Education Insider

RNI No: 114514 KERENG/2012/41957

EXCLUSIVE INTERVIEW

WORDS OF WISDOM: Dr B M Hegde, Medical Scientist

Independent thinkers ostracised at the IITs Dr Subramanian Swamy

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

COUNTERPOINT

Dr Murli Manohar Joshi

CAMPUS FOCUS

Lincoln University

SPECIAL STORY

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21st – 23rd November 2012

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Volume 1 Issue 7 | October 2012 Editor Ravi Deecee Associate Editor T N Shaji Deputy Editor Sanjeev Neelakantan Assistant Editor Dipin Damodharan Senior Reporters Lakshmi Narayanan Prashob K P Sreekanth Ravindran RESPONSE TEAM Coordinating Editor Sumithra Sathyan Reporters Tony William Biyanka Shalet James Design & Layout Kailasnath Anil P John

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Sex education no more a taboo

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he present era is one which is at the pink of progress in terms of advancements in almost every sphere of existence. The globe is fast developing into an ultramodern, interdependent, single economy with abundant opportunities for innovations and growth. But ironically, the present era is also one which has an alarmingly high rate of crimes and malpractices. It has been observed that most of the crimes that happen today are based on sexual exploitations of various kids. This is particularly more against children in their tender ages as well as minors. The rising incidences of such acts have now become a major cause for concern among parents, teachers and the society as a whole. There is hence an immediate and pertinent need to spread awareness about sex and its various pitfalls among children right from their growing ages.

It is in the light of these findings and concerns that we base the latest issue of the Education Insider on sex education and its relevance in the present day world.

Classroom is the place where students spend most of their time. They interact with their teachers and peers more than their parents. Thus, it would be very effective if a comprehensive system of sex education is included in the course of the schooling process so that children get the right information about the process. This helps them to avoid having perplexing notions about the process as well as restraints them from resorting to other sources of finding information about sex like internet and pornography. It also will help in ensuring that proper sexual health is maintained and that young adults are aware of the possible health impairments that could be caused as a result of unsafe and unnatural sex.

Balanced sex education would also make children cautious about their encounters with strangers specially unknown males and also would empower them to openly speak about such cases of abuse to their parents, teachers or other elders.

The future of our society as a whole is decided in the classrooms of the nation because it is where the young children who grow into responsible citizens of tomorrow. It is therefore our collective duty to see that they grow up being aware of everything that life has to offer. Nothing should be hidden from them in the name of social taboos since they live in a very vulnerable and dangerous environment.

EDUCATION INSIDER I October 2012

CONTENTS

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COVER STORY Sex education: myths and realities Sex is not a grimy secret between two ashamed individuals but a divine impulse of life and love.

Like all the other instincts, sexual instinct also carries with it certain responsibilities, and the only way to prepare the young generation for sharing these is through ‘sex education’

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EDUPRENEUR

Shantanu Prakash

Founder, Educomp Solutions

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SPECIAL STORY

Rathika Ramasamy

India’s first women wildlife photographer

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EXCLUSIVE INTERVIEW Dr Subramanian Swamy ‘Independent thinkers ostracised at the IITs’

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24

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A realistic overview on sex education

INTERVIEW

Dr Sunil Mehra,

Dr. Rajan B Bhonsle, paediatrician & Sex educator MAMTA founder

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COUNTERPOINT

Dr Murli Manohar Joshi

EDUCATION INSIDER I October 2012

CONTENTS

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WORLD CAMPUS

Lincoln University Lincoln University, which enjoys a multicultural campus with over 1,800 international students from 60 different countries, is world renowned for landbased disciplines

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BRAINWAVE K G Suresh

Delhi-based senior journalist

Columns 64 I Dr B Ashok, IAS 68 I Dr T P Sethumadhavan 74 I Snehaj Srinivas

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EXPERT INTERVIEW Achal Paul

Founder & Director, BUZZ

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INDIAN CAMPUS IIM, Kozhikode

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SPECIAL REPORT Sunny Varkey,

GEMS Education

EDUCATION INSIDER I October 2012

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MAIL BOX

Omission is not ideal

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

Cover story excellent Education Insider September issue’s cover story, ‘Don’t brush aside the arts’, is a timely and well-written report. Thank you very much for the inspiring story as my works and studies are focused on ‘Education as an art’. The time has come to realise that arts subjects are more important than merely a part of the syllabus. They are also a powerful medium of communication. But it is pathetic that these subjects are now being neglected in India, the land of Tagore.

Miriam Haenen, Waldorf kindergarten teacher/trainer, Holland.

This missive is in response to the column ‘make your choice’ related to food technology in the September issue of Education Insider. Among the institutes in India to study Food Technology, you have ignored Thangal Kunju Musaliar (TKM) Institute, Kollam, Kerala which is the only institute in the state providing B.Tech in Food Technology. Such an omission, that too from a magazine publishing from Kerala, is not ideal.

TKM Institute of Technology Kollam, Kerala.

Thought provoking article The cover story of September issue ‘Don’t brush aside the arts,’ is a thought provoking article. As a resident of Kerala, I myself have experienced how in the past parents used to discourage artistic temperaments of children fearing that they would deviate from their mainstream studies. I had a real passion towards studio art but couldn’t pursue the career in which I was genuinely interested.

Rahul Krishnan, Thrissur

Corrigendum In the August edition of Education Insider, we inadvertently carried the photo of Amrita University and identified it as Amity University in our regular section on Indian campus. We deeply regret the error and tender our apology to the authorities of both the universities

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

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EDUCATION INSIDER I October 2012

NEWS PICKS

Malaysia to perk up human capital KUALA LUMPUR: The Malaysia Education Blueprint is set to produce high quality and skilled human capital, undertaken by the Government acknowledging the importance of the English language. Every student will be provided a chance to acquire more languages as national schools are being encouraged to establish more classes to accommodate third language. Special emphasis is to be given with parent teacher associations and board of governors.

Study aid for UP’s poor girls LUCKNOW: The economical backward girl students who passed their Intermediate or equivalent examinations will be provided with the financial assistance costing Rs 30,000 by the Uttar Pradesh government. The project will be initiated under the Kanya Vidya Scheme, an official release said. The girls belonged to the family where the total annual income of the family is not more than Rs 35,000 will be qualified for this scheme.

New education commission on anvil NEW DELHI: The Union Government is close to setting up an education commission, recommending improvements in the education system by the Prime Minister Dr Manmohan Singh.

The commission will engage in providing the national policy focusing on the needs and challenges of the education system in the 21st century. It is expected to re-orient the education system and to set out goals that can addresses the changed socioeconomic and technological realities. The commission will be headed by Andre Beteille, the leading sociologist and Professor Emeritus at the Delhi School of Economics comprising 15 to 20 leading educationists and experts.

Bharti Group sells education business NEW DELHI: The Bharti Group has planned to sell ‘Centum Learning’, an education related company to Everonn Education. The Bharti Family Office, which manages investments

US loses lead in higher education WASHINGTON: The Organisation for Economic Co-operation and Development’s (OECD) 2012 Education Report has found that the US lags behind other countries in higher education attainment rate. The US is growing at a below-average rate, compared to other OCED and G20 countries in the levels of higher education attainment rate.

Being one of the well-educated countries in the world reaching 42 percent, the US is behind Canada, Israel, Japan, and Russia in higher education.

EDUCATION INSIDER I October 2012

made by the promoters of the group, will receive both cash and equity shares from Everonn. The deal is in accordance with the plans to exit non-core businesses. Everonn Company, runs by the Dubai-based GEMS Education provides education training programmes and skill development solutions. The business segments of Centum such as skill development, employment generation and professional education will integrate with the prevailing verticals of Everonn.

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NEWS PICKS

Germany eases ‘Blue Card’ norms

GERMANY: Indian students and qualified professionals have been rendered the ‘Blue Card’ which came into effect recently by the German Government to stay in the country and find job opportunities. The country provides targeted fund for young students who come to Germany and their outstanding achievements.

Indian University graduates are now permitted 18 months to seek employment after the completion of their course in Germany and graduates of vocational training are offered one year to seek jobs, exceeding the limit of 90 days.

Cambridge University keen on partnerships CHANDIGARH: Cambridge University has taken initiatives to strengthen partnerships with Indian institutions, but not looking to establish a campus in the country. The University which has collaborated with five institutes for Post Graduate programmes focuses on areas of excellence. Being an agreement between Shiromani Gurudwara Parbhandhak Committee (SGPC) and the University in 2009, five Sikh scholars will pursue PhD/ M Phil at Cambridge each year. The total expenses including fee and boarding costing Rs18 lakh per student per year will be shared equally by the SGPC and the University.

Japan emerges good destination for students

E-cell concept gains popularity

BENGALURU: The University of Tokyo organised Japan Education Fair 2012 for the Indian students with the aim of pointing out various courses offered by universities in Japan. The consulate of Japan claimed that 570 Indian students were studying in Japan and their science courses are extremely popular. Several universities of Japan have tied up with Indian Institutes for exchange programmes for the Indian students. Japan is a good destination for students as employers and researchers value the quality of education in Japan.

India’s Business Schools face closure

CHENNAI: Majority of the colleges in India have Entrepreneurship Cell (E-cell) on their campus to empower the students.

E-cells inspire them to think differently, to look around for opportunities and to execute their ideas as they strongly believe that entrepreneurship plays a vital role in the economic growth. Technical assistance is available in educational sessions and discussions.

Anna University, BITS Goa, Vellore Institute of Technology, ISM Dhanbad, IIT Kharagpur and many other colleges across the country are actively involved in E-cell in their institutes.

MUMBAI: India’s management schools are getting down as the students find more tougher of getting a well-paid job in a slowing economy. About 140 Business Schools are expected to close this year; being 35 percent places have been filled with vacancies. The economy grows at its slowest in nine years with the financial sector as the quality of some B-Schools is fading. The graduates with 29 percent from Indian Business Schools get jobs just after completing their courses.

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EDUCATION INSIDER I October 2012

NEWS PLUS

Kerala to promote arts and science education THIRUVANANTHAPURAM: The Higher Education Department is intended to bring out initiatives to give a qualitative boost to arts and science education in Kerala. The initiatives include a support programme to provide offclassroom coaching to select students, a college infrastructure improvement programme and an infrastructure upgrade programme for ‘heritage colleges’ and those which are developed into centres of excellence.

Under the scholar support programme, each college will be allowed to choose six subjects and each university will be allowed to choose 10 subjects. They will focus on giving special coaching to 50 students after class hours during weekends which will envisage for 10 hours a semester. Teachers in individual colleges will enact as resource persons.

The support programme is aimed at equipping educated youth in skills will be implemented alongside Plus Two and degree courses. Each student will study a 180 hour module in communication skills and information technology. The Education Department states that 55 percent of the coursework will focus on practical aspects of a

skill. The skill modules are developed in accordance with industry bodies such as the Confederation of Indian Industry, the Federation of Indian Chambers of Commerce and Industry, the Institute of Cost and Works Accountants of India and the National Association of Software and Services Companies (NASSCOM). The department has discussed with National Stock Exchange and the Institute of Chartered Accounts of India for running the Additional Skill Acquisition Programme, recently launched in the state.

Homeschooling gains popularity in US

NEW YORK: Every parent will strive to get quality equipped education for their children.

They will look forward to take better options for them; as the fact no shortage of institutions can be EDUCATION INSIDER I October 2012

showed. Even the people of backward country will choose well-reputed institutions on where to send their children for the better education of their children. The number of Americans is increasing, choosing home school education for their children instead of sending them to schools. The National Center for Education Statistics says that 1.7 percent of kids had to go for homeschooling in 1999, 2.2 percent in 2003 and 2.9 percent in 2007. Today, this figure has reached 4 percent. The Home School Legal Defence Association, an advocacy group related to homeschooling reported that homeschooled students averaged 37 percentile points higher on standardised tests than their public school counterparts. The students from the normal education scored 50th percentile on standardised tests whereas, the independent educators scored between the 65th and 89th percentile.

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NEWS PLUS

Dropout of male students on the rise in Abu Dhabi ABU DHABI: The male students are likely to drop-out schools than the female students in the regions of Abu Dhabi. The Statistics Centre Abu Dhabi (Scad) report shows that 9,231 boys advanced from primary school to high school in the emirate in the 2010-11 academic years. It would represent an attrition rate of 2.8 percent between the levels of their education. The drop-out rate of 9,156 girls in advanced could be a matter of negligence. A difference between the genders that concerns experts on education policy would be reflected. The size with 18,387 students in 2010-11, entering secondary school got down to 18,358 pupils. It is estimated that an average drop-out rate of male students in secondary schools across the country is about 10 to 15 percent. Some of the recent studies claim that the male attrition rates are very much higher between secondary and tertiary education. It is clearly seen that a larger percentage of females choose to

continue their studies while most males are getting persuaded by the economic incentives of the labour market in higher level. They also want to extend financial aid to their families as they have none in their family who has completed their studies.

Pakistan plans IIT courses via distance learning

NEW DELHI: Pakistan has evinced keen interest in having distance learning courses from IITs to be beamed across its universities through video conferencing facilities, enabling access to quality lectures to students.

“Absolutely, we will be interested in having IIT courses in Pakistan through distance learning.

We could link them up with our engineering universities”, Atta-ur Rahman, president of Pakistan

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Academy of Sciences, said recently here.

He made a strong pitch for launching distance learning courses across South Asia at the first meeting of South Asian Academies of Science. He said he hoped the liberalised visa regime announced by India and Pakistan would ease exchange of scientists between the two countries. “I hope the difficulties would be removed. Like business ties, cooperation in science is also very important,” he said. Rahman also announced 40 scholarships for students of eight South Asian nations for pursuing studies in Pakistani universities and institutes for a threemonth period. He said Pakistan, which has made effective use of the distance learning platform, was willing to take a lead role in delivering under-graduate and post-graduate courses to South Asian countries through video conferencing.

“Over 1,300 interactive lectures have been delivered in the past two years to university students through the distance learning programme across 67 state-run universities in Pakistan, each one of which have excellent video conferencing facilities”, Rahman said.

EDUCATION INSIDER I October 2012

YOUNG ACHIEVERS

Undergraduate Regional Head!

B

eing the Regional Head of an international brand at the age of 20 and that also straight from college! It could be an unfulfilled dream for most of the students. But Rachit Mehta from Kolkatta made it a reality by finding his entry to Red Bull, an internationally known energy drink. During his college days at St Xaviers College, Kolkatta, Rachit, the swimming team captain being a part of the team that conceptualised and executed the International Marketing Summit in his college, which turned out to be a huge success. As engaged with all these activities, he missed his interview at Google, but he never gave up hope. With a friend’s direction, he applied for Red Bull. But the company needed qualified and experienced hands for the post, whereas he applied even without a graduation. However, he went through 7 rounds of interviews, the psychometric test, and made business plans for the company. The Red Bull management was impressed by his dedicated work and they recruited him even before finishing his graduation. Now he is the marketing specialist of eastern region, busy and no time to crack the CAT exams but have time to crack the Red Bull can for expanding his marketing strategies.

Mr. KEY holds the biz key

T

echnology is the mother of entrepreneurship and it cultivates the entrepreneurial spirit it ones mind, smoothens the way to success and lifts to the world of fame and glory. All these things came to Mr. KEY’s life when he initiated his web-based business, that too even at an age of 14. Karnika E Yashwant from Coimbatore widely known as Mr. KEY has more than 20 years experience in this business now. But his profile directs to the CEO’s seat of EnS, an online business that offers more than 30 services. Karnika, with methods of modules, trains and mentors many professionals and organisations throughout the world. Interest and curiosity to learn more, is the secret of this young man’s success. After finishing Standard X, he completed an online course in Associate of Science in Information Technology from the Westbrook University, the US. He had learned more than 20 computer languages. Now, he seeks to utilise those for a productive purpose, which has resulted in the expansion of EnS. Currently, with many followers worldwide, he is focusing on a new project named arKEYtect.

Passion for music, entrepreneurship

H

e is deeply passionate about music but being a DJ at disco ramps, he never thought that his passion would transform him an entrepreneur.

Yes! It’s about Steve Porter, an American musician who made his way to entrepreneurship through the rhythm of music. It was just for a fun that he remixed his music with videos, but he was excited and shocked to know that his parody racked up 14 million viewers! After becoming a viral sensation, Porter realised that he had something unique in his hands. That eventually leads to the formation of PorterHouse Media, a custom music video production company specialising in remixing and mash-ups based in Holyoke, Mass. Soon after its formation, he and his crew worked for New York Knicks, ESPN, Showtime, ABC, NBC, and FedEx. He was ranked 2nd as America’s best DJ and listed in Fast Company’s ‘100 Most Creative People’. PorterHouse Media has created roughly 100 videos so far. Through his successful videos, the musician-turned entrepreneur is flying high.

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EDUCATION INSIDER I October 2012

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PERSONALITIES Rathika Sitsabaiesan

r o f p u g n i k a Spe n Tamils a k n La Rathika Sitsabaiesan, who recently bagged the VK Krishna Menon Award for her contributions to the advancement of human rights, has been instrumental in drawing international attention to the grave human rights violations committed by the Sri Lankan Government

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Bureau

f you are determined to serve your community, it doesn’t matter wherever you are or how far are you from your homeland. In spite of being a member of the House of Commons of Canada and an active politician, Rathika Sitsabaiesan, 30, a Sri Lankan Canadian, has found time to fight the human rights violations committed by the Sri Lankan Government against Sri Lankan Tamilians.

Rathika was born in Jaffna, Sri Lanka, in a Tamil community, and later migrated to Canada with her family when she was only five years old. Life has never been an easy walk for Rathika. She lost her father in an accident and had to surmount several difficulties before completing her graduation. A graduate in Commerce with a focus in Strategic Human Resource Management at Carleton University, Rathika also has an MA in Industrial Relations from Queen’s University.

Her Canadian education immensely helped her to think differently, and explore the freedom and privilege of politics for the benefits of undeserved communities. While pursuing her higher education, Rathika had served as the Vice-President of the Tamil Students’ Association. Later at Carleton University, she was elected the Vice-President of the University Students’ Association, Caucus Chair of the New University Government and Operations Manager of the Rideau River Residence Association.

It was since 2004, Rathika got completely

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involved in politics after completing her higher education. As a volunteer of Broadbent’s federal election, she made her entry to New Democratic Party (NDP).

After attaining immense support from the Canadian community, Rathika won 2011 Canadian Federal election by securing 40.62% votes and became the first Tamil Canadian to be elected to the House of Commons of Canada. Thereafter, she got appointed as critic for Post-Secondary Education (Human Resources and Skills Development) in the Official Opposition Shadow Cabinet in the 41st Canadian Parliament.

Rathika was sensitised by the suffering of Tamilians in Sri Lanka. Her ardent efforts to improve their situation resulted in an initiative to form an All Party Parliamentary Committee (APPC) in Canada to look into the suspected war crimes in Sri Lanka during the last stages of the war. As a social servant, Rathika believes that her happiness is synonymous with the welfare of her community and they should always enjoy equality, liberty and justice. All these efforts have brought Rathika many accolades including the VK Krishna Menon award from India, which is awarded to the best human rights activist in Asia. Through this award, Rathika has once again exemplified that frontiers are not a burden if you are determined to wage battles against inequalities and atrocities that traumatise the society.

EDUCATION INSIDER I October 2012

Dr Subramanian Swamy EXPERT TALK

Independent thinkers ostracised at the IITs International media describes this academic heavyweight- turnedpolitician as a one man army, who has been waging battles against rampant corruption in India for several decades.

One of the most pulsating, vibrant and dynamic politicians the country has ever seen, Dr Subramanian Swamy, is an astute economist, thinker, academician, diplomat, and an expert on education.

A PhD Holder in Economics from the coveted Harvard University, Dr Swamy had phenomenal stints, as a professor, at Harvard University and Indian Institute of Technology, Delhi. Following severe pressure from fundamentalist religious groups, Harvard University scrapped Dr Swamy’s lectures without proper explanations in last December.

Blasting the higher education system in an exclusive interview with Education Insider, Dr Swamy says, “I saw mediocre teachers being co-opted and promoted, while independent thinkers are being ostracised at the IITs. There is also no accountability for the money spent. So IITs are famous for brilliant students selected through competitive exams but not for its faculty which is promoted on servitude to the administration.”

By Dipin Damodharan

EDUCATION INSIDER I October 2012

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EXPERT TALK Dr Subramanian Swamy

W

hat according to you are the greatest challenges before Indian education system?

How to educate the huge 5-25 age group to become capable engineers, managers, and most of all innovators and researchers, proficient in mother tongue, Sanskrit and English languages, and get well paid and dedicated teachers who enjoy high social status.

There has been a strong argument that the Indian education system is hijacked by the pseudo-secular intellectuals. Your comment.

Not hijacked but weaned and groomed by Nehru and Indira Gandhis for their narrow political ends of the family entrenchment in power.

What could be the root cause behind the chaos in our education sector?

Foreign inspired syllabus meant to keep Indians without self respect, imbibed in cowardly risk aversions, bogus History books, and an underpaid teacher syndrome.

In the past, we had globally renowned universities like Thakshashila, Nalanda…but today none of the Indian higher education institutions are among the world’s best? Your comment.

Not surprised. Finance is not the reason since if it were so, then Saudi Arabia’s universities would be in the top ten. The reason is the lack of intellectual independence of our scholars in the social sciences. In the natural sciences there is no peer competition. All universities have cartels of teachers, administrators and government flourishing on cronyism.

Regarding the quality of the IITs, what is your view?

Since I was a Professor IIT/D, and later on the Board of Governors and the IIT Council, I saw mediocre teachers being coopted and promoted, while independent thinkers are being ostracized. There is also no accountability for the money spent. So IITs are famous for brilliant students selected through competitive exams but not for its faculty which is promoted on servitude to the administration.

Do you think India needs a fundamental change in its education policies?

Not change but overhaul. Attendance requirement for students should be dropped; Teacher and course evaluation by students must be taken on anonymous basis. Research publications of teachers must be posted online. Campuses should either be in small towns or outside city limits.

Indiscipline, alcohol, drugs and girl molestation must be cracked down by a special campus police.

What is your opinion about the privatisation of Indian higher education sector?

In favour. But permission must be granted to private university on strict norms, and evaluation by a committee for the purpose must be posted online for 30 days before granting permission. Capitation fees should be made a criminal offence for any institution which takes funds from the state, implicit as in cheap land allotment, and explicit in cash.

However, cheque contribution to tax exempt foundations of private individuals be permitted.

Last May, the government introduced the Research and Innovation universities bill, 2012 with an objective to set up 14 world class institutes. Do you think the bill would be a turning point in Indian higher education system?

Objectives do not make things happen. What are the priorities, strate

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‘‘

It was a coordinated move of some professors of Department of Religion and South Asia Centre who curry money favours of Sonia Gandhi, receive Saudi Arabian funds for their departments, and Left wing types like Amartya Sen who organised Faculty quorum in a normally routine course catalogue approval.

EDUCATION INSIDER I October 2012

Through Swamy’s Prism Indian education system weaned and groomed by Nehru and Indira Gandhi for their narrow political ends of the family entrenchment in power Research publications of teachers must be posted online Foreign inspired syllabus meant to keep Indians without self respect Indiscipline, alcohol, drugs and girl molestation must be cracked down by a special campus police Capitation fees should be made a criminal offence for any institution which takes funds from the state

In last December Harvard University dismissed the summer courses of Dr Subramanian Swamy without providing any logical reasons EDUCATION INSIDER I October 2012

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EXPERT TALK Dr Subramanian Swamy

“Education must enable a

student to develop an independent capacity to reason from axioms to theorems by articulation, inductive and deductive logic of what he learns from past publications such as books and journals

”

gies, and resource mobilisation techniques?

So far none revealed. Thus these will one moreset of government like outfits.

What is your opinion about the one nation, one test policy proposed by HRD Minister Kapil Sibal for the country’s engineering institutes including the IITs? Less said the better. What do you expect from a corporate lawyer like Sibal?

Harvard University dismissed your summer courses, Economics S-110 and Economics S-1316, without providing any logical reasons in last December? Do you think Islam buys out Western academia?

It was a coordinated move of some professors of Department of Religion and South Asia Centre who curry money favours of Sonia Gandhi, receive Saudi Arabian funds for their departments, and Left wing types like Amartya Sen who organized Faculty quorum in a normally routine course catalogue approval.

The Department of Economics, the student evaluation and the University administration favoured my continuing to teach. But I did not organize them to come to the meeting in strength. Of course it was done behind my back without asking me about the impugned article.

For more read FIRE’s Greg Lukianoff: Campus in Secrecy.

How do you define the concept of education?

Education must enable a student to develop an independent capacity to reason from axioms to theorems by articulation, inductive and deductive logic of what he learns from past publications such as books and journals. For this he must be educated in the six dimensions of intelligence: cognitive, emotional, social, moral, spiritual, and environmental. There must be a guru-shishyaparampara restored for this.

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B

Dr Subramanian Swamy

orn in Mylapore, Chennai, Dr Subramanian Swamy is the President of Janata Party. A man known for his uncompromising stand against corruption, Dr Swamy had earned Bachelor Honours Degree in Mathematics from Hindu College, University of Delhi, and Masters Degree in Statistics at the Indian Statistical Institute. Under Nobel Laureate Simon Kuznets, he received a PhD in Economics in 1965. While doing his PhD, he had worked as an Assistant Economics Affairs Officer at the United Nations Secretariat in New York.

In 1964, Swamy joined the Harvard University.

When he was an Associate Professor at Harvard, he was invited by Nobel Laureate Amartya Sen for reader’s chair on Chinese studies at Delhi School of Economics (DSE). But when he arrived for the position at DSE, his appointment was cancelled due to his views on the nuclear capabilities for India and market friendly attitude. From 1969 to 1991, he was a Professor of mathematical economics at the Indian Institute of Technology Delhi. He was removed from the position by the Congress government. But Dr Swamy approached the Court and was legally reinstated in the late 1990s by the Supreme Court of India. He continued in the position until 1991 when he resigned to become a cabinet minister. He served on the Board of Governors of the IIT, Delhi and on the Council of IITs. He taught economics courses in summer session at Harvard until 2011. He had been India’s Commerce Minister, Law Minister and a member of the Planning Commission.

His fight in the 2G spectrum scam resulted former Central Minister A Raja to first resign and then go to jail along with DMK leader Kanimozhi and several top businessmen.

EDUCATION INSIDER I October 2012

VOICES

“The right to education is not qualified by available resources and is not subject to progressive realisation. Children need to be provided with basic education and is not about waiting for money”

“I am a firm believer in the power and necessity of mentorship, and by teaming with ‘Give Education’, we are ensuring that people learn about the inspiring and effective work mentors are doing across the country” Matthew McConaughey, Hollywood actor

Pierre De Vos, legal expert, SA

“As increasing population in the State demands adequate educational development, we need more institutions to meet the demands. As institutional development is a must for any developing State like ours, we need to think about how we can bring in those institutions” Arjun Munda, Chief Minister, Jharkhand

“All the medical courses need to emphasize skills rather than capacity to remember facts. The growth of web-based learning systems might potentially be exploited to improve education in India” Ashok Venkitaraman, Director of the Medical Research Council unit

“The true sign of intelligence is not knowledge but imagination” Albert Einstein, physicist

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EDUCATION INSIDER I October 2012

COVER STORY Sex education: myths and realities

Dr. Rajan B Bhonsle, M.D. (Bom) Consultant in Sexual Medicine and Counsellor Hon. Professor and Head of the Department of Sexual Medicine atK.E.M. Hospital and Seth G.S.Medical College, MumbaiDiplomate, American Board of Sexology and The American College of Sexologists

A realistic overview on

sex education

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EDUCATION INSIDER I October 2012

Sex is not a grimy secret between two ashamed individuals but a divine impulse of life and love. Like all the other instincts, sexual instinct also carries with it certain responsibilities, and the only way to prepare the young generation for sharing these is through ‘sex education’. We have already entered into a dangerous zone, where our children are under threat by possible sexual abuse, sex scandals, sex related crimes, premarital pregnancies, sexually transmitted diseases and last but not least, AIDS. Sex education will bring awareness and can be the answer to all these problems

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here are certain issues, which even the most courageous people choose to avoid discussing, and society keeps suffering the repercussions of such an attitude. ‘Sex education’ is one such issue.

Parents as well as teachers hesitate to provide sex education to children; while they are being pounded with sexual messages everywhere they look; from newspapers, magazines, television, films to toilet walls. The information, both forbidden and desired, is available to them freely and it is practically impossible for parents to really monitor and control all their activities. The exposure is immense, the dangers enormous, and the price that could be paid is huge. Their young minds are more vulnerable to these corrupt messages as they are rarely prepared with healthy and legitimate information about sex and sexuality. This undoubtedly interferes with their development towards matured and healthy adulthood.

Sex education does not mean merely providing information on genital-centered sex; it is transferring correct values, balanced attitudes and sound perceptions. It is important that we build adults who will use their sexuality in mature and responsible ways. It is our responsibility to keep the young

EDUCATION INSIDER I October 2012

generation adequately informed, so that the correct scientific knowledge may lead to building healthy attitudes towards sex, high standards of conduct, responsible behaviour, and wholesome personalities.

Researches have shown that over 90% of the children get their information on sex from immature friends, pornographic literature, films, television and videos and less than 10% from parents and teachers. The youth, therefore, are misinformed through unhealthy sources, rather than informed in a legitimate way, through the family and school.

The influence of misinformed peer groups has set the trend of exploring relationships with a new kind of freedom. Their approach to sex is more reactionary. This is because our society has always been prohibitive and repressive in matters of sex.

The result is a paradox in their young minds. They are either found feeling guilty for their natural sexual instinct, or they are found indulging in risky sexual experiments.

Sex is not a grimy secret between two ashamed individuals but a divine impulse of life and love. Like all the other instincts, sexual instinct also carries with it certain responsibilities, and the only way to prepare

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COVER STORY Sex education: myths and realities

The Myth of ‘Good Touch - Bad Touch’ Experts caution against using the ‘good touch-bad touch’ explanation because young children tend to think of a ‘bad touch’ as one that causes physical pain or involves hitting. Many types of sexual contact are not painful, do not cause injury, and may even ‘feel good’ to the child. So instead, tell your child exactly what an ‘OK’ touch might be - a pat on the back, a rub on the head, a high five, and so on. Ask your child to name some touches and let them know whether they are OK.

the young generation for sharing these is through ‘sex education’.

The question today is no more whether sex education should be given or not, but it is a question of how best to give this education, what exactly is to be taught, when, at what age and how to impart it, and finally who should give it. These questions need our serious consideration and attention to help meet the changing generation in changing times.

Giving children a realistic and practical outlook on sex is as important as giving them food, shelter,

security and loving care. It is easier to answer their questions today, but difficult to solve their problems tomorrow.

What should I tell my kids about sex?

One of the most common questions parents ask is “What should my kids know about sexuality, and at what age should they know it?”

Answering kids’ questions about sex is one of the responsibilities many parents dread most.

Otherwise confident parents often feel tongue-tied and awkward when it comes to sex.

Childhood is a period of complete ‘innocence’, but for adults, ‘sex’ is not so innocent an activity. Majority of parents go to almost absurd lengths to keep anything

Why do children need to be educated about human sexuality?

• • •

• • •

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To acquire scientifically accurate knowledge about the reproductive system.

To appreciate and accept one’s own body in totality.

To be able to interact with both genders comfortably, respectfully and in appropriate ways. To learn to express one’s sexuality without inhibitions while respecting the rights of others.

To prepare children for the physical, psychological, emotional & sexual changes that they undergo at adolescence.

To educate in a way that leads to building healthy attitudes towards sex, high standards of conduct, responsible behavior, and wholesome personalities.

To learn to prevent sexual abuse, rape and exploitation.

• • •

•

•

To learn to avoid unwanted pregnancy.

To learn to avoid contracting or transmitting STDs. To help children grow to become adults who will use their sexuality in mature and responsible ways. To be able to discriminate between life enhancing sexual behaviors i.e. responsible sexual behaviour and those that are harmful to self and others i.e. irresponsible sexual behaviour.

To learn to develop and maintain meaningful intimate relationships and to be able to express love and intimacy in appropriate ways. To be able to enjoy sexual feelings without guilt, shame or fear.

To have a happy married life and responsible parenthood.

EDUCATION INSIDER I October 2012

Values in sexuality that need to be imparted to children • • • • •

•

Sexuality is a normal and natural part of human life.

‘All’ persons are ‘normally’ sexual.

Men and women are not ‘opposite’ sexes, but are ‘complementary’ sexes.

Young people explore their sexuality as a natural process of achieving sexual maturity.

Individuals and society benefit when children are able to discuss sexuality uninhibitedly, with trusted adults such as parents, family doctors, teachers, educators etc.

All sexual decisions have ‘effects’ and ‘consequences’.

remotely connected with sex as far away from children as possible.

In the course of bringing up our children, there emerges a broad variety of actions and behaviours that we do not want our children to indulge in. Child’s innocent delight in his/her own natural nudity is one of the first such activities that make us uneasy. Child’s curious discoveries of his/her own body is the second one. Any attention that child devotes to exploring different body parts we consider ‘private’, often invites a harsh admonishment. This does not mean that we should allow the child to romp around naked all the time or not teach him/her correct etiquettes.

This is simply to say that a parent must restrain the immediate tone of outrage and taboo that they tend to adopt.

Kids learn an enormous amount about bodies, relationships, affection and

• •

• •

Sexual behaviour must be ‘responsible’ and ‘self-disciplined’. Premature indulgence in sexual behaviour poses risks.

Sexual relationships should be based on mutual trust, respect, honesty and commitment. Sexual relationships should never be compelling, exploitative, or lead to physical or psychological harm.

Pornography humiliates both men and women. If offers a distorted view of human sexuality.

Refraining from penetrative sexual intercourse is the most effective method of preventing pregnancy, STDs and HIV/AIDS infection.

communication from their first year of life. It is important to help them feel good about their sexuality from the very beginning. This will make it easier for them to ask questions about sex throughout their lives. As they grow, we can give them useful information to help them make responsible, healthy decisions about their sexuality.

When exactly do children start becoming curious about sex?

Children are human beings and therefore sexual beings. From the very infancy, children have curiosity about their own bodies, which is healthy and normal.

It is hard for parents to acknowledge this, just as it is hard for children to think of their parents as sexually active.

When’s the best time to start?

It is best to start as soon as

Telling a very young child who asks where babies come from?

Depending on the child’s age, you can say that the baby grows from an egg in the mother’s womb, pointing to your stomach, and comes out of a special place, called the vagina. There is no need to explain the act of lovemaking because very young children will not understand the concept.

However, you can say that when a man and a woman love each other, they like to be close to one another. Tell them that the man’s sperm joins the woman’s egg and then the baby begins to grow.

Most children under the age of 6 will accept this answer. Answer your child’s question in a straightforward manner, and you will probably find that she is satisfied with a little information at a time.

EDUCATION INSIDER I October 2012

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COVER STORY Sex education: myths and realities

Why do we feel uncomfortable talking about sex with our children?

Most of the parents feel this way, and it is not surprising.

Invariable reasons are as follows.

• Many of us were taught that sex is too ‘dirty’ for words.

• Many of us feel that talking about sex is unladylike or ungentlemanly.

• Many of us are afraid that we do not have all the answers.

• It is hard for some of us to admit our children are sexual.

• It is even hard for some of us to admit that we are sexual.

• And many of us ‘fear’ the possible sexual feelings

between our children and us.

But we can be open with them about our feelings. You can use an opening line like, “This is hard for me to talk about.

My parents and I never discussed these things. But I want you to have someone to talk with, so feel free to ask me”.

Do not cover up your feelings or avoid the issue. That will make matters worse. Start a conversation, keep it going, and be open from the beginning. Just remember - information about sexuality is as important as food, shelter, and loving care. If you still feel that despite getting comfortable you don’t have all the answers, then you could take your children for a sex education session to a sex counsellor.

children begin getting sexual messages. And they start getting them as soon as they are born. But do not worry if you have not started yet. It is never too late. Just do not try to “catch up” all at once. The most important thing is to be open and available whenever a child wants to talk.

Children’s queries related to their own body and sex are utterly out of curiosity and a pure sense of wonder. They have not yet learnt to attach any sense of ‘secrecy’ and ‘privacy’ to these matters.

Toddlers will often touch themselves when they are naked. At this stage of development, they have no ‘modesty’. Their parent’s reaction will tell them whether their actions are acceptable. As a rule, toddlers should not be scolded or made to feel ashamed of being interested in their bodies. It is natural for children to be interested in their own bodies. Some parents may choose to casually ignore

self-touching. Others may want to acknowledge that, while they know it feels good, it is a private matter. Parents can make it clear that they expect the child to keep that activity private.

By the time a child is 3 years of age, parents may choose to use the correct anatomical words.

They may sound clinical, but there is no reason why the proper label should not be used when the child is capable of saying it. These words - penis, vagina - should be stated matter-of-factly, with no implied silliness. That way, the child learns to use them in a direct manner, without embarrassment.

Children between three to six years of age are most trusting of their parents. They hero-worship their fathers and adore their mothers. Their parent’s word is ‘law’ for them. Most of the times, what kids want most is to know that they are ‘normal’.

We can help them understand that it is “normal” for

What to say about ‘Masturbation’ Masturbation is a harmless activity. Most boys discover masturbation in their teens and practice it frequently. It is harmless and has no ill-effects on one’s body (health) or sexuality. However, the ‘guilt’ associated with masturbation can be detrimental to one’s emotional health and self-esteem. Masturbation is considered abnormal only in the following situations: • If it is done in front of others.

• If proper hygiene is not maintained during and after the act.

• If it is done in a manner that can cause injury to the organ.

• If it is chosen over intercourse in married couples, even when the spouse is willing to have intercourse.

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EDUCATION INSIDER I October 2012

COVER STORY Sex education: myths and realities

that it is not necessary to have a major conversation with your children each time they ask a question about sex. Listen to them carefully. They may just want the answer to one question for the During puberty, most girls start having periods. Most boys start time being - and that is OK. Make having wet dreams. And girls and boys begin having a lot more sure that you are answering the thoughts and feelings about sex. Sometimes they get really turned question, rather than talking in on. general terms. You can always ask Important changes happen inside the body by the time for clarification if you are not sure wet dreams and periods begin. These changes mean that the what your children are asking. Be reproductive system is maturing. As boys mature, they begin sure that they know that they can producing sperms. Sperms are the male reproductive cells. As girls always ask follow-up questions. mature, the eggs (ova) in their ovaries begin to ripen. Ova are the Ask for time, if either you don’t female reproductive cells. know the answer or you don’t Pregnancy can happen if only one sperm joins with an egg know how to give the answer. (ovum). So, a girl or woman can get pregnant if a boy or man puts When it comes to adolescents, his penis in or near her vagina. The sperm from his penis can swim the influence of misinformed up her vagina to join with her ovum. Often our reproductive systems peer groups has set the trend of grow up faster than we do. That is why girls can get pregnant and exploring relationships with a new boys can cause pregnancy before they finish growing up. kind of freedom. Their approach to sex is more reactionary. This is because our society has always been prohibitive and repressive everyone to be different. In fact, the most important lesson we can share with our kids is just that: Being in matters of sex. The result is a paradox in their young minds. They are either found feeling guilty different is normal. for their natural sexual instinct, or they are found By the time they are five, it is necessary to indulging in risky sexual experiments. tell them that their body is their own and that they have the right to privacy. No one should touch them if he/she doesn’t like it or want it. Tell them that if anyone ever touches them in a way that feels strange and unusual, he/she should tell that person to stop it and then tell you about it, even if the person is a close relative, neighbour or even teacher.

Parents are often concerned that telling their children too much too soon will harm them in some way, or will encourage their kids to become sexually active. Information and education do not encourage young people to be sexually active. In fact, kids make better decisions about sex when they have all the information they need and when there are no taboos on what they can talk about at home. The studies on the effects of sex education in schools show that it actually encourages children to delay their sexual activity and to practice safer sex, once they are active. This is contrary to the belief that teaching children about sex and contraception encourages sexual experimentation.

Learning about sex should not occur in one all-or-nothing session. Questions should be answered as they arise so that the child’s natural curiosity is satisfied as she matures and it helps to foster healthy feelings about sex. Keep in mind

What to say about the ‘possibility of pregnancy’ at puberty

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EDUCATION INSIDER I October 2012

Pre-teens (8 to 12) need all the facts about menstruation, wet dreams, and other signs of maturing. They often worry a lot about whether they are ‘normal’. Boys worry about their penis size. Girls worry about their breast size. Reassure them that no two people are the same.

Most 12-year-olds are ready to know about sex and reproduction. They want to know about sexual and social relationships. They need to know about sexually transmitted infections, birth control, and the consequences of teen pregnancy.

And they need to know how all of this can affect their lives.

Teens (13 to 19) must learn how to say ‘no’

and understand what ‘safer sex’ is. ‘Safer-sex’ activities lower the risk of spreading sexually transmitted infections. They must know how to have relationships without getting hurt and without hurting other people. And they must know they are responsible for their choices.

Masturbation is very common during this time. It is necessary that we actively educate children about masturbation.

Teens can be easy targets for ‘peer pressure’ and bad advice. Reassure them that their sexuality and feelings are normal. We need to let teenagers ‘fit in’ with their peers. But we must also encourage them to think for themselves.

What and how to tell children about abstinence?

What kinds of messages can you give your teenager about postponing sexual intercourse that won’t sound preachy, or like you are living in the dark ages? Here are some suggestions and concepts: • Not everyone is doing it. ‘Everybody’s doing it’ is an age-old pressure tactic that applies to experimenting with drugs and alcohol as much as it does to experimenting with sex. Encourage your kids not to be taken in by it. Teens often say they have intercourse the first time because they are curious. Open family communication about sexuality can make sexual behaviour less mysterious.

• Deciding is easy. Saying ‘no’ may not be... But it can be done. Most parents hope their teenagers will wait to have sex. It is important for parents to be able to convey this hope with a healthy balance of rules, values, and accurate information about sexual health and consequences. While we may encourage teens to postpone intercourse, the fact is, most young people become sexually active when they feel they are ready. Because of this, they must be prepared to protect themselves when they decide to stop being abstinent. Information about preventing pregnancy and sexually transmitted infections is vital to help young people make informed decisions. And parents can help their kids understand the value of self-respect, assertiveness, and decision-making in postponing sexual intercourse.

• Anyone can choose to abstain from intercourse. And just because someone has already had sex does not mean that she or he cannot choose to postpone having sex again.

EDUCATION INSIDER I October 2012

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COVER STORY INTERVIEW Dr Sunil Mehra

‘Comprehensive sex education to reduce violence’ Dr Sunil Mehra, a practising paediatrician for over three decades, founded MAMTA in 1990, a national level NGO committed to health and development issues including poverty, gender and human rights. MAMTA initiated its work in an urban slum at Tigri in Delhi by providing clinical services to women with an aim to enhance their health status and improve pregnancy outcomes.

Currently, MAMTA, which has its presence in 12 states of India, Bangladesh and Nepal, supports formulation of strategies and interventions to address issues like adolescent reproductive and sexual health, maternal and child health, HIV and AIDS. In an interview with Education Insider, Dr Mehra touches upon the significance of sex education

By Sreekanth Ravindran While considering India’s social and cultural conservatism, do you think our education system can take on a bolder face in terms of sex education?

Straight answer is yes. But for details, it is important to realise the context i.e. cultural, along with embedded myths and misconceptions like education promotes promiscuity. Hence boldness needs good evidence for its scientific relevance to our adolescents’ lives –both in terms of quality and health outcomes. Boldness must protect the children right to correct and age appropriate information which affects their lives. Education entails knowledge, skills and social values. Sex education must encompass all these elements where social values don’t mask the knowledge and skills needed to promote key health outcomes—besides affecting the issue like sexual violence, gender equity and other social determinants of health.

How effective has Union Human Resource Ministry’s Adult Education Programme been in imparting sex education to students?

I think you are referring to the Adolescent Education Programme (AEP) since the Adult Education Programme does not cover sex education.

The AEP in its present form is not to be called as sex education. The comprehensive sexuality education as understood internationally is significantly lacking in this AEP. The HRD Ministry’s AEP is more about life skills building, with components of reproductive health and HIV. The issues around sex, sexuality, contraception (mainly condoms) are grossly missing and abstinence

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seems to be the mantra, rather than accepting the fact that late adolescence and youth would experiment and undertake risks unmindful of culture or silence around sexuality. UNFPA supported AEP in some states has shown some significant changes for health outcomes but research community questions the findings of this study.

Do you think introducing sex education in schools can help in tackling the problems including child marriage and pre-marital sex?

Providing sex or adolescent education to adolescents is a right based approach. The education not just provides the knowledge on bodily changes but also build life skills around gender equality, including the right to refuse.

The direct correlation between sex education and delay in marriage to legal age has not been well established (to the best of our understanding). But the determinants of early marriage like gender equality, decision making, and making informed reproductive choices are well-known outcomes of sex education.

In fact, evidence of positive impact on sexual behaviour for unmarried from evaluations of sex education programmes throughout the world is strong.

The 2008 review of the evidence of comprehensive sexuality education’s impact on sexual behaviour clearly showed that effective programmes, can not only reduce misinformation, but also increase young people’s skills to make informed decisions. This review was commissioned by the UNESCO as part of the development of the International Technical Guidance on EDUCATION INSIDER I October 2012

Sexuality Education, it included 87 studies of which 29 were from developing countries and 47 from the United States and 11 are from other developed countries. Nearly all of the programmes increased knowledge, and most (two-thirds) had a positive impact on behaviour. Many of these clearly showed delayed sexual debuts, reduced frequency of sex and number of sexual partners, increased condom or contraceptive use, or reduced sexual risk-taking.

More than one-quarter of programmes improved two or more of these behaviours.

Internet is a popular source of voyeurism and sexual perversion. The media too isn’t far behind.

How can we address such concerns?

Yes it is, but at the same time, it is also a powerful medium to provide right and healthy information. We need to see them as tools for providing information. It is important that the young people should have access to good quality information on sex, both online and offline (schoolbased education), to ensure they can make positive informed choices. Thus it is critical that information and the subject available online should be supported by offline discussion and teaching.

Good quality information and support will lead to young people having a healthy sexual development and will also help in tackle any kind of perversions.

Having multiple well-evidenced comprehensive sexuality education online sites, which are adolescent-friendly is one way of countering the misinformation/sexual perversion promoted by pornographic and other unauthorised sites.

Despite meaningful sex education, teenage pregnancies are on the rise in the Western world as well. So, what’s the best way forward?

Evidences show that teenage pregnancy is on the rise in the western world despite sex education. The analysis of sex education that is being imparted from the last three decades provides answer to the concern. Largely, worldwide sex education curriculum has two different approaches: (a) the abstinence only approach and (b) comprehensive approach. The abstinence only approach focuses primarily, if not exclusively, on promoting abstinence outside of marriage, on moral as well as public health grounds. Whereas, the comprehensive approach, on the other hand, supports young people’s ability to decide whether and when to have sex. It also recognises that sexual debut in adolescence is a normal behaviour and thus seeks to prepare youth with the knowledge and skills they need for healthy sexual lives.

Over the last three decades, especially in the United States and in some of the developing world, the focus of sex education — at least among politicians—has been on abstinence only.

However, the analysis, conducted by Douglas EDUCATION INSIDER I October 2012

Kirby, on the basis of a review of 56 studies indicates that abstinence-only programmes are not effective at stopping or even delaying sex.

Moreover, research suggests that strategies that promote abstinence while withholding information about contraceptives can actually place young people at increased risk of pregnancy and STIs. And that could be a reason of increase of teen pregnancy amongst the developed world. Thus this kind of education has become increasingly marginalised, as several well-designed studies conducted over the last 15 years have shown just how futile the focus on stopping young people from having sex is.

Whereas, cross-national comparisons show that, despite similar levels of sexual activity, adolescent pregnancy rates are consistently lower in many Western European countries that has adopted comprehensive sex education programme than in other regions of the world. Northern European countries such as Sweden and the Netherlands, by

contrast, embrace a more positive attitude toward adolescent sexuality, based on the premise that young people are ‘rights-holders,’ and therefore are entitled to information and education, as well as the right to express and enjoy their sexuality. These rights-based or ‘holistic’ programmes are equipping young people to avoid unintended pregnancy and STIs, the underlying assumption of comprehensive education is empowering young people to make considered, informed decisions about their own lives and helping them to develop the critical thinking skills and sense of self necessary will result in better

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COVER STORY INTERVIEW Dr Sunil Mehra

sexual and reproductive health. Study has shown good health outcome of comprehensive sexuality education programme. Contrary to that till now, no study has found evidence that providing young people with comprehensive sexual and reproductive health information and education results in increased sexual risk-taking.

In addition, one study has demonstrated that comprehensive sexuality education programmes are potentially cost-effective as well. In 2010, UNESCO commissioned a study in Estonia showed significant improvements in adolescent sexual and reproductive health: Nearly 4,300 unintended pregnancies, 7,200 STIs and 2,000 HIV infections among adolescents aged 15–19 were averted. If even 4% of the reduction in HIV infections were attributed to sexuality education, the researchers estimate that the

programme would result in a net savings.

Is there any proof to show that sexual violence in society can be contained through education or is it just a case of hoping for the best?

There is evidence that shows relations between education and domestic/sexual violence in the society. The NFHS –III data states that low levels of education clearly play a major role in violence against women. Over 47% of women who reported domestic violence had no education, compared with 12% among women with 12 or more years of education. The figure was 16% for women who had completed high school.

To establish the impact of the prevailing gender inequitable norms on sexual and reproductive health and gender-based violence behaviour of men, a curriculum-based education programme was developed and piloted in Brazil (Instituto Promundo and Instituto Noos 2003) to see the impact of structured sessions on men to bring gender equity in their behaviour and attitude. The findings revealed that agreement with inequitable gender norms

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was associated with greater risk of violence and SRH concerns. Respondents with a higher GEM (Gender Equitable Men) Scale score (indicating greater support for inequitable gender norms) were significantly more likely to report sexually transmitted infection symptoms and physical and sexual violence against a partner than respondents with lower GEM Scale scores.

The Brazil study was adapted and implemented at two locations Mumbai (in urban setup) and Gorakhpur (in rural setup) where Mamta Health Institute was part of the study. Structured curriculum knows as ‘Yari Dosti’ was imparted with men and young boys. The evaluation of the study reflected positive aspects of masculinity, encouraged men’s participation in sexual and reproductive health, promoted respect for sexual diversity and improved the understanding of the body and sexuality.

What are the initiatives undertaken by MAMTA in India, Nepal and Bangladesh?

MAMTA is recognised as an institution that is considerably experienced in providing technical assistance as well as in building capacities of governmental and nongovernmental partners in the South and South East Asia region.The focus of collaboration is mainly towards providing technical assistance to various organisations in the region, conceptualise and develop issue-based training programme, provide capacity building on project management, evidence-based planning and developing MIS and monitoring systems.

Collaboration of MAMTA with Bangladesh and Nepal started with EU/UNFPA funded Reproductive Health Initiative for Youth in Asia, known as RHIYA project. The project was implemented in seven countries including Nepal and Bangladesh where MAMTA provided technical support on (1) developing human resource development plans and capacity building guidelines; (2) technical support to Marie Stopes Clinic Society (Bangladesh) for preparing a ‘Quality of Care’ manual (with standards for the clinical services) for ‘Youth Friendly Health Services’; and (3) Developing Sustainability Strategies for phasing out procedures for the project.

In addition, in the year 2008, MAMTA provided technical assistance to the International Federation for Red Cross and Red Crescent Societies for technical capacity building of Partner National Societies in the South Asia region.

EDUCATION INSIDER I October 2012

COUNTERPOINT Dr Murli Manohar Joshi

Outdated beliefs inhibit new

learning Outdated beliefs inhibit new learning. So don’t resort to old ideas which tend to be comfortable.

Instead, devote time to ‘unlearn’ and move towards ‘relearn’ in your area of specialisation

W

e are living in a ‘Knowledge Society’, which is judged by its intellectual prowess, its capacity to create knowledge and to convert it into wealth. It’s an obvious fact that higher education and technical education have played a significant role in creating this knowledge society. In the process of this acquisition of knowledge, what matters is the integral development of the human personality.

India has had a rich heritage in the development of education. Universities like Taxila, Nalanda, and Vikramshila testify the importance given to education from the ancient time itself. In those days, India was recognised as Vishwa Guru, the teacher of the world. But what is our present status of education? Are we providing adequate infrastructure in terms of the faculty, laboratories, libraries, IT…to compete with the world? Our Higher Education is the second largest in the world, next only to the US, with 14.6 million students enrolled in 31,000 institutions. Massive investments are needed to accommodate these students during the XIIth Five Year Plan.

The core strength of a country is its young population. Nearly 40% of our population are youth, and if we nurture this young population in a creative manner, we would get a workforce that can compete with the global giants. The role of private sector in providing quality higher education is very crucial. But I am strongly against the commercialisation of education sector. Many foreign universities want to set up shops here. To them, education is a lucrative market. But to our

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culture, it isn’t an excel sheet where at the end of the day one laments about the losses. It is in fact a great social responsibility. We have a rich heritage where we realised that a free mind alone preserves the freedom of thought and action and the same is applicable to any independent and sovereign country.

The noble values of caring and sharing of service and sacrifice, which has kept our nation vibrant must lead our youth in the process of acquiring education and sharing it with the rest of the world. To become a learner, we must overcome our ego driven tendencies to hide mistakes. Also, outdated beliefs inhibit new learning. So don’t resort to old ideas which tend to be comfortable.

Hence, devote time to ‘unlearn’ and move towards ‘relearn’ in your area of specialisation.

But before that, think what type of society you want to create. Would you want to live in a global Bazaar or in a global Parivar? You have to make your choices wisely because it is you who hold the key to the world. I would choose ‘Vasudhaiva Kutumbakam’ (the whole world is but one family) and wish the world functions as a nice loving, caring and sharing family. As Swami Vivekananda said, “All power is within you; you can do anything and everything and believe in that.”

(Dr Murli Manohar Joshi is a Member of Indian Parliament and Chairman of Public Accounts Committee. The article is based on his speech at Noorul Islam University, Kanyakumari in September 2012) EDUCATION INSIDER I October 2012

Lincoln University, New Zealand CAMPUS FOCUS

Feel at home in an

action-packed campus

Lincoln University, which enjoys a multicultural campus with over 1,800 international students from 60 different countries, is world renowned for land-based disciplines such as agriculture and agricultural science, tourism management, viticulture and oenology, environmental management, and landscape architecture

By Sreekanth Ravindran

L

ocated just outside Christchurch and set in 58 hectares of park-like grounds, Lincoln University is New Zealand’s specialist landbased university.

Originally founded in 1878 as a School of Agriculture, Lincoln now focuses on the ways in which land supports an internationally competitive and sustainable economy as well as a harmonious and healthy society.

The University offers a range of programmes, from sub-degree vocational training through undergraduate degrees to postgraduate research degrees including PhD. Programmes in agricultural science, horticulture, viticulture and oenology, as well as in related fields such as ecology, bio-protection and bio-security, and food science concentrate on the sustainable use of land for food production, while other programmes in environmental management and planning, tourism, sport and recreation management, and landscape architecture focus more on the interaction of people with the land. Courses in commerce, especially in the fields of agribusiness, supply chain management, hotel management and valuation and property management

EDUCATION INSIDER I October 2012

relate to the contribution of the land to a competitive economy.

Lincoln is home to New Zealand’s national centre for research excellence for bio-protection and bio-security as well as being adjacent to three of New Zealand’s main research institutes for primary production. Lincoln has New Zealand’s only degree offerings in viticulture and in landscape architecture.

Lincoln’s semi-rural setting offers a distinctively New Zealand version of the small college town experience to its 3,500 students.

With nearly a third of the students coming from around 60 different countries, Lincoln is one of New Zealand’s most internationalised universities. The University offers English language and pre-degree foundation courses for international students. Many international students who come to Lincoln stay on in New Zealand to create successful careers, businesses and family lives. Others take the skills and knowledge they have gained at Lincoln back to their home countries, or join the other nearly half-million New Zealand-educated Kiwis to be found living and working all around the globe.

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CAMPUS FOCUS Lincoln University, New Zealand

‘We value foreign students as skilled migrants’ In an exclusive interview with Education Insider, Ian Douthwaite, International Director, Lincoln University, says that the University’s internationally-renowned research centres attract researchers and postgraduate students from around the world What are the unique features of Lincoln University and what are its popular courses?

Lincoln University is New Zealand’s only specialist university and is located on the outskirts of Christchurch, on the east coast of the South Island, New Zealand and the campus is set in 58 hectares of park-like grounds. Originally founded in 1878 as a School of Agriculture, Lincoln now focuses on the ways in which land supports an internationally competitive and sustainable economy as well as a harmonious and healthy society. The University offers a range of programmes, from sub-degree vocational training through undergraduate degrees to postgraduate research degrees including PhD. The programmes are in agricultural science, horticulture, viticulture and oenology, as well as in related fields such as ecology, bio-protection and bio-security, and food science concentrate on the sustainable use of land for food production, while other programmes in environmental management and planning, tourism, sport and recreation management, and landscape architecture focus more on the interaction of people with the land. Courses in commerce, especially in the fields of agribusiness, supply chain management, hotel management and valuation and property management relate to the contribution of the land to a competitive economy.

As one of New Zealand’s eight universities, its activities are regularly monitored and audited by New Zealand Government departments and related agencies, including the Ministry of Education.

Lincoln is also a signatory to the New Zealand Government’s Code of Practice for the Pastoral Care of International Students.

Do you maintain a quota system for foreign students? How are the foreign students admitted?

Lincoln University does not maintain a quota system for foreign students. The University has an established policy on the engagement and use of education agents for the recruitment of international

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students to its programmes. The University has selected a number of highly regarded education agencies in New Zealand and overseas to assist prospective students and their families with course advice, travel and visa information. The University does also accept applications directly from prospective students.

Lincoln’s international recruitment team travels to various education fairs and exhibitions during the year to meet with potential students, agents, officials etc. If English is not the student’s first language, the student will need to establish that their English is good enough to study successfully at university.

What are the research initiatives undertaken by the students of Lincoln University?

The many research programmes Lincoln undertakes on campus, and beyond, span its key disciplines, contributing insights and benefits not just for teaching programmes but also for industry, the country and the wider academic and research communities. Lincoln aims to provide an environment that challenges students to reach new levels of thinking, study and research. Accordingly, the University would develop an individual programme of study and research with each student.

Lincoln’s campus lies at the centre of a hub of research organisations and further afield Lincoln enjoys close professional and scientific ties with research bodies around the world. The South Island’s only Centre of Research Excellence is located on this campus and concentrates on bio-protection research.

The University itself operates nine internationallyrenowned research centres that attract researchers and postgraduate students.

Could you please throw some light on the placement services available to students at Lincoln University?

There are students from about 60 different countries at Lincoln and we are committed to supporting our international student population.

EDUCATION INSIDER I October 2012

CAMPUS FOCUS Lincoln University, New Zealand

The University’s international services provide a resource base for both students and staff studying or working internationally. The International Services team assists with the admission and enrolment of international students and provides ongoing academic, cultural, social and personal support.

Our International Student Advisory Service can advocate on the students’ behalf where appropriate or may advise them on where they can best access assistance. Lincoln has career advice and assistance for graduating students, including recruitments events throughout the year and one-on-one advice and support.

Do you provide industry interaction programmes for your students?

A unique feature of Lincoln’s programmes is the link to industry through its teaching and research.

The University communicates with industry, both locally and nationally, to ensure it not only delivers what the industry needs in terms of future talent, but also provides on-going research that industry requires. Many programmes include a practical work placement component, exposing students to real-world industry experience.

How well is New Zealand placed when compared with other prominent education destinations of the world?

New Zealand is one of the world’s most popular destinations for international students because of the high quality of its education system in the British tradition, and its inherent tranquillity and safety as a study destination. New Zealand values international students both as visitors and skilled migrants,

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and this is reflected in immigration policies and processes which, while thorough, are clear and intended to make it easy for students to study, work and potentially settle in New Zealand.

New Zealand’s natural beauty and small population makes it a haven for people who want to experience a more relaxed lifestyle and also those who want to pursue the widest possible range of leisure activities from cricket to skiing.

There are eight universities in New Zealand, offering a wide-range of degrees at both undergraduate and postgraduate levels. All of them are research-based, and New Zealand institutions consistently do well in international rankings.

Do you offer scholarships for students from humble backgrounds, especially international students?

Lincoln offers a number of scholarships, grants and allowances available to students at all stages of study. For international students, there are a number of scholarships available including the On Campus Accommodation Scholarship and the Lincoln University International Merit Scholarship for bachelor degrees. The International Merit Scholarship was established to support academically proven international students new to Lincoln. For more information on scholarships, visit www. lincoln.ac.nz/scholarships.

Do you allow students to do part-time jobs during the course?

Yes, students can engage in part-time jobs during their full-time course of study. However, there are conditions and it is recommended to visit Immigration New Zealand’s website www. immigration.govt.nz or in consultation with one of Lincoln’s international student advisors before committing to part-time work. Some of the undergraduate programmes at Lincoln have a practical work requirement as part of the degree.

Do you have any partnership with other reputed universities of the world?

Lincoln University has a global mobility programme in which a current student can study at an overseas institution. The University has international partners in Canada, Denmark, the US, the UK, Norway and Sweden. The University also has two jointly-awarded international degrees in partnership with overseas universities. The Master of International Nature Conservation with the University of Göttingen, Germany and Master of Natural Resources and Ecological Engineering with BOKU University, Vienna, Austria.

EDUCATION INSIDER I October 2012

EDUPRENEUR Shantanu Prakash

Setting a new benchmark in digital education Shantanu Prakash, who founded Educomp Solutions in 1994, is a pioneer who targeted the IT space within the education system of the country. He has set a new benchmark by reaching out to 19 million learners covering 29,000 schools in India and abroad

By Sreekanth Ravindran

E

ighteen years ago, a middle-class boy from Delhi decided to take a road less travelled after graduating from Indian Institute of Management, Ahmadabad. Since then, Shantanu Prakash, founder of Educomp Solutions, a globally diversified education solutions provider and the largest education company in India, has been changing the face of Indian education on a sustained basis. “Educomp Solutions was founded with an ambition to apply innovative solutions to critical problems relating to Quality of Education and Access to Education for all. While we have made huge strides and today reached over 29,000 schools and 19 million learners across the globe with a wide portfolio of innovative products and services to enhance the teaching-learning experience, there are still many milestones that we have to achieve,� remarks this successful edupreneur.

As of today, Educomp, listed on the National Stock Exchange and the Bombay Stock Exchange, has a turnover of more than Rs 1,000 crore. It is working closely with 15 state governments in

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the country to bring technology-aided learning to underprivileged children in government schools across urban, semi-urban and rural India.

Educomp Smartclass is a digital initiative that has already been adopted by more than 5,500 progressive schools in India. Smartclass, a new age technology movement, is transforming the way teachers teach and students learn in schools. It is expected to bring about a complete transformation in classrooms.

Illustrating the point, he says, a science teacher, while explaining how the DNA replicates, is able to show the class a 3D animation of the DNA replication process on a large screen. He/she can explain the points of the process by zooming in to show the relevant visuals, freezing and annotating upon details requiring special emphasis.

Similarly, a History teacher can show the class a virtual walkthrough of the Harappan Civilisation.

Uncovering the relevant parts step by step as a part of the lesson plan, the Geography teacher shows a virtual block mountain being formed, with engaging animation, colours, music, sounds and voice. Thus, teachers gain complete attention and EDUCATION INSIDER I October 2012

were path-breaking, of the kind the education community had neither seen nor truly understood the need for. For example, Smartclass Educomp’s digital content solution for schools (launched in 2002) had a client base of barely 20 schools till 2005. Today, over 1200 schools use Smartclass across the country,” he says.

What makes Educomp Solutions a unique and distinct organisation is the fact that Educomp is the largest education company in India and the only company spread across the entire education ecosystem. “Our presence in each of the education verticals is marked with technologyenabled products, high quality people, structured processes, and entrepreneurial leadership, that come together to deliver unmatched value,” he says.

India’s largest content library

interest of every child in the class. Every child gets a visual input on subjects and concepts that need better comprehension and internalisation.

“We have also developed high quality digital content in over 10 local languages to benefit students at all levels. While ‘Smartclass’ is currently being adopted in private schools, we are constantly looking to innovate on the model to make it more and more accessible and affordable for schools and are also now working on pilot projects for introducing Smartclass in government schools,” Prakash adds.

According to him, in the mid-nineties, when Educomp was founded, there was little awareness about the potential for using IT in the curriculum.

Schools were not really enthusiastic about adopting IT in any significant manner. “While we were sure that IT enabled teaching-learning was the future of education, convincing the school community was an extremely uphill task. However, with perseverance, we managed to convince some forward-looking school principals who agreed to introduce an IT interface in their schools. Over the years, we had to undertake a tremendous amount of concept-selling and evangelising, since most of our products/services EDUCATION INSIDER I October 2012

Educomp possess a vast repository of digital instruction materials required to meet the specific objectives laid out by different learning standards and curricula by schools across the country.

This repository is aggregated and continuously populated through the ongoing development at Educomp’s state-of-the-art Digital Products and Solutions (DIPS) group, which is located at Noida and Bengaluru.

The content repository consists of thousands of highly animated, lesson-specific, 3D and 2D multimedia modules built with an instructor-led design that allows the teacher to effectively explain the lesson in a typical classroom of diverse set of learners.

The modules are embedded in a template in such a way that it allows the teachers to teach a chosen lesson in class frame by frame, with engaging and instructionally sound animated set of visuals, while retaining complete control on the pace of delivery.

The curriculum reach unfolds from kindergarten to grade twelve, covering subjects like Mathematics, Science, English, EVS, Social Studies, Physics, Chemistry, Biology, History, Geography, Economics, and Business Studies.

Educomp addresses the entire education life cycle; from pre-school toddlers to post-graduate students, from core curriculum subjects at the school and college level to vocational and employability skills for young, about-to-enter-the-job-market

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EDUPRENEUR Shantanu Prakash

adults. “When Educomp was founded 17 years ago, it was addressing only a small section of the school-going children. But today, the company has a presence in the full life cycle of a child -- right from pre-school to when he/she completes formal education and begins his search for a vocation.

Educomp’s ability to innovate and think ahead of its peers is evident from many of its pioneering initiatives,” points out Prakash.

Sharing his views on the country’s education sector, Prakash says, “India’s education sector is currently estimated to be worth around $80 billion, with a potential 16 per cent five-year CAGR. The willingness to adopt technology/new age learning tools by private and public education sector will see an exponential growth over the next few years. There will be a lot of emphasis

on skills development, which is critical to put the knowledge that one has gained during his or her education into practical use. Incorporating a skills development-based approach would enable students to sharpen their abilities and apply their knowledge in a proper manner. There will be a more focussed approach on IT-enabled education that will lead to tectonic shifts in the overall quality of educational content and its delivery.

“Technology will open up many avenues of education or learning for children. In an age where children are exposed to instant learning through various other information sources, classrooms will evolve from a traditional chalk and board uninteresting classroom to a technology classroom by engaging the students in a much better manner.”

Future plans

Educomp Solutions has a significant presence in markets like South East Asia and the US, apart from a growing presence in China, North Africa and the Middle East. The backbone of our expansion across the global value chain is a strong R&D dedicated to creating quality content and IP to serve the entire education ecosystem. The innovative bouquet of educational aids include 750 textbooks and work books, 19,000 lesson plans, 26,000 work sheets, 11,000 activities, 3,000 projects, and over 500 teaching manuals, says Prakash.

With an aim to bring revolutionary changes in the education sector, Educomp Solution has been climbing higher echelons of success. “If education is all about intellectual and mental evolution, then Educomp is about raising the pace and scale of that evolution,” says the edupreneur, whose organisation has set a new benchmark on digital education in India.

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EDUCATION INSIDER I October 2012

IIM-Kozhikode CAMPUS FOCUS

Inculcating the spirit of

life-long learning If you wish to pursue a career in Management, Indian Institute of Management, Kozhikode (IIM-K) is one of the top most institutes in the country offering various programmes in business management. Covering an area of 100 acres, the institute is spread over two hills at Kunnamangalam in Kozhikode district of Kerala

S

By Tony William

tarted in 1997 with a batch of 42 students, initially IIM-K was functioning from the National Institute of Technology campus, located at Mukkam, before moving into one of the most picturesque oxy-rich campuses in the country.

This premier institute’s Post Graduate Programme (PGP) intake has increased from 120 in 2003, to 180 in 2005, to 261 in 2008 and to 319 in 2010, thus making it the fastest growing management school in the country.

Courses at a glance

IIM-K, which offers diploma in Fellow Programme Management (FPM), Executive Post EDUCATION INSIDER I October 2012

graduate Programmes (EPGP), Post Graduate Programme (PGP) and Faculty Development Programme (FDP), aims to develop top quality researchers, consultants, management experts and faculty resources in the country. At IIM-K, specialisations are currently offered in Economics, Finance, Accounting and Control, Information Technology and Systems, Marketing, Organisational Behaviour and Human Resources, Quantitative Methods, Operations Management and Strategic Management.

The two-year post graduate programme in Management is the flagship educational programme

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CAMPUS FOCUS IIM-Kozhikode

that prepares young graduates for senior level positions in industry and other areas with thrust in various functional areas, training in business and industrial organisations. Executive Post Graduate Programmes target the working executives who are unable to pursue regular courses.

The institute facilitates sharing of knowledge and meeting of minds through its national and international conferences.

IIM-K has also pioneered Interactive Distance Learning (IDL) for working executives in India.

The year-long Executive Management Education Programme has 450 class contact hours. With the launch of four new six-month long modular educational programmes in Strategic Management, Finance, Marketing and Operations Management areas, the IDL platform presently offers 1350

contact hours of long duration programmes.

IIