by bending the rules also investors who are ready to alleviate the problem. Mobilizing ideas, funds and labor has become easier than ever, provided there is a compelling reason. The entrepreneur increasingly needs a purpose sound enough to rally people around, and money is anyways a byproduct. So far I have laid out some of the economic and social changes leading to an increase in entrepreneurial activities in the country. Next is the question of the support institutions, and our formal education system is one of the most vital support systems in place. The system has to be supportive and persuasive of leading the path less traversed, than imposing impediments. I will discuss about the role of education system in my successive article in the series. Till such time, let me know if you identify other social, economic, political, or cultural factors that have affected entrepreneurial activities in India. n (Pavan Soni is an Innovation Evangelist by profession and a teacher by passion. He has been a consultant with leading organisations on innovation and creativity including CafĂŠ Co_ee Day, Capgemini, Dell, Ericsson, Hexaware, Infosys, Mahindra, Marico, Tanishq, Tata Steel, Thermax, Titan and Wipro) June 2015 EDUCATION INSIDER

Cover Story

Building a ‘school model’ Interview with Faizal E Kottikollon, the man behind the ‘Cinderella story’ of the Government Vocational Higher Secondary School for Girls (GVHSS) Nadakkavu in Kozhikode, Kerala

EDUCATION INSIDER June 2015

for the world ‘Nadakkavu model can be replicated globally’ “Education is the most powerful weapon that you can use to change the world.” I am a firm believer in these words of Nelson Mandela. I would add that education liberates and bridges gaps,” says well known industrialist and philanthropist Faizal E Kottikollon Dipin Damodharan

Faizal E Kottikollon is the founder and chairman of KEF Holdings. He is also the founder and chairman of the Faizal and Shabana Foundation. Faizal’s work is governed by his philanthropic vision, which is to help build a better world through making a positive difference to society. He believes that an essential way of doing this is to provide the underprivileged with access to better standards of living, particularly in the area of healthcare and education. Faizal has offered an inspirational model to revive India’s government schools. Faizal and Shabana Foundation, which he established in 2007 along with his wife, Shabana, has invested Rs. 17 crore and leveraged KEF Holdings’ innovative offsite construction technology to develop the Government Vocational Higher Secondary School for Girls (GVHSS), Nadakkavu , Kozhikode as one of the most modern schools in the government sector in Kerala with state-of-the-art infrastructure. His foundation has a noble mission of developing the infrastructure of government schools. The Faizal and Shabana Foundation is aiming to champion the rights of 100 schools in Kerala by 2020, thereby making high quality education available to an estimated 250,000

June 2015 EDUCATION INSIDER

Cover Story children over a span of five years. In an exclusive interview with Education Insider, Faizal tells about the activities of his foundation, the quality of government schools, his vision of education, PPP (Public- private partnership) model in education and much more. Excerpts from the interview

EI: How did you enter the education sector? What was the motivating force behind you becoming an edupreneur? Faisal: I have always believed that education is one of the fundamental factors contributing to socio-economic development. If we need to see a developed world, the key is equitable education for all children. To bridge the gap between the haves and the have-nots, it’s pertinent that all kids should be in school and the learning opportunities that they get are of the same or at least similar high quality. It’s extremely difficult for countries to achieve sustainable growth without improving their educational systems. My objective, or can I say my interest, from the very beginning has been to serve the people in ways that benefit them the most. Through providing a much-needed holistic upgrade to the facilities at Government Vocational Higher Secondary School for Girls (GVHSS) in Nadakkavu, Kozhikode, Kerala, we have aimed to enrich the social and professional fabric of unprivileged children in Kerala. In addition, I am deeply influenced by the work and life of India’s legendary visionary, JRD Tata, who

not only transformed India’s industrial fortunes, but also contributed significantly to the nation’s development.

EI: Could you explain about the tripartite public-private partnership to take up the Government Vocational Higher Secondary School for Girls (GVHSS) Nadakkavvu to global standards? How much money did you invest in this project? Faizal: The Nadakkavu project was a part of the PRISM (Promoting Regional Schools to International Standards through Multiple Interventions) initiative, which was started by the local MLA. Pradeep Kumar. The Social Service Wing at IIM-Kozhikode came out with a gap analysis as to what ails government schools in Kerala. The most important drawback was the state of the infrastructure in government-run schools, where majority of the students study. The project aimed to facilitate education of 2,400 unprivileged girls who were dependent on state-run educational facilities for their basic education. The project is a holistic development initiative focusing on all the challenges that ail

EDUCATION INSIDER June 2015

education in government schools. On the infrastructure-front, we utilised our strengths as an engineering and technology company to help solve the main challenge. We invested Rs. 17 crore and leveraged KEF Holdings’ innovative offsite construction technology to develop state-of-theart physical infrastructure including new classrooms, four well-equipped science and computer labs, an indoor stadium with volleyball, basketball and badminton courts, a hockey ground with astro-turf, a dining hall and industrial kitchen. Overall, more than 1, 32,000 square feet were built and upgraded by the Foundation with phase one being completed in a record 95 days’ time. The entire project took less than 10 months to complete.

school has received tremendous feedback from everywhere. The success, impact and reach have been phenomenal, with several state governments approaching the Foundation and KEF Holdings to use offsite construction technology to upgrade other education centers around the country. The Government of Kerala has asked us to work with them to upgrade 100 government schools more to international standards similar to the Nadakkavu model. Recently, KEF Holdings’ initiative has also been nominated by Business In The Community (BITC), one of Prince Charles’ s charities, in its annual shortlist for the Responsible Business Awards. Our competition for the award includes some of the biggest names and brands in the world.

EI: What was the response from the authorities for this project?

EI: Do you think this model can be replicated at the national level? Is PPP model the best solution for the problems in the education

Faizal: It is heartening to share that the transformation of the

sector? Faizal: Yes, the model that has been developed and implemented in the Nadakkavu school can be replicated not only in India but globally. The approach used to tackle challenges is of prime importance for any industry, not just education. At KEF Holdings, we aim to create value for unprivileged children rather than engage in the clichéd passive cheque-writing CSR activity. So far, the public-private partnership model has provided a great solution in the state of Kerala. The fact that other state governments have already approached us to bring this model to their states only highlights the potential of the project. There are 1.2 million government schools in India and we can upgrade most, if not all, of them using this model. But one foundation or the government cannot do this alone, we need to mobilise like-minded philanthropies, individuals and corporates to come forward and dedicate their time and resources to

“I have always believed that education is one of the fundamental factors contributing to socioeconomic development. If we need to see a developed world, the key is equitable education for all children. To bridge the gap between the haves and the have-nots, it’s pertinent that all kids should be in school and the learning opportunities that they get are of the same or at least similar high quality”

June 2015 EDUCATION INSIDER

Cover Story

“There are 1.2 million government schools in India and we can upgrade most, if not all, of them using this model. But one foundation or the government cannot do this alone, we need to mobilise likeminded philanthropies, individuals and corporates to come forward and dedicate their time and resources to this cause if the gap between the rich and poor in our society is to reduce

this cause if the gap between the rich and poor in our society is to reduce.

EI: What do you think of the school education scenario in Kerala, India’ s most literate state? Faizal: In general, the education in Kerala represents a success story that many nations wish to emulate. The state’s commitment to education pervades all segments of society. Over decades, the state government has allocated generous annual budgets to secure the future of its citizens. In fact, Kerala’s lead in literacy has helped the state to do well in the other dimensions of human development. However, the recognition that Kerala enjoyed for a few decades has been challenged with the continuous degradation of education in government schools. There are several reasons and the study done by IIM Kozhikode has enumerated it professionally. At KEF Holdings, we believe in being part of the solution and being

EDUCATION INSIDER June 2015

proactive at it. We aim to consolidate our expertise, and innovations in social impact initiatives; in offsite construction technology and all available funding to further enhance and develop education systems in Kerala and the country at large.

EI: Oomen Chandy, the chief minister of Kerala, always says that the government will make Kerala a global education hub. Do you think Kerala has the potential to become a global hub of education? If so, can you elaborate for us some of the government’ s initiatives to achieve this goal? Faizal: Kerala’s position as a national leader in adult literacy ensures that the state has vast potential to become an education hub. The state boasts sizeable professional knowledge resources, including academicians and social scientists. However, these resources do not have access to world-

“The development of the Nadakkavu school and the Kerala government’s inclination to recreate the success story across many other schools is clear evidence that the education sector is set for major developments in the years to come. But the government must look to the private sector to bring its expertise and resources to the partnership

class infrastructure to harness this potential. I have seen Indian teachers conducting classes. They bring fantastic skills and expertise to their instruction. The development of the Nadakkavu school and the Kerala government’s inclination to recreate the success story across many other schools is clear evidence that the education sector is set for major developments in the years to come. But the government must look to the private sector to bring its expertise and resources to the partnership.

EI:“In India, the number of out-of-school children in the age group 6-13 years has declined from 13.45 million in 2005 to 6.06 million in 2014. The general average drop-out rate for elementary schools has declined to 4.17 per cent in 2012-13,” according to the latest UNESCO Education for All Global Monitoring report. Is India on the right track with regard to school education?

Faizal: Economic growth in any country cannot be sustained unless it offers quality education to empower the youth. India’s demographic advantage of having a large population of youth, coupled with rising household income levels, presents a huge opportunity to education firms. In addition, it offers substantial scope to the government for the development of the crucial segment and consequently, the country. The combination of growing income levels and favourable government reforms will definitely boost the education sector in the years to come.

EI: How do you look at the future of Indian education? Faizal: The education sector in India is poised at a critical stage of growth. The growth of the Indian economy and upward mobility of people across segments are boosting spending on education, which already accounts for the secondhighest share of wallet for middleclass households. Government support for the sector has also seen a boost in recent years, with

Cover Story “As I suggested earlier, the government of India is playing a leading role in encouraging education reforms and establishing high-quality standards in education. KEF Holdings aims to contribute to the overall bigger picture by creating many more Nadakkavu schools across India substantial reforms and increased financial outlays being announced and implemented. These reforms aim not only at strengthening the sector but facilitating planned expansion of the sector. Moreover, the Government of India has taken several proactive steps including opening IITs and IIMs in new locations as well as allocating educational grants for research scholars in most government institutions. Furthermore, with online modes of education gaining traction in educational institutions, the higher education sector in India is set for some major changes and developments in the years to come.

EI: What do you think about the education policies of the Narendra Modi government? Faizal: As I suggested earlier, the government of India is playing a leading role in encouraging education reforms and establishing high-quality standards in education. KEF Holdings aims to contribute to the overall bigger picture by creating many more Nadakkavu schools across India. We intend to bring about a sea change - focused on empowering citizens through education at homes and also among communities that produce the bulk of Indian dropouts.

EI: Could you tell us about the activities of Faizal and Shabana Foundation in the education sector. What is the vision of the organization and what are the changes you are aiming at bringing in the coming 10 years in education? Faizal: Inspired by the desire to contribute to society, we laid the cornerstone for the Faizal and Shabana Foundation to enable active engagement with the society, in line with KEF Holdings’ core belief in social responsibility and the uplift of the under-privileged. One of the first programmes we worked on in India at the Foundation was the PRISM initiative with an intention to give back to society. Education is a tested and non-controversial domain, but the way we profile and develop an educational institution is of prime importance in its growth and the manner in which the community perceives the institution. For the Nadakkavu school, we decided to champion the rights of unprivileged children. The idea that companies can do well by doing good is certainly not new. Over the years, a multitude of terms have been coined to define

EDUCATION INSIDER June 2015

this phenomenon – for instance, triple bottom line (people, planet and profit), impact investing and sustainability. In KEF Holdings’ case, our message to consumers is loud and clear - our company is a value creator. It aims to build better solutions, not just provide lavish demonstrations of goodwill. However, Nadakkavu’s ‘Cinderella story’ is not just a one-off initiative. The success, impact and reach of the project have given the firm a much-needed boost to replicate its success, across India and around the world, through strategic partnerships with government authorities and likeminded corporates and institutions. Notably, the Faizal and Shabana Foundation is aiming to champion the rights of 100 schools in Kerala by 2020, thereby making high quality education available to an estimated 250,000 children over a span of five years.

EI: How do you define education? Faizal: The late South African president Nelson Mandela once said: “Education, far and wide, is the most powerful weapon that you can use to change the world.” I am a firm believer in that and I would add that education liberates and bridges gaps. n

Faisal’s journey in the entrepreneurial world took off in 1995, when he established Al Ahamadi General Trading in Ajman, United Arab Emirates. The company trades in scrap metal, and currently boasts an average annual turnover of US$70 million. In 1997, Faizal set up his first foundry - Emirates Techno Casting FZE (ETC) - in the Hamriyah Free Zone in Sharjah, UAE. The facility specialises in the manufacture of industrial valves through innovative processes that substantially lowered costs. By 2007, Faizal had led the foundry to become a key supplier to major companies in the region’s thriving oil and gas sector. Consequently, the facility

earned the distinction of being recognised as the third most technologically advanced foundry in the world. KEF Holdings was thereafter established as the parent company of the group that included Emirates Techno Casting, JC Valves, and Emirates Cathodic Protection. In 2008, Dubai International Capital (DIC), the investment arm of Dubai Holding, acquired a 45% stake in KEF. By 2012, Tyco International, a US$20 billion conglomerate acquired a 100% stake in the company, worth US$400 million. As chairman of KEF Holdings, which is currently registered in Singapore and headquartered at the Dubai International Financial

Center (DIFC), Faizal defines the corporate strategy, which spans six integrated verticals: infrastructure, healthcare, education, investments, hospitality and metals. In all of the company’s operations and projects, Faizal works to reflect the key corporate objectives that have come to represent the KEF hallmark – to employ innovation and best practice - to deliver world-class results, while achieving significant reduction in project delivery time and costs. In line with the KEF’s deep-rooted culture of social responsibility, Faizal directs his company to seamlessly support the Faizal and Shabana Foundation, which he established in 2007 along with his wife, Shabana. The Foundation is registered as a charitable trust in India, and the Faizals proactively collaborate with government and private stakeholders to execute strategic, high-impact social initiatives that are currently focused in south India and the UAE. Faizal is the recipient of several high-profile awards that include the Mohammed Bin Rashid Al Maktoum Business Award for Manufacturing (2010), and the Global Organization of People of Indian Origin’s International Community Services Award (2012).He has also been honoured with the Indian CEO Award for Innovation by ITP, the Management Leadership Award by Calicut Management Association, the NRI Businessman of the Year Award by Dhanam Magazine, as well as State Bank of Travancore’s Pratibha Samman for his practical contributions to society, all in 2013. Faizal Kottikolon has also found a place on the 2013 Forbes Middle East list of top 100 Indian leaders in the UAE. On the corporate level, Forbes ranked KEF Holdings among the top 100 companies that make an impact in the Arab world in 2013. Faizal earned his bachelor’s degree in civil engineering from the Manipal Institute of Technology in India and an MBA from TA Pai Management Institute in Manipal. He also has a Master’s in Industrial Engineering from Bradley University in the US. June 2015 EDUCATION INSIDER

Education for All

Win for

education The UN announcement after the conclusion of the World Education Forum (WEF) meet at Incheon in May ensures every child gets free education for 12 years by 2030

he advocates of free education for all across the world are happy after the historic announcement by UNESCO at the end of its World Education Forum (WEF) meet at Incheon, the port city of South Korea, late May, that ensures every child gets free education for 12 years by 2030. The UN initiative will undoubtedly cheer up an estimated 58 million children aged 6-11 who are deprived of basic education. The announcement also said that the UN body was planning training opportunities for outof-school children and adolescents. What is more encouraging of the UN move, however, is that the governments are committed to meet not only the fees, but no households

EDUCATION INSIDER June 2015

will be burdened with any costs. The reasons why many children are denied even basic education include financial constraints, cultural restrictions and safety threat. The kids are also forced to work at a young age to help provide for the family because of abject poverty. The UN move, if it is earnestly and properly implemented by the governments, would clear all the obstacles facing children on the path towards school and progress, feel the advocates of free education for all. Many countries have already made elementary education compulsory and abolished fees in the early classes. Over the years, the number of school dropouts in many countries has

decreased considerably because of the abolition of fees and awareness among children as well as parents that education is the “No. 1 guarantor of income, wealth, status and security.” In the case of girls, education has literally revolutionised their lives by changing their ‘slave’ status. Their education and lucrative employments saved them from forced child marriages and the risk of contracting illnesses such as HIV. The UN initiative is a big “win for education and an even bigger win for the millions of children who would have had to drop out of education because they couldn’t afford it,” the Malala Fund wrote in a blog post. “It is also a win for education campaigners across the world.” n

Economics

â&#x20AC;&#x2DC;The world needs macroeconomists badlyâ&#x20AC;&#x2122; The role of an economist who is capable of formulating rightful guidelines for a growing economy commands some respect today at a time when countries are having a hard time facing unexpected economic challenges coming across their path. This also can be applicable to corporates, banks and other institutions that run their financial affairs rudderless, leading to disasters. Sher Mehta, renowned macroeconomist and educationist, knows it better about the importance and relevance of the services offered at this time by an economist who can monitor the economic affairs of a country or a company correctly and save it from the trouble facing it. Mehta is the CEO and chief economist at Macroeconomics School, which offers lessons in macroeconomics online. In an interview to Education Insider, Mehta explains the potential of learning macroeconomics for a lucrative career as the economic world needs experts in it badly Dipin Damodharan

EDUCATION INSIDER June 2015

enowned economist Sher Mehta came across many professionals, managers, investors and students across the world who were highly alarmed about the recent global financial crisis, which has altered the economic landscape radically and made it increasingly unstable. They were trying to ‘make sense’ of the economic environment as it is increasingly affecting business conditions and financial, managerial, strategic and investment related decisions and consequently their career advancement and employment prospects. The fact, however, is that they were finding it very challenging to comprehend the rapidly changing economic environment, due to not having, adequate knowledge of macroeconomics or whatever they know was too theoretical or cannot be related to the ‘real world’ economic developments. To address this gargantuan challenge faced by the aforesaid audience, Mehta decided to use his experience (over 17 years in India abroad) as a macroeconomist to start an online school of macroeconomics (Macroeconomics School) with a vocational orientation for professionals, managers, investors and students across the globe. Mehta is a specialist in monitoring or tracking the performance of economies of the US, UK, Eurozone, China, India, Japan and the global economy at latge. The school aims at providing training through online courses in macroeconomics in a non-technical manner. It focuses on understanding the rapidly changing economic environment and related issues, which in turn would help the aforesaid audience in career advancement, improving employment prospects or making well informed decisions in an increasingly uncertain economic milieu. The tagline of Mehta’s school is ‘making macroeconomics nontechnical and relevant to the real world’. “Macroeconomics is often considered a highly technical or complex subject. Further, this is usually highly mathematical.

Moreover, people often go through this subject or read voluminous material on the same and find it either too theoretical or are at a loss on how to relate such knowledge to the rapidly changing economic environment. They also find it difficult to relate it to macroeconomic issues such as GDP, inflation, unemployment, interest rates etc. and the economic performance of their economy or other economies. In response to this compelling problem, we at Macroeconomics School are focused on explaining this subject in a nontechnical and digestible manner (through short (180 hours) online courses) and making it relevant to the ‘real world,’’’ Mehta said . Is there any relevance of this kind of an institution in the present context? Mehta says “yes”. “In my estimation, an online global school of macroeconomics with a vocational orientation is highly relevant. This is because the economic environment is increasingly affecting professionals, managers, investors and students and many of them need training in macroeconomics that is non-technical, more practical, highly affordable and accessible, in order to feel empowered in a radically altered economic landscape. Further, many people in India and abroad cannot travel to other countries to take up courses in macroeconomics, as they cannot afford such courses or are unable to take extended leave from work for such purposes,’’ he said. “Such an online school, by providing highly affordable online courses in macroeconomics, will enable these people to acquire such knowledge easily without having to travel anywhere. Further, people won’t have to take extended leave from the work place. They will be able to access the courses of Macroeconomics School from any part of the world and study at a pace, time and place that suit them. Most importantly, this is an online school that specialises in training in macroeconomics to understand the rapidly changing economic environment and fluctuations in economic activity in the short run (0-5 years) – which is what most affects or

Sher Mehta

Macroeconomics is often considered a highly technical or complex subject. Further, this is usually highly mathematical. Moreover, people often go through this subject or read voluminous material on the same and find it either too theoretical or are at a loss on how to relate such knowledge to the rapidly changing economic environment. They also find it difficult to relate it to macroeconomic issues such as GDP, inflation, unemployment, interest rates etc. and the economic performance of their economy or other economies

June 2015 EDUCATION INSIDER

Economics

To make the courses reader friendly, digestible and very easy for anyone to download, Macroeconomics School offers each short (180 hours) online course (foundation level, intermediate or advanced) organised in modules in a single PDF file which can be downloaded after purchase of the same from the school’s website

impacts professionals, managers, investors and students across the globe. Where as many other online courses, free or otherwise, often lack focus, tend to provide training in macroeconomics that is either too general in nature, technical or concentrate more on long term economic development, or not focused solely on understanding the rapidly changing economic,’’ Mehta adds. Courses To make the courses reader friendly, digestible and very easy for anyone to download, Macroeconomics School offers each short (180 hours) online course (foundation level, intermediate or advanced) organised in modules in a single PDF file which can be downloaded after purchase of the same from the school’s website. Most importantly, “we believe in transparency and trust. Consequently, there is a ‘View Free Sample’ Tab on the homepage of the school, where anyone can view the free sample (which includes the first module (in full) of a course or courses offered by the school,” Mehta says. Spurred by the success of the first career-oriented online economics course, Mehta plans to launch a new course every six months. The course is now available on SNAPDEAL portal too for Indian residents and is likely to be available very soon on a leading international portal in the UK for professionals, students and investors across the globe. One of the overarching aims of Macroeconomics School is to make its online courses highly affordable and accessible to everyone. Consequently, multitudes can access such education from the school’s website from anywhere. Considering that many professionals, managers, investors and students lack knowledge of macroeconomics or have inadequate knowledge of the same, Macroeconomics School

has initially come out with a foundation level course known as ‘Macroeconomic Concepts and Principles for Macroeconomic Monitoring.’ It should enable them to start ‘making sense’ of the rapidly changing economic environment. Further, this course will serve as an excellent foundation for the next short online course offered by the school – ‘Key Economic Indicators’ – through which one can understand or monitor the recent and current economic performance of an economy. It is particularly crucial in an era of globalisation and to understand the implications of economic indicators on the business environment and key financial, managerial, strategic, investment or economy related decisions. Career as an economist According to Mehta, it’s an excellent profession to consider, as there is increasing demand for economists across the globe, because of the need to interpret day-to-day economic developments to plan ahead (short, medium and long term) in an increasingly uncertain economic environment. Mehta also plans to alternate between the US, UK and India, in order to continually bring perspectives of both the developed and developing world and latest research and developments in the courses that will be offered by Macroeconomics School in the near future. Another endeavour of him will be to set up a research unit within the school that will monitor the economic performance of key economies to ensure that the courses are practical in orientation and focused on the core objective of the school – that is to enable professionals, managers, investors and students to comprehend and cope with the rapidly changing economic environment. The School has an office in London, and at some point in time, he may consider opening up an office in the US. n

OPiNION

Skilling

‘Digital India’ ‘RUN’ should be the motto for Indian Skill Mission; RUN for Reskilling, Upskilling and New Skilling and also ‘RUN’ to race against time to convert ‘skill deficit’ to ‘skill dividend’ Dr Darlie Koshy

EDUCATION INSIDER June 2015

atching the fashion shows taking place in Mumbai with a giant LED backdrop, with the mobiles, I-pads and numerous other gadgets in the hands of the youngsters jostling out to the ramp to capture the fleeting catwalks, I am convinced more than ever before that the new ‘skill policy’ need to combine ‘Skilling India’ with ‘Digital India’ as an integrated “Action Plan”. As of now, ‘Make in India’, ‘Skilling India’ and ‘Digital India’ are not seen as an integrated platform for economic and social transformation. In fact, today ideation, designing, 3-D visualisation and realisation have become increasingly digital. Without cutting-edge skills, the designers or engineers now coming out of institutes cannot even get an entry level job. The annual increments are also dependent on special skills proven on the job. A business graduate cannot be moving up the ladder without high felicity in analytical software tools. Marketing and retail professionals cannot achieve career

progress without digital marketing and expertise in online-retailing and M-Commerce. ‘Skilling of Digital India’ is therefore about the emerging context and the future. The 20152022 period is the countdown to India reaching the milestone of 75 years’ post-independence. And the period 2022-2035 mark the golden spot of ‘Indian demographic bulge’ when the current pyramid shaped ‘demographics’ thereafter begin to take a kite shape, with more ageing population. Thus the skilling challenge would be an ongoing one as a moving target at least till 2035 and beyond. In the period till 2022, the skilling programmes need to fiercely focus on those who are already studying now in schools and colleges so that they become the front engine of ‘skilling India’ through ‘reskilling’, ‘upskilling’ and ‘new skilling’ especially in new technologies. ‘RUN’ should be the motto for Indian Skill Mission; RUN for Reskilling, Upskilling and New Skilling and also ‘RUN’ to race against time to convert ‘skill deficit’ to ‘skill dividend’. Currently, against the common understanding that the 5th / 8th / 10th standard drop outs are the main targets of skill training, it can be seen in reality, across various skill centres that graduates or post graduates are attending 30-45 days threshold level training programmes in various trades in search of ‘wage employment’ as they have no other options in sight. Another aspect is nearly 82 per cent of the candidates undergoing training

In the period till 2022, the skilling programmes need to fiercely focus on those who are already studying now in schools and colleges so that they become the front engine of ‘skilling India’ through ‘reskilling’, ‘upskilling’ and ‘new skilling’ especially in new technologies

are women and about 70 per cent are from rural areas in courses like garment making etc. indicating the need for clearer strategies on training of women and rural youth. Are we really having right targets in focus for ‘Skill India’ movement with the right courses’, level of soft-life skills and employment linkage close to their habitat? The newly formed Skill Development Ministry is abuzz with the preparations for the revised National Skill Development Policy. In the ‘Digital India’ for the contemporary youth the titles of courses and job profiles are critical just as the money they earn. Jobs with the highest Aspirational Quotient are those with both higher ‘economic’ and ‘social value’. This is reflected in the changes in nomenclature of various professions in India e.g. earlier ‘Barber’ is now a ‘Hairstylist’ while the ‘Bespoke Tailor’ in new avatar is a ‘fashion designer’ and a ‘carpenter’ is often an ‘interior decorator’. In India, the manufacturing and other jobs which involve ‘manual’ work, though termed as ‘Vishwakarma’s children’ whether it be ‘handicraft worker’ or a ‘weaver’ or a ‘silversmith’ are of very low Aspirational Quotient. It has been pointed out, not without basis, that the skill development in India has the challenge of 80 per cent of the workforce wanting 20 per cent jobs which have both “Economic & Social Status”. The new policy has to necessarily look at the ‘aspirational ladder of Indian youth’ while forming the new policy

A business graduate cannot be moving up the ladder without high felicity in analytical software tools. Marketing and retail professionals cannot achieve career progress without Digital marketing and expertise in onlineretailing and M-Commerce

OPiNION and envisaging the training entities and courses on offer. It is also important that ‘skilling’does not become in effect a tool to shrink human creativity and potential by having the lowest possible common denominator. Similar tragedy had befallen the Indian Handloom industry with the introduction of ‘Janata Sarees Scheme’ in 1977 which practically destroyed the weaving traditions in India. ‘Skills at the lowest level if promoted as a policy without any realistic understanding of the emerging career opportunities and tectonic shifts in the manufacturing/ service sectors, the same will have the “Pied Piper” effect. On the other hand, India’s future also lies in encouraging large number of entrepreneurs i.e. as ‘not job seekers’ but ‘job providers’. Nazzim Nicholas Taleb said in an interview that higher education leads to a “slowdown in risk taking”. What we need to promote therefore ideally is a sound middle / higher secondary school education focused on domain and soft skills while instilling imagination and entrepreneurship especially removing ‘fear of failure’. As Einstein said which is very much true for India, ‘imagination’ is more important than ‘knowledge’. With ‘Make in India’ now making waves across India and in the world, the biggest question bothering the policy makers and stakeholders is the acute shortage of skilled workforce in various key sectors which stunt the growing domestic economy. Analysis reckons that the prime minister’s campaign ‘Make in India’ can create fresh job opportunities for 100 million youth in India. In the backdrop of the Davos

Summit where India had put-up “hoardings” with a call “whatever you want to make, Make in India”, from ‘satellite to submarines’ from ‘pharma to bio-tech’, the troublesome question is will we ever have the suitably skilled workforce for manufacturing to back this ‘call for action’ promise in an NSDC report indicates around 110 million additional skilled workforce being required in 24 key sectors such as construction, retail, transportation, logistics, automobile, textile-garments by year 2022 when India turns 75. To train such a huge number of youth and women, there needs to be a pragmatic policy of really understanding the target-groups coming to the fore in the next few years especially till 2022 for making skill mission successful on the ground. The training institutions need to have well researched training contents and tool to develop skills and competencies required by both manufacturing / service industries. The policy masters need to have an eye on the synergistic socioeconomic transformation through ‘aspirational skilling’ to come out with a futuristic one to ‘Make in India’ and ‘Served from India’ to actually materialize resulting in wealth creation. n

Dr Darlie Koshy is the former Director of National Institute of Design, Ahmedabad and currently DG&CEO of Institute of Apparel Management (IAM) and Apparel Training & Design Centre (ATDC)

EDUCATION INSIDER June 2015

The newly formed Skill Development Ministry is abuzz with the preparations for the revised National Skill Development Policy. In the ‘Digital India’ for the contemporary youth the titles of courses and job profiles are critical just as the money they earn

The EAS: Azerbaijanâ&#x20AC;&#x2122;s

pride

Special Story

Graeme Pollock

No country can progress without tapping the energy and talent of its young population. That means make sure that the youngsters get the best possible education. With this objective in mind that the European Azerbaijan School (EAS) was opened in Baku in September 2011

zerbaijan is, in many ways, a very fortunate country. The land is rich in natural wealth. But as I have discovered, its greatest resource is not energy or precious metals but its young people. One in two of its 10 million population is under 30. Nearly 25 per cent are under 15. It is the energy and talent of these youngsters that will enable Azerbaijan to achieve its ambitions. To maximise the countryâ&#x20AC;&#x2122;s benefits, one has to give young people the tools to make the most of their potential. And that means making sure they get the best possible education. Azerbaijan has a great platform to build on. The first Muslim country to create modern universities, it has almost universal literacy, unlike many countries in the region. But policymakers in Azerbaijan are well aware that their education system must strive to keep up with the best in the world, and give young people the skills and confidence they need to adapt their knowledge to a world changing faster than ever. Given that the jobs they will fill and the technology they will use may not yet exist, it is not enough to simply require children June 2015 EDUCATION INSIDER

Special Story EAS also recognises the importance of Azerbaijani children becoming multilingual agents in an open economy. Our lessons are currently conducted in Azerbaijani, with English and Russian woven into the curriculum- for example in drama lessons – while the school works towards fully bi-lingual instruction (Azerbaijani and English)

to learn what we know. Azerbaijan needs to equip them to think on their feet, to challenge what they learn as the best education systems already do. It is this approach which lies at the heart of the European Azerbaijan School (EAS) which opened in Baku in September 2011, and I am proud to be a consultant at the school. EAS was set up by Tale Heydarov in support of the Ministry of Education’s drive to modernise the country’s education system. An Azerbaijani entrepreneur, Tale is determined to promote good educational practice in his country and to bring out the full potential of his country’s young generation. The school’s primary objective is to equip its students with the skills necessary for them to flourish in their future careers, whether in Azerbaijan or further afield. Inspired by the school’s plans to be a symbol of educational excellence in Azerbaijan, and drawing on my own experience of managing and teaching in schools across five different continents, I have set out below what I believe to be a blueprint for educational success.

1. Learning how to learn At EAS, teaching is not a oneway process- children are actively engaged in their own learning. Gone are the days of children being seen as empty vessels into which facts can be

EDUCATION INSIDER June 2015

poured. They are encouraged not to simply regurgitate information, but to learn how to learn; this means that discovering for themselves what it is that they need to learn, rather than being told by their teachers. This is a fundamental pillar of the school’s philosophy, and is one of the many ways in which EAS is forging new paths in the country.

2. Equip children with skills for the jobs of tomorrow App developer. Social media manager. Cloud computing expert. These are just three of many job descriptions which barely existed five years ago. The lesson here is that we should not attempt to mould children of today into the jobs of tomorrow, since we do not know what these jobs will be. Instead, we should equip our children with the knowledge and, most importantly, the skills required to be leaders in any field that they choose to go into.

3. Education outside the classroom Extra-curricular activities are a vital part of a child’s development, and EAS is committed to offering its children a varied programme which includes sports, drama, chess, dancing, choir, traditional carpetmaking, drawing and pottery. The importance of such activities is difficult to overstate. They teach children the value of being part of a

team working towards a long-term goal. They help them discover new interests, forge new relationships and raise self-esteem. And they help children learn to structure their time and to plan ahead. Put simply if they want to make football training or theatre class, they need to make sure their homework is done on time!

4. The highest international standards Azerbaijan sits at the crossroads of Europe and the rest of the world. It is an outward-looking nation with much to contribute to the global community, but like all countries it has a great deal to learn from others. With this in mind, as a candidate school, EAS is in the process of becoming an International Baccalaureate school, enabling its students to benefit from a combination of world-class international and local curricula. EAS is also already building links with other schools across the country to help modernise teaching techniques.

5. Speaking the worldâ&#x20AC;&#x2122;s languages EAS also recognises the importance of Azerbaijani children becoming multilingual agents in an open economy. Our lessons are currently conducted in Azerbaijani, with English and Russian woven into the curriculum- for example in drama lessons â&#x20AC;&#x201C; while the school works towards fully bi-lingual instruction (Azerbaijani and English). Interactive storytelling techniques, such as dialogic reading, are used to enable young children with very few words to become enthusiastic readers and develop a love of reading that will stay with them for the rest of their life.

6. Education in the Digital Age With technology making children more visually-oriented, children require constant stimulation. EAS uses SMART boards in virtually every classroom, as well as other interactive teaching technologies. A

The schoolâ&#x20AC;&#x2122;s primary objective is to equip its students with the skills necessary for them to flourish in their future careers, whether in Azerbaijan or further afield 1:1 laptop program is underway for Secondary School children and iPads are widely used from Early Years onwards, assisting the process of interactive teaching and empowering of students to take responsibility for their own learning. Many countries have used these facilities for years, but the challenge is to make them cost-effective. In an era where you can turn a $40 video game controller into a digital whiteboard, anything is possible.

7. Getting parents and teachers onside Drawing from my own experiences across the world, this is, maybe, the most crucial step of all. The model outlined above will only achieve educational transformation if parents and teachers all buy into this new philosophy. This will not be easy. Many will have grown up in a different educational era- one of rote learning, a narrow curriculum and an inward-looking attitude to languages and educational standards. But it is essential that teachers and the wider community embrace innovations that have been developed by educational researchers and practitioners, and learn from the successes and failures of the past.

8. Education for all Providing children with top-class facilities is not cheap, and so EAS is a fee-paying school. However the school recognises that the brightest minds of tomorrow could come from any section of Azerbaijani society. With that in mind, the school has decided to keep its fees to an absolute minimum, and provide scholarships to students who show outstanding potential. Bright children from every background can therefore benefit from the education that EAS provides. Currently one in six children at the school benefit from scholarships in some form, and this is something that Tale as founder is particularly passionate about maintaining. Through the example EAS is setting, the achievements of its pupils and the links they are building, I am confident that the school will play its part in maintaining the improvement in educational standards throughout Azerbaijan. If we give our young people the skills to succeed, we can rely on them to build the future we all want. Azerbaijan has made significant steps in this direction and that is the real reason, I believe, that the country is so fortunate. n

June 2015 EDUCATION INSIDER

Tech + Education

The changing face of Indian education

Digitalisation of the education system has revolutionised teaching and learning in Indian schools. A look at how the appropriate use of technology in schools changed the learning process in the country

Rajeev Pargain

next generation child, if told, that in ancient times people had to leave their homes and go to distant places to acquire knowledge from gurus, most likely, he would laugh it off. This is because he has had exposure to advanced levels of technology in his study environment and his course content is taught to him with the use of smart boards, where lessons are streamed in as multimedia content. A teacher sitting at any corner of

the class, wirelessly solving math problems on his tablet and the steps being displayed on the giant “SMART” screen are a part of his learning routine in school. No surprise then, why he or any of his counterparts express discomfort, when people refer to a certain something called a ‘blackboard’. Time has already completed a long walk in the corridors of history. It has moved from the ‘Gurukul’ era to an era of teacher-led classrooms, where teachers remain glued to

EDUCATION INSIDER June 2015

their chalk boards for teaching, to now, an era of flipped classrooms where children are pacing their learning themselves- doing classwork at home and homework in the school, thus breaking all odds! This essentially reflects the changing face of Indian education. In metros and major cities, new schools are coming up frequently, trending this new face of modern education, where classrooms are equipped with smart-boards, projectors and other required hardware.

Classrooms equipped with tech-tools have proved crucial for higher enrolment and subsequent retention of students in upper secondary classes. These tools are not only helping in breaking down, an otherwise big lesson into manageable chunks, but have also improved the grasping and retention abilities of scholars significantly. They have transformed the old blackboard-chalk style classrooms into a vibrant, colourful, digital classroom where the lessons are being projected as multimedia presentations and digital pens provide interactivity from anywhere in the class. With flipped classrooms, the teacher has become the facilitator who can combine the text, visuals and audio with just a few clicks. The interactive tablets and wireless connectivity has allowed every student to participate in the teaching-learning process. India has made remarkable progress in making education accessible to a larger section of its society through a number of initiatives taken by the government and private sector organisations. Sarva Shiksha Abhiyan, National Programme of mid-day meal, Rashtriya Madhyamik Shiksha Abhiyan and Kasturba Gandhi Balika Vidyalaya are some of the initiatives taken by the government in the past decades. While some of the recent initiatives include project UDAAN, Beti Bachao, Beti Padao etc. As a result of these efforts, the enrolment rate in schools has inched up, even in remote areas. According to reports, over 96 per cent of all children in the age group of 6 to 14 years are enrolled in schools, though, retaining students up till the higher grades in school is still a problem and dropout rates continue to be high. On the other hand, reports also indicate that enrolment in private schools continues to rise across all states in India. This is largely attributed

to better IT-enabled infrastructure and tech-skilled teachers. However, the government has also understood the importance of tech-tools in education and has launched a â&#x20AC;&#x2DC;Scheme of ICT @ schoolâ&#x20AC;&#x2122; in 2004. This is to build capacity of ICT skills in students and to help them learn through computer aided learning (CAL) processes. Under the scheme, the centre helps states/ union territories to establish ICT infrastructure in government and government aided secondary and higher secondary schools. It also proposes to set up smart schools in KVs and Navodaya Vidyalayas to act as model schools in terms of tech initiatives and to lead in further expansion of ICT skills among students of neighbouring schools. But all these IT initiatives can only be carried forward by trained teachers. Professional development modules are now being designed in every school with the help of in-house or other experts. Even the major IT companies are investing heavily for this purpose through online or offline modes. Microsoft and Apple are conducting various workshops in different parts of the country to train and certify teacherâ&#x20AC;&#x2122;s proficiency in their products. The Genesis Global School has taken its stride in this technology super highway since its inception.

After implementing all basic and necessary pre-requisites like uninterrupted 24-hour net connectivity through wi-fi, smart boards, projectors, laptops, tablets, 100 per cent digital literacy among all stake-holders, all in-coming and outbound communications through mails in phase 1, the school is gearing up for phase 2 in its quest to become a complete paper- less school. In this phase the concept of flipped classroom is being implemented. The students are using digital pens and touch screens for providing input. Graphical calculators are being used for any sort of mathematical functional analysis. The science related practical activities are being conducted on mobile labs. The infrastructure is being upgraded to store everyday classroom lessons as digital contents on school servers and these will be available to students on a click of a mouse. Any student, if absent, will virtually, be always part of his class. Skype lessons will destroy all physical boundaries for collaborative learning and stored e-contents will make recapitulation a breeze. n (The author is Mathematics Teacher and Member - ICT Group (Information Communication Technology), Genesis Global School)

June 2015 EDUCATION INSIDER

Digi Class

DCT to revolutionise general education Digital Collaborative Textbooks (DCT), a new initiative by the Government of Kerala to revolutionise general education in the state is the first of its kind in India. KP Noufal, executive director of IT@School, talks on the advantages of DCT in an interview with Education Insider R G Gireesh

What is the advantage of DCT and how does it differ from the traditional learning? DCT is the first of its kind in our country. It’s an “add on learning” and a scanned form of normal textbooks which are uploaded. All chapters can be viewed normally. IT@School can add any number of “Hard Spots” (relatively tough areas indigestible for the students) in this digital textbook which will be published in a format open to all. Anybody in the world can add their own ‘explanations against the Hard Spots’ (audio or video). For example, (a+b)^2. Suppose this is a Hard Spot, anybody in the world can create an explanation about how it comes as a^2+b^2+2ab and send the video to the Academic Centre of IT@School. If the

explanation is acceptable, it will be uploaded and attached under the â&#x20AC;&#x2DC;Hard Spotâ&#x20AC;&#x2122;. Hence, there will be thousands of different explanations under each Hard Spot. I feel so many eminent personalities from Kerala are contributing much to the nation, but we are not giving them any role in the preparation of our textbooks. Only some academics have the role in preparing the textbooks and all the 3.7 million students are forced to learn the same. I believe that this new concept will enable Dr. Radhakrishnan, former chairman of ISRO, to explain the moon, a farmer to explain a seed or a conventional method in farming, a famous heart surgeon to explain heart etc. An engineer working at Mulamattom Power House can beautifully and authentically explain how electricity is generated. Now they have no role in the preparation of our textbooks! Even a driver working near the Niagara Waterfalls can explain the waterfalls better than a teacher who never visited the place. Hence, all eminent personalities or experts, who wish to contribute their explanations against the identified Hard Spots, can send in their explanation videos which can become a part of the school textbook. There are 60,000 teachers handling same subjects in similar classes across the state. Surely there will be a variety of explanations. This new concept will enable any teacher to put their own explanations so that the student community will benefit from the vivid, self-explanatory and authentic explanations.

Kerala is all set to introduce DCT in this academic year. Is this plan costly for the students?

KP Noufal, Executive Director of IT@School

will be implemented with the technical support of the state-run Centre for Development of Imaging Technology (C-DIT). An order has been placed for buying over 5,000 tablets for the project in the initial phase. Steps are taken to set up e-learning centres at schools. The tablets costing an average amount of Rs 2,000 each would be distributed among high school students while the rest of the students could depend on e-learning centres to avail digital collaborative textbooks. The tablets would be given to government school students free of cost and when they go to the next class, the tablets should be returned to the school authorities.

In digital textbooks, there are chances of technical problems and eye strain, what do you say about this?

This plan is available in mobiles and computers. It will not be costly for the students because there are computers in all government schools. The students and teachers can access DCTs with the support of tablets and e-learning centres set up at schools.

Technical problems will be solved by our team and we are not going to stop the traditional learning and textbooks. The students are only spending a little time while they are in the school computer lab and I donâ&#x20AC;&#x2122;t think it will cause any health problem.

What is the estimated cost of this project?

How many countries have this digital learning system?

The aim is to digitalise the education sector in future and a total of Rs 50 crore has been earmarked for the project which

I think this concept is not in many countries. But we would like to implement it in other states soon. n June 2015 EDUCATION INSIDER

Expert Interview

Management education needs to be revamped Rahul Dasgupta Management education in India is lopsided with too much emphasis on theory and inadequate means of application, says Rahul Dasgupta, Joint Managing Director, Globsyn Group. In an interview with Education Insider, he talks about the ways to improve the quality of management education in the country R G Gireesh Rahul Dasgupta

What are the changes Globsyn Business School (GBS) has brought about in management education in India? GBS has always believed that innovation, technology and research should be the operative words in business school curricula and all our initiatives stem from this basic theme. GBS

is uniquely positioned as a business school which has programmes designed with a learnercentric approach. We focus on making the learning experience viable in the work life context. That is why we have developed the Knowledge Finishing School framework which is a unique pedagogical model used in management study where the student is taken a few steps

EDUCATION INSIDER June 2015

beyond acquisition of knowledge itself. The pedagogy stresses on the application of knowledge, its continuous management and ultimately performance. We refer to this as the â&#x20AC;&#x2DC;Knowledge Diamondâ&#x20AC;&#x2122;. GBS also prioritises the need to update the theoretical knowledge delivered in the class room. We have a Knowledge Cell in place where the content

and research team collaborates with the faculty to customise the content according to current academic or industry trends by at least 15% every year. Every B-school has a Placement Cell. We too assist the students in getting jobs but our interface with the industry is a continuous process which does not begin or end with placements. Instead of a Placement Cell, we

have a Corporate Relationship Programme where our CRP team through our Corporate Connect programmes involves the corporate entities in the design and delivery of certain modules in the coursework. It is not the same as guest lectures by industry executives. At Globsyn, we identify an individual from the industry who has an alignment with the module to be delivered in the class and invite the person to take a definite number of sessions, and then our own faculty

teaches the same module again. This means that our students get a practical overview of a subject and are able to relate it to the theoretical aspects in the class. At GBS, we also believe that theoretical knowledge alone cannot make good managers. So through programmes like PGPM–HR under the Management Apprenticeship Programme (MAP), we actually enable our students to acquire on-thejob training with renowned

“Management education in India is lopsided with too much emphasis on theory and inadequate means of application. And ironically enough, despite the heavy reliance on classroom sessions, the delivery model for theoretical learning has not been standardised. Hence, the quality of teaching is not uniform across schools

companies like Manpower Group so as to develop their skills. We constantly emphasise on the need for a holistic personality development and therefore encourage our students to participate in events like serendipity or actively engage in the Care for Society programme under the aegis of Kalyania Bikram Dasgupta Foundation which provides the students a platform to reach out to the underprivileged sections of society.

According to World Talent Report prepared last November by the Switzerland-based IMD, a top-notch global business school, India slipped to the 48th position out of 60 countries from the 29th place it held in 2005. What could be the basic reason for this? It is difficult to answer this question without knowing what methodology was

used for the survey or what parameters were considered to determine the quality of the ‘Talent’. But it is a fact that many educational institutions do not make the right investment to build the edifice required for learning to take place. Qualified faculty, infrastructure, research etc. are non-negotiable components of any standard educational environment. And, these are being compromised for shortterm gains. Social perceptions about the outcome of learning have also changed. The nature of parental involvement and the expectations from institutes tend to revolve around employment or placement rather than the actual learning process which leads to the degradation of the quality of education. Besides, certain endemic issues like the perceived hegemony of academic learning over vocational skills lead to a large percentage of youth pursuing degrees for which they neither have an aptitude nor

June 2015 EDUCATION INSIDER

Expert Interview any real interest. This results in the squandering away of a significant amount of resources– material as well as human – which could otherwise be more productively deployed through vocational training frameworks like NSQF.

What are the drawbacks of management education in India? What is the quality of B-schools in the country? Management education in India is lopsided with too much emphasis on theory and inadequate means of application. And ironically enough, despite the heavy reliance on classroom sessions, the delivery model for theoretical learning has not been standardised. Hence, the quality of teaching is not uniform across schools. The course structures in most B-schools are rigid too and not much is done to keep pace with changing industry needs and there is a degree of dissonance between what the industry expects of a management graduate and what the academia is able to provide. Only a few B-schools in India are really top-notch and so many Indian students are opting for B-schools in Singapore, Australia, US or UK.

What are the new programmes and techniques which can be included in management education to bring out skilled and qualified students? Under ideal conditions, industry and academia should work as collaborators in evolving frameworks that integrate knowledge with application. Education that teaches one to be what one wants to be and skills that sharpen one’s ability to become enmeshed in the idea of Knowing, Being and Doing are the foundation of what we refer to as EduSkills at Globsyn. GBS has always tried to bridge the schism that exists between academics and industry which is one of the reasons why we try to constantly build learning structures that bring theory and practice

closer. Through our ‘Learn n Intern’ programme, we equip students with both knowledge and skills to make them industry-ready. The ‘Vodafone Pathshala’ has been designed for postgraduate students who will be trained on telecom technologies and the training will be provided by a panel of trainers from Vodafone’s HR and technical teams, before being absorbed for internship positions. The PGPM (HR)- Manpower Group is an industry-academia collaboration where students will receive academic education in the first year from GBS, after which they will get an opportunity to work with Manpower as budding HR professionals in the second year. The programme enables the students to become skilled HR personnel who are ready to join the workforce.

What can be done to enhance the competitiveness of Indian B-schools? The only way B-schools can remain relevant is by aligning themselves as far as possible to the industry. Management curriculum has to cater to industry needs and the lacuna between academic learning and workplace

EDUCATION INSIDER June 2015

application should be addressed. At GBS, we realised the urgency of conceptualising a model where knowing is coupled with doing. We have management apprenticeship programmes or ‘Learn n Intern’ initiatives where our students acquire skills by putting their knowledge into practice in real work situations so that by the time they are out of the school, they have an experiential understanding of work life and are industry-ready. The quality of teaching is an issue which needs to be addressed and a system needs to be developed where the quality of sessions delivered can be evaluated through quantifiable factors, which makes faculty accountable and encourages self-improvement. At GBS, we understand the gravity of the issue. We have an active Knowledge Cell in place to constantly upgrade and customise the learning content. In fact, it is a concern that B-schools pay scant attention to the content architecture which must be a dynamic process, constantly shaped and reshaped by economic trends, business processes and local industry demands. Only then can Indian B-schools become truly competitive. n

SREE NARAYANA GURU COLLEGE OF ENGINEERING & TECHNOLOGY Chalakkode P.O., Payyanur- 670 307, Kannur District, Kerala, India. Tel: 04985 201987, 88, 89. Fax: 04985 201988 E-mail: sngcet@bsnl.in , Website: www.sngcet.org Approved by AICTE New Delhi and Affiliated to Kerala Technological University

Managed by : Sree Bhakthi Samvardhini Yogam, Kannur-2

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For Admission: Secretary, 0497-2767676, 9447033676 SN 16x3

Special Story

Committed to

nation building

“One central concept that separates IIT-R from the other IITs is the strong commitment to nationbuilding from both our faculty members and alumni,” says Professor Pradipta Banerji, Director, Indian Institute of Technology Roorkee, in an exclusive interview with Education Insider. Professor Banerji talks on a range of issues including the history of IIT-R, its achievements, future plans, and trends in technical education. EI Correspondent

“To be the fountainhead of new ideas and innovations in science and technology and continue to be a source of pride for all Indians,” says your website on the vision of IIT Roorkee. Has the institution stood up to this vision in the right sense?

Professor Pradipta Banerji

EDUCATION INSIDER June 2015

IIT Roorkee has been truthful to the above-mentioned vision since its inception in 1847. Many new concepts and technology in civil engineering have originated in IIT Roorkee and its previous avatars. Even in the present times, many new innovative ideas have been developed here, e.g. the kit to detect urea adulteration in milk; algal biofuels; a bio-toilet that can be used in hilly areas; a stand-alone solid wastemanagement unit; to name just a few. It is a pride to all Indians, as maintaining excellence over 167 years and to continue to be ranked amongst the best science and technology universities in Asia today is no mean feat. The Institute

The focus of technical education has shifted from theoretical knowledge and information gathering to a more practical approach of problem solving. Emphasis is on using knowledge to provide solutions to real life problems and developing to improve the quality

continues to produce world class technocrats and entrepreneurs who have made a difference not only in India but also in the world.

What are the recent trends in technical education? How do you plan to cope with these changing trends? The focus of technical education has shifted from theoretical knowledge and information gathering to a more practical approach of problem solving. Emphasis is on using knowledge to provide solutions to real life problems and developing to improve the quality. IIT Roorkee ensures that students are provided with fully equipped state of the art laboratories that are essential to provide hands-on training to students. Students are exposed to research oriented problems and thus the process of studying is not limited to text books and classrooms. Currently, we are establishing a Centre for Design and Innovation where students can actually develop prototypes for technology to solve some of the issues plaguing society. This

type of design-synthesis projects provides a hands-on understanding of technical state-of-the-art while allowing the student to tackle openended problems that reflect real-life situations that they will see in the future.

IITs are supposed to be a breeding ground for startups. Could you please tell us the entrepreneurial culture of IIT-R? Several students have actually started their own ventures from their hostel rooms on the campus. We have had a number of successful entrepreneurs among our alumni â&#x20AC;&#x201C; Mohit Saxena, founder of Inmobi, Arvind Singhal, founder of Technopak Advisors, Sourabh Kochar, founder of Printvenue. com, Sumit Jain and Lalit Mangal, counders of Commonfloor,com, to name just a few. Student ventures have been very successful. The Institute has a TIEDA (Technology Incubation and Entrepreneurship Development Activity) Centre, an incubation centre which is expected to cater to the entrepreneurial needs of students on the campus,

June 2015 EDUCATION INSIDER

Special Story providing facilities, infrastructure, funds, expertise and necessary support to all ventures. Two ventures have been identified for incubation in TIEDA. It is expected that when the Innovation Hub building comes up by 2015, there will be a quantum jump in the number of ventures that will incubate in TIEDA, as the afore-mentioned Centre of Design and Innovation will also be available. In addition, IIT Roorkee has started an Incubation Centre for Construction Technology, where innovators from the ecosystems both outside and within the campus are expected to develop next generation construction technology for application in India.

What do you think of the government’s plan to set up more IITs and IIMs? The current government’s move to set up more IITs and IIMs in the country is a welcome move. This ensures that we can impart world class education to a larger cross-section of our youth. However, focus should be on providing adequate funds to develop and maintain world-class infrastructure and facilities at these institutions, which would help in attracting world-class faculty to these institutions. Location is also important for the new campuses.

If you are asked to propose a six-point agenda to improve the whole IIT system, what are the points you may suggest?

“The research wing of IIT-R is headed by a dean, and his team always is looking for simplifying rules so that faculty members and research groups do not face impediments in effective execution of research projects

EDUCATION INSIDER June 2015

1. 1. Improve research infrastructure and facilities in all IITs – this needs a large infusion of funds 2. 2. Create a framework (including compensation) that allows the IIT system to bring in high-calibre administrative staff as is available to the top universities abroad – this would enable the faculty to focus on academic and research activities 3. Create a framework where faculty 3. and students could immerse themselves in industry for various periods of time as part of their academic pursuits, and where industry experts could be part of the academic and research efforts in the IITs 4. Provide necessary governmental 4.

financial support (with appropriate safeguards to allow risk) to emerging ventures and in house incubation centres 5. Facilitate mechanisms for multi5. level interactions with foreign universities of repute, including providing funds for such activities 6. Involve alumni as very important 6. stakeholders in the improvement of the whole IIT system

How effective is the Joint Entrance Examination’ in choosing the best to join IITs? Do we need an alternative? The JEE-Advanced is effective in choosing the best candidates to IITs, within the premise that 1 in 15 students who qualify through the JEEMains is selected. I do not see the need to change the existing system of the entrance examination at the present time. Of course, the examination should not be a holy cow, and we should evaluate its effectiveness continuously.

“The IITs continue to perform well in their specialist areas

and the inclusion of three of them in the global top 50 in the engineering disciplines shows that they are starting to achieve genuine international renown,”said QS head of research Ben Sowter last year. How far it is applicable to IITRoorkee? IIT-R is either the 3rd or 4th ranked institution in India, depending on the ranking organisation, in both 2013 and 2014. We have three engineering departments which rank amongst the top 50 in the world. We are proud of that fact, but continually try to improve our internal processes and programs so that we continue to remain relevant in the Indian context. Many international universities have shown great interest in collaborating with IIT Roorkee, illustrating the point that Ben Sowter has made. We have recently signed MoUs with University of Southampton in the UK, University of British Columbia and University of Alberta in Canada for research collaboration in certain strategic areas

“One central concept that separates IIT-R from the other IITs is the strong commitment to nation-building from both our faculty members and alumni. Since independence, all the major projects in the country have had either someone central or an integral part from the IIT-R family, e.g. the Bhakra-Nangal Dam, the modernisation of Indian airports, the irrigation projects that helped the Green Revolution, the modernisation of Indian Railways, the Delhi Metro system and the Telecom Revolution

June 2015 EDUCATION INSIDER

Special Story

of importance to India and the partner country.

Could you tell us about the research wing at IIT-R? The research wing of IIT-R is headed by a dean, and his team always is looking for simplifying rules so that faculty members and research groups do not face impediments in effective execution of research projects. We are in the process of seeking to cut across boundaries of departments and subjects and lay emphasis on thematic research, as this is the need of the hour for research that is relevant to industry and society. In this regard I would like to mention that we have established the following centres that have many faculty members from across science and engineering departments: • • • •

Centre for Urban Design and Development Centre for Healthcare Engineering Centre for Packaging Centre for Energy and EDUCATION INSIDER June 2015

Environment Each centre focuses on creating strategic partnerships with industry, so that the research is always relevant. The Centre for Urban Design and Development is focusing on ensuring that development in Uttarakhand and the wider Himalayan region is sustainable while keeping in mind the local aspirations. Thus, while we acknowledge that fundamental research in departments should continue and should be supported, the entire thrust of future applied research is on developing technology that would be valuable for society and thus provide a revenue stream that can be used to fund further research, both fundamental and applied. In the future, we may start more thematic groups and centes.

Could you point out the major achievements of IIT-R including its aumni? One central concept that separates IIT-R from the other IITs is the strong commitment

to nation-building from both our faculty members and alumni. Since independence, all the major projects in the country have had either someone central or an integral part from the IIT-R family, e.g. the Bhakra-Nangal Dam, the modernisation of Indian airports, the irrigation projects that helped the Green Revolution, the modernisation of Indian Railways, the Delhi Metro system and the Telecom Revolution. Our alumni base is one of the strongest in the country. The rich tradition and heritage of the institute has produced some of the best known entrepreneurs, technocrats and business magnates in recent years. Seven of the chairmen, Railway Board have been Roorkee alumni just to highlight one of the aspects. In recent times we have constituted a task force of our alumni which works hand in hand with IIT-R in change management, so that IIT-R can improve in all areas and regain its primacy in the world of science and technology, a position that it enjoyed for its first hundred years of existence from 1847. The leaders among our alumni have come together to ensure that IIT-R continues in being a cut above the rest in leading areas of education and research.

What are the challenges that IIT-R is facing at present? What are the future development plans that have been chalked out for IIT-R? The biggest challenge faced by IIT-R currently is a severe shortage of top quality faculty members, although we have absorbed about 100 of the best people from across the globe in the last two years. Other challenges include generation of revenue from sources other than the MHRD – including from alumni, and the relative lack of collaboration and dialogue with industry over the years. n

Pradipta Banerji

radipta Banerji is currently the Director of Indian Institute of Technology Roorkee, a post he has been holding since October 2011. He is also Professor of Civil Engineering at IIT Bombay and at IIT Roorkee. He graduated with a BTech degree from IIT Delhi in 1981, securing the Director’s Silver Medal as the top ranked graduating student in Civil Engineering. He has also received the National Science Talent Scholarship. He completed his MS and PhD degrees in Structural Engineering from the University of California, Berkeley, the US. During his studies at Berkeley, he was awarded the UC Regents’ Fellowship twice, the prestigious Popert Research Fellowship, and a Distinguished Teaching Award. He joined as an Assistant Professor in IIT Bombay in April 1988 and spent more than 23 years there as a faculty member, during which period he has also been awarded the Excellence in Teaching Award, and was the Dean (Alumni & International Relations) for two terms. He has been Visiting

Research Professor at the Institute of Statics and Dynamics for Aerospace Structures at University of Stuttgart and the Mechanical Engineering Department at University of Manitoba, Winnipeg. His areas of research specialisation are Earthquake Engineering and Structural Health Monitoring, and he has been active in guiding research, publishing scholarly papers and developing technology that has been applied in practical situations in both areas. Notably, he has helped the Indian Railways by developing a technology for “Bridge Asset Management under Increased Axle Loads”. During his term as director, IIT Roorkee has won several mational awards for being an Outstanding Engineering Institute, students have participated in several international competitions and brought laurels to the institute. IIT Roorkee has also been ranked amongst the top three or four universities in India in the QS and Times Higher Education rankings in both 2012 and 2013.

June 2015 EDUCATION INSIDER

VOICES “We have the component of education exports derived from income from students coming to study here; we have our institutions basing themselves overseas and then we have technology-enabled education exports”

Jo Johnson,

Minister for Universities and Science, the UK

“Education should not be confined to campuses only. It should have enough scope where students can develop interest in sports and become a politician like me one day”

Smriti Irani,

Union HRD Minister

“One of my big areas of focus is reducing the inequality that exists in Israel between the rich and poor. . . . The reality is, if you were fortunate to be born to rich parents, you have a better chance of succeeding in life. And that’s wrong”

Indian education system, contrary to what RSS said, is not made by the British. It is anchored by those who gave to us independence, who gave to us constitution. The RSS call for “recasting” of Indian education system is a “dangerous step

Naftali Bennett,

Education Minister, Israel

Anand Sharma, Congress leader

“Ensuring cheap and quality education in the state would reduce the flow of students to the schools in the neighbouring states, which is the ultimate aim of ‘Kerala model’ educational system”

P K Abdu Rabb,

Minister for Education, Kerala

EDUCATION INSIDER June 2015

“I would give Common Core a failing grade for how it teaches American students. Our education system is a big problem. When a Washington bureaucracy gets involved in program, it becomes heavy-handed and standardized”

Carly Fiorina,

GOP presidential candidate

Management Education

MBA opens

opportunities

Prof. Edgar Meyer

An MBA from a reputable, wellestablished business school enables individuals to fully understand and engage with the requirements and challenges of organisations in the 21st century, says Prof. Edgar Meyer, Director of MBA at Southampton Business School University of Southampton, UK. In an interview with Education Insider, he talks about the importance of holding an MBA degree from a reputed school in today’s competitive world. Excepts:

What is the relevance of an MBA degree in a growing economy like India? India is a growing economy with increasing diversification in business opportunities and an increasing amount of international connections. An MBA from a reputable, well-established, and AMBA-accredited Business School enables individuals to fully understand and engage with the requirements and challenges of organisations in the 21st century. An MBA provides the knowledge of different business functions and more importantly their interdependence. The latter is a particular focus of the Southampton MBA, equipping students with the ability to act as competent and wellrounded managers. In addition, understanding cultural differences and the different approaches to managing across the globe will further students’ ability to operate in a globally connected business world. The Southampton MBA pays particular attention to facilitating culturally relevant learning and interactions through its highly international MBA programme.

How the University of Southampton’s MBA programme is different from other advanced business degrees?

EDUCATION INSIDER June 2015

The Southampton MBA distinguishes itself by being a small programme that focuses on the interaction amongst students and on peer-learning. Southampton is part of the distinguished Russell Group, a group of research-intensive universities in the UK. This focus on research ensures that students have up-to-date knowledge by engaging with academic faculty at the forefront of their respective areas of expertise. Furthermore, the Southampton MBA offers the opportunity to experience first-hand what organisations

are doing and how they are dealing with international trade by visiting a number of different organisations during a residential week in The Netherlands. The Southampton MBA focuses particularly on the integration of different business functions to ensure students are equipped to tackle complex organisational problems successfully.

How different is studying for an MBA in India and in the UK? Studying for an MBA in the UK provides the opportunity for students to experience living in a different culture. Furthermore, the student population tends to be more diverse, thus enabling successful networking across the world and engaging with different cultures. At the Southampton Business School we have more than 60 different nationalities and students are able to experience this rich diversity. This

diversity is also reflected amongst the academic faculty. Decisions about studying abroad need to be made based on the opportunities this offers to gain experiences beyond the known.

What are the new trends in management education? Management education is a dynamic area of practice. MBAs have always been designed for individuals with work experiences who are looking to substantiate their experiences with solid academic foundations. The Southampton MBA takes pride in its ability to provide management education that takes into account the changing nature of the business world. Management education broadly, and at the Southampton Business School particularly, focuses on the relevance of management across a diverse world that is

contingent on economic, environmental and technical challenges.

Do you think MBA is still a soughtafter course among students? The MBA will always have relevance as its general management focus enables individuals to appreciate the complexities involved in managing organisations. The MBA is particularly suitable to individuals who have gained work experiences and can engage with the learning on an MBA by relating it to their own experiences and practices. Students can then assess their own development and adapt and improve their management practice. The MBA opens opportunities to higherlevel management roles particularly when combined with work experience.

What do you think of Indiaâ&#x20AC;&#x2122;s premier management

institutions, the IIMs? Like many other developing nations, India has seen enormous developments of their own education system. Countries can be proud of their ability to grow their own talent and develop education provision that is internationally recognized. Indiaâ&#x20AC;&#x2122;s IIMs are a good example. Such management institutions have their place amongst all the different providers of management education. Students will have to think of the learning beyond the content and studying overseas, for instance in the UK, offers other opportunities beyond the provision of excellent academic content. The chance to live abroad and embed oneself in a different culture is an invaluable experience that cannot be replaced when studying in oneâ&#x20AC;&#x2122;s home country. n

June 2015 EDUCATION INSIDER

Parenting

The net trap

For most kids and teens, technology is an important part of their lives. They browse the Web for information, use social networking sites, text, and chat. But there can also be dangers, and it is important for parents to monitor their children’s use and teach them how to be safe online EI correspondent

he Internet can be a wonderful resource for kids. They can use it to research school reports, communicate with teachers and other kids, and play interactive games. Kids who are old enough to punch in a few letters on the keyboard can literally access the world. But that access can also pose hazards. For example, an 8-yearold might do an online search for “Lego.” But with just one missed keystroke, the word “Legs” is entered instead, and the child may be directed to a

slew of websites with a focus on legs — some of which may contain pornographic material. That’s why it’s important to be aware of what your kids see and hear on the Internet, who they meet, and what they share about themselves online. Just like any safety issue, it’s wise to talk with your kids about your concerns, take advantage of resources to protect them, and keep a close eye on their activities.

Online protection tools

Online tools are available that will let

EDUCATION INSIDER June 2015

you control your kids’ access to adult material and help protect them from Internet predators. No option is going to guarantee that they’ll be kept away from 100 per cent of the risks on the Internet. So it’s important to be aware of your kids’ computer activities and educate them about online risks. Many Internet service providers (ISPs) provide parent-control options to block certain material from coming into a computer. You can also get software that helps block access to certain sites based on a “bad site” list that your

ISP creates. Filtering programs can block sites from coming in and restrict personal information from being sent online. Other programs can monitor and track online activity. Also, make sure your kids create a screen name to protect their real identity.

Getting involved in kids’ online activities Aside from these tools, it’s wise to take an active role in protecting your kids from Internet predators and sexually explicit materials

“introduced” online to that friend.

Chat room caution

online. To do that: • Become computer literate and learn how to block objectionable material. • Keep the computer in a common area, not in individual bedrooms, where you can watch and monitor its use. • Share an email account with your child so you can monitor messages • Bookmark kids’ favourite sites for easy access. • Spend time online together to teach your kids appropriate online behaviour. • Forbid your child from entering private chat rooms; block them with safety features provided by your Internet service provider or with special filtering software. Be aware that posting messages to chat rooms reveals a user’s email address to others. • Monitor your credit card and phone bills for unfamiliar account charges. • Find out what, if any, online protection is offered by your child’s school, after-school centre, friends’ homes, or anyplace where kids could use a computer without your supervision. • Take your child seriously if he or she reports an uncomfortable online

exchange. Forward copies of obscene or threatening messages you or your kids get to your Internet service provider. Many sites use “cookies,” devices that track specific information about the user, such as name, email address, and shopping preferences. Cookies can be disabled. Ask your Internet service provider for more information. •

Basic rules Set up some simple rules for your kids to follow while they’re using the Internet, such as: • Follow the rules you set, as well as those set by your Internet service provider. • Never trade personal photographs in the mail or scanned photographs over the Internet. • Never reveal personal information, such as address, phone number, or school name or location. Use only a screen name. Never agree to meet anyone from a chat room in person. • Never respond to a threatening email or message. • Always tell a parent about any communication or conversation that was scary. • If your child has a new “friend,” insist on being

Chat rooms are virtual online rooms where chat sessions take place. They’re set up according to interest or subject, such as a favorite sport or TV show. Because people can communicate with each other alone or in a group, chat rooms are among the most popular destinations on the Web — especially for kids and teens. But chat rooms can pose hazards for kids. Some kids have met “friends” in chat rooms who were interested in exploiting them. No one knows how common chat-room predators are, but

pedophiles (adults who are sexually interested in children) are known to frequent chat rooms. These predators sometimes prod their online acquaintances to exchange personal information, such as addresses and phone numbers, thus putting the kids they are chatting with — and their families — at risk. Pedophiles often pose as teenagers in chat rooms. Because many kids have been told by parents not to give out their home phone numbers, pedophiles may encourage kids to call them; with caller ID the offenders instantly have the kids’ phone numbers. n KidsHealth

• Never give out personal information, such as your full name, address, phone number, or school name • Tell an adult if any communication (chat, text, e-mail message) makes you feel threatened or uncomfortable • Never send sexually explicit photographs or messages • On social networking sites, use privacy controls and only friend people that you know • Of course, some of this advice is good for adults, too.

Career / Fashion modelling

Enchanting Karate queen on

ramp DIPIN DAMODHARAN

Sandhya Shetty, the Black Belt model, is an inspiration for those who are dreaming of a career in modelling. A martial arts enthusiast who won more than 10 medals in Karate, Sandhya, in an interview with Education Insider, talks about her passion for karate and modelling, college days, diet and some tips for modeling aspirants 62

Could you recollect your college days? What did college teach you?

I have strong memories of every part of my life in the past. College was a great experience and in a way very liberating. I did my graduation in English Literature from SIES College, Sion, Mumbai. I was a very social person, so would make friends very easily. I used to participate in all cultural fests, sports and was excellent in public speaking. College friends and teachers influenced me a lot in understanding things around me. My exposure to NCC (National Cadet Corps) and the rigorous physical training helped me lead a disciplined life. That made me a self-sufficient and independent girl. NCCâ&#x20AC;&#x2122;s youth exchange programme exposed me to international travel and

EDUCATION INSIDER June 2015

that changed my entire perception of life.

Whatâ&#x20AC;&#x2122;s your most memorable incident during your school days?

Foundation of a personâ&#x20AC;&#x2122;s characyer to a major extent takes place in your family and then the school. I had a great time in school, always good at studies and sports. The most memorable thing in my school experience is that I was always monitor in all the classes and pampered by most of the teachers which really made me feel loved and special.

What does education mean to you?

Education for me starts from home. The basic grooming of any individual happens in the house environment that he or she is exposed to. Parents play the most important role in teaching

a child the basic lessons of social etiquette and dealing with self and others around. A school is the second most important place where a child gets exposed to formal education and methods of imbibing to things. College is then the most influencing part because during the teenage time one starts to make choices and adapting and adjusting to life which decides the future course. Friends and teachers are a big part in imparting formal knowledge and social values.

How did you get into modelling?

I was a very social person and very active in college fests. During one of the inter- college fests I was adjudged the best female model by Hemant Trivedi and post that my college friends insisted that I should fill up the

Education for me starts from home Miss India form. I was selected for the same and then my journey post Miss India has been the most exciting. Ramp, shoots, TV, the glitz and the glamour have just become part of my work and life and it continues.

What do you think special about your profession?

I love my profession as it makes me feel beautiful at all times. It allows me to explore different looks, wear different creations made by different designers. I love travelling and it takes me all around the world. The drama queen in me is given a platform and thatâ&#x20AC;&#x2122;s a great high.

What prompted you to take Karate with modelling?

Being a model, actor and

TV presenter I am always happy and do my best to excel in my work. Right from childhood I was a sports enthusiast and somewhere I missed that part of my personality and started my passion for karate. I always believe that passion should be followed with madness and always think of being the best in what one does.

Challenges in fashion modelling?

Challenges are part of life and so does fashion industry. The pressure to look good at all times, the pressure to main your body, the acute competition in the industry, the expenses of maintaining a high standard life. The glamour sure comes with a huge cost and somewhere that pressure really creates a lot of imbalance which one

needs to deal with.

How self-disciplined are you?

I am a very free spirited person but extremely disciplined . I am an early riser which helps me start my day early with good physical training as a part of my life every single day. I make sure I eat quality food. My personal hygiene is one thing which I am very particular about. Spas, manicures and pedicures are part of my life. I love being stylish so I always dress comfortably, simply but with a style statement of my own.

Your diet

I believe in eating a very balanced diet with the right amount of protein, fibre and carbs. My daily diet includes lots of greens, fruits and nuts. I eat chicken, fish and eggs

but avoid fried things. Drink a lot of water at all times and keep my body hydrated. Exposure to sunlight which is a natural source of energy is a part of my diet which helps maintain the skin.

Advice for those who take modelling as a career

Modelling is a serious profession and not a hobby. Taking very good care of physical appearance and also balancing it with mental health is important. Be extremely professional in dealing with the work and work associates. Punctuality is very important and value for time is a must. Discipline in social life helps to look good and maintain a healthy life style. Look good, be polite and smile always. n

June 2015 EDUCATION INSIDER

Campus voice

Social work A career to provide succour Social work is more concerned with individuals, families and communities in trouble and to help them overcome their difficulties. The students of St Xavierâ&#x20AC;&#x2122;s College, Kathmandu, Nepal, talk to Education Insider on how important is a career in social work and why RG Gireesh

career as a social worker is very demanding yet inspiring. The new dimensions and liberties introduced by social work are diverse. However, we cannot forgo the fact that competitive education and larger outreach have made it much more commercialised.

Prizma Ghimire

ocial work is a profession where all dimensions of any problems are studied. Social workers work for the sustainable change in society, so social work is needed.

Ashvina Basnet

EDUCATION INSIDER June 2015

social worker has to act more responsibly as a sensible person and make the common man dream of a better place to live in. It is a career that can create peace and harmony in the society. For a social worker, it is not the reward but the real progress made in the living conditions of people that matters.

Pratap Adhikari

ocial work, the word itself defines its meaning. We are taught to help others in a professional way using different tools/methods but it does not work naturally. We cannot act in the way we are supposed to do. The scope of social work is immense because the society needs the people who understand and respect their feelings and a social worker is moulded to do the same.

ocial development is possible only through economic development which is inclusive of good governance and sustainable environment. I believe that social worker can serve as a catalyst to accelerate the progress towards sustainable development. Social workers in Nepal need opportunities to acquire more knowledge, skills, attitudes and values necessary to shape a sound social future.

Nishchhal Kharal

Pradipti Bogati

n social work, you first approach people with the theoretical knowledge you have received in your classroom. But you need to gain skills to deal with the problems of society. Serving society with such skills and the positive responses from people will make you satisfied and happy. You get a chance to know about the grassroot level of your society.

Kiran Giri

career as professional social worker is not an easy choice here in Nepal where the professionals still have to struggle for an identity as the government has not recognised this profession. But it would not stop the determination of those who want to serve the society in a professional way. There are a number of youths getting into this profession with the belief that the change is possible and it begins from within.

ocial work helps to ensure social justice and individual rights. You may think it is fun to work with different strata of society but in practice, you come across the harsh realities of life- the actual living conditions of people.

Aryashree Aryal

Asmita Dhital June 2015 EDUCATION INSIDER

Research

Lost memories can be ‘lighted’ up Researchers at Massachusetts Institute of Technology have found that memories that have been ‘lost’ as a result of amnesia can be recalled by activating brain cells with light EI correspondent

Scientists use optogenetics to reactivate memories that could not otherwise be retrieved. Illustration by Christine Daniloff/MIT

n a paper published on May 28 in the journal Science, researchers at Massachusetts Institute of Technology reveal that they were able to reactivate memories that could not otherwise be retrieved, using a technology known as optogenetics. The finding answers a fiercely debated question in neuroscience as to the nature of amnesia, according to Susumu Tonegawa, the Picower Professor in MIT’s Department of Biology

and director of the RIKEN-MIT Center at the Picower Institute for Learning and Memory, who directed the research by lead authors Tomas Ryan, Dheeraj Roy, and Michelle Pignatelli. Neuroscience researchers have for many years debated whether retrograde amnesia -- which follows traumatic injury, stress, or diseases such as Alzheimer’s — is caused by damage to specific brain cells, meaning a memory cannot be

EDUCATION INSIDER June 2015

stored, or if access to that memory is somehow blocked, preventing its recall. “The majority of researchers have favored the storage theory, but we have shown in this paper that this majority theory is probably wrong,” Tonegawa says. “Amnesia is a problem of retrieval impairment.” Memory researchers have previously speculated that somewhere in the brain network is a population of neurons that are activated during the

process of acquiring a memory, causing enduring physical or chemical changes. If these groups of neurons are subsequently reactivated by a trigger such as a particular sight or smell, for example, the entire memory is recalled. These neurons are known as “memory engram cells.” Shedding light In 2012 Tonegawa’s group used optogenetics —in which proteins are added to neurons to allow them to

be activated with light -- to demonstrate for the first time that such a population of neurons does indeed exist in an area of the brain called the hippocampus. However, until now no one has been able to show that these groups of neurons do undergo enduring chemical changes, in a process known as memory consolidation. One such change, known as “long-term potentiation” (LTP), involves the strengthening of synapses, the structures that allow groups of neurons to send signals to each other, as a result of learning and experience. To find out if these chemical changes do indeed take place, the researchers first identified a group of engram cells in the hippocampus that, when activated using optogenetic tools, were able to express a memory. When they then recorded the activity of this particular group of cells, they found that the synapses connecting them had been strengthened. “We were able to demonstrate for the first time that these specific cells -- a small group of cells in the hippocampus -- had undergone this augmentation of synaptic strength,” Tonegawa says. The researchers then attempted to discover what happens to memories without this consolidation process. By administering a compound called anisomycin, which blocks protein synthesis within neurons, immediately after mice had formed a new memory, the researchers were able to prevent the synapses from strengthening. When they returned one day later and attempted to reactivate the memory using an emotional trigger, they could find no trace of it. “So even though the engram cells are there, without protein synthesis those cell synapses are not strengthened, and the memory is lost,” Tonegawa says.

But startlingly, when the researchers then reactivated the protein synthesis-blocked engram cells using optogenetic tools, they found that the mice exhibited all the signs of recalling the memory in full. “If you test memory recall with natural recall triggers in an anisomycin-treated animal, it will be amnesiac, you cannot induce memory recall,” Tonegawa says. “But if you go directly to the putative engram-bearing cells and activate them with light, you can restore the memory, despite the fact that there has been no LTP.” “Groundbreaking paper” Further studies carried out by Tonegawa’s group demonstrated that memories are stored not in synapses strengthened by protein synthesis in individual engram cells, but in a circuit, or “pathway” of multiple groups of engram cells and the connections between them. “We are proposing a new concept, in which there is an engram cell ensemble pathway, or circuit, for each memory,” he says. “This circuit encompasses multiple brain areas and the engram cell ensembles in these areas are connected specifically for a particular memory.” The research dissociates the mechanisms used in memory storage from those of memory retrieval, according to Ryan. “The strengthening of engram synapses is crucial for the brain’s ability to access or retrieve those specific memories, while the connectivity pathways between

engram cells allows the encoding and storage of the memory information itself,” he says. Changes in synaptic strength and in spine properties have long been associated with learning and memory, according to Alcino Silva, director of the Integrative Center for Learning and Memory at the University of California at Los Angeles. “This groundbreaking paper suggests that these changes may not be as critical for memory as once thought, since under certain conditions, it seems to be possible to disrupt these changes and still preserve memory,” he says. “Instead, it appears that these changes may be needed for memory retrieval, a mysterious process that has so far evaded neuroscientists.” n

June 2015 EDUCATION INSIDER

short notes

D Adolescent drinking harms memory and learning skills

rinking heavily as an adolescent could do long-lasting damage to the area of the brain that controls learning and memory, according to researchers at Duke Medicine in the US, who have just conducted a new tudy. The study, published inAlcoholism: Clinical & Experimental Research, examines how exposure to alcohol during adolescence can affect the growth of a brain that has yet to develop fully, leading to abnormalities that can influence behaviour in adulthood. “In the eyes of the law, once people reach the age of 18, they are considered adult, but the brain continues to mature and refine all the way into the mid-20s,” says lead author Mary-Louise Risher, a postdoctoral researcher in the Duke Department of Psychiatry and Behavioral Sciences. While adolescence is a crucial period in terms

of cognitive, emotional and social maturation, it also happens to be a time when alcohol consumption frequently begins and continues at high levels. “It’s important for young people to know that when they drink heavily during this period of development, there could be changes occurring that have a lasting impact on memory and other cognitive functions,” Risher states. According to Risher, the immature quality of these brain cells could be associated with behavioural immaturity. “It’s quite possible that alcohol disrupts the maturation process, which can affect these cognitive function later on,” she adds. “That’s something we are eager to explore in ongoing studies.” In addition to this, the researchers plan to investigate additional cellular changes and the longer-term effects of exposure to alcohol on the brain. -- MNT

For many US teachers, the classroom is a lonely place

ne of the best ways to find out how teachers can improve their teaching is to ask them. The massive Teaching and Learning International Survey (TALIS) did just that and the answers offer crucial insights for teachers, school leaders and policymakers, according to a Boston College expert in teacher education. US teachers continue to work largely in isolation, reporting they engage less often in collaborative efforts viewed as beneficial to both teachers and students, according to TALIS,

a 34-country survey of 100,000 teachers and principals conducted by the Organization for Economic Cooperation and Development in 2013. Fifty-three percent of U.S. teachers reported they never teach with a colleague in the same classroom, compared to 42 percent of the international sample. Half of U.S. teachers report they rarely observe their peers teaching or provide feedback to colleagues. Approximately 42 per cent of US teachers report they never undertake joint projects across

EDUCATION INSIDER June 2015

classes or grade levels, compared to just 22 per cent of teachers internationally. “TALIS evidence on the US shows that high numbers of teachers are experiencing the impact of accountability for results but insufficient support to work together so they can achieve those results,” said Hargreaves, recipient of the 2015 Grawemeyer Award in Education with co-author Michael Fullan for their book Professional Capital: Transforming Teaching in Every School (2012, Teachers College Press).

The science of teaching

ow does the brain of a teacher work? New research has identified the parts of the brain involved in computing mistakes in other people’s understanding, which is a key process in guiding students’ learning. In a study published recently in theJournal of Neuroscience, volunteers were asked to act as a teacher as they observed the responses of another volunteer playing a computer game. The teachers had to indicate whether the students’ decisions during the game were correct or not, as they lay in a Magnetic Resonance Imaging (MRI) scanner. The researchers, from the Department of Psychology at Royal Holloway, University of London, used mathematical modelling

to see how wrong the students’ beliefs were about their responses. According to the results, the MRI scans revealed that a region of the teachers’ brain called the anterior cingulate cortex signalled how wrong the beliefs of the student were during the game. These findings provide significant insight into the brain processes that allow a teacher to understand a student’s learning. “For teachers, understanding what your students believe is a vital part of the teaching process, allowing meaningful and useful feedback to be provided”, said lead author Dr Matthew Apps. “Our study has identified some of the key structures and computations in the human brain that are important for teaching.”

Ten more years of real money?

e will still be using “real” money for at least the next 5 to 10 years, but financial transactions carried out using mobile electronic devices, such as smart phones and tablet computers, will increasingly become the norm during that time period, according to research published in theInternational Journal of Electronic Business. Key Pousttchi and Josef Felten of the University of Augsburg and Jürgen Moormann of Frankfurt School of Finance & Management, Germany, explain how social media and mobile devices are being utilised increasingly by banks while the power of the individual customer is being augmented by the same technologies. Moreover, those technologies are also leading to novel financial services such as online bartering systems and virtual currencies, crowd funding and online social borrowing and lending. Given that the banking

sector was among the first industries to widely adopt information technology -- everything from financial planning and credit-decision systems to automated teller machines -- none of this is any surprise. However, in order to understand future trends, the team has carried out a Delphi study, a systematic and interactive forecasting methodology, the results of which suggest that mobile finance will continue to grow during the next decade in retail banking, but conventional transactions will remain largely predominant for at least another 5 to 10 years. The team’s study demonstrates that complex issues will continue to be dealt with through direct, personal communication while standard processes will be subsumed by new media tools providing customer and bank with the new typical form of access.-Inderscience.

June 2015 EDUCATION INSIDER

Motivator

A social worker without borders

Sabriye Tenberken, a German national, is literally a social worker without borders. She is the founder of Braille Without Borders for the blind people of the world. Sightless herself, but possessing a great insight, Sabriye has devoted her life for the service of the blind

abriye studied Tibetology / Central Asian Sciences at Bonn University. Travelling all alone on horseback through the Himalayas she discovered that Tibetans, who in majority are Buddhists, had a stigma against people with disabilities, especially blindness. It has been considered as a punishment for something one has done in his/her previous life. Accordingly blind children here are often neglected, locked in dark rooms or sent to the streets to beg. Empathising with this pathetic situation Sabriye started the first school for the blind in Tibet. She has also developed the Braille Script for the complex Tibetian language. This school formed the foundation of Braille Without Borders, an organisation that empowers blind people to live their lives independently. In 2009 she co-founded Kanthari in Thiruvananthapuram, Kerala, which works as an institute to identify and train persons who have had to face adverse social conditions. Kanthari fosters participants from all over the world, who, like Sabriye, have a passion for making the world a better place to live. Sabriye is the driving force behind the programme. She shares her success secret with Education Insider. Remya Nair

As a woman entrepreneur what's your success secret? I focus on solutions and not on problems. I think we all must be driven by an intrinsic interest and not by external factors. Having a motivated team with us is an added advantage. If one doesnâ&#x20AC;&#x2122;t own that interest at the instant, we should have the perseverance to build it. And the most important thing is that it is necessary to stand your ground and not having the urge to be everyone's darling. The biggest crisis you have faced in your field as a woman? I did face discrimination in two ways. Being a woman and being blind. Being a blind woman often means not to be taken seriously. Therefore at a young age, I decided to fight for four major rights: a) The right to be blind without being disabled by society

EDUCATION INSIDER June 2015

b) The right to voice my opinion even beyond blindness or womenrelated issues c) The right to take risk, choose an adventurous life d) The right to take responsibility rather than being an object of charity What do you think about the relevance of woman leadership in a society? In many articles that I read, I learned that Kerala proudly presents its 100% literacy. I was always thrilled meeting many young, energetic and intelligent women in colleges all over Kerala. However, once I meet managers of companies, I wonder where did all these women go? I am for a genderequal or better genderless society. It should not matter if any professions are done by women or men, however if this can become a reality, a mindset change is needed.

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Indian Institute of Space Science & Technology An autonomous institute under Department Of Space, Govt. of India Declared as Deemed to be University under Section 3 of the UGC Act, 1956

Nation’s preeminent institute offering undergraduate, post-graduate and doctoral education in areas related to space science and technology.

IIST at a glance • 7 Departments • 86 faculty members with PhD • 52 high-end laboratories for teaching & research • 14 post-graduate programs • 560 undergraduate students • 150 postgraduate students • 100 doctoral students • 13 PhDs awarded since 2012

Undergraduate Education

Postgraduate Education

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14 postgraduate programs in emerging and highly sought after specializations

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Through state-of-the-art laboratories and dedicated centers of excellence, students gather a variety of project and research experiences.

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B. Tech in Aerospace Engineering 60 seats (4 years) B. Tech in Avionics 60 seats (4 years) Dual Degree Program 20 seats (5 years) B. Tech in Engineering Physics combined with MS / M. Tech in Astronomy & Astrophysics / Earth System Science/ Solid State Physics /Optical Engineering

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Full financial support to all students admitted to the above undergraduate programs. Curriculum designed to equip students to take up challenging careers with ISRO and establishments of similar national stature Post-graduate studies at CalTech through a fellowship program Institute sponsored internship program at the Jet Propulsion Laboratory, USA

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Doctoral students work in close partnership with faculty on a research intensive program intended to turn students into independent researchers and teachers who contribute to the broadening of knowledge in their fields. Interdisciplinary and collaborative work with international academic and research centers and the various centers of ISRO.

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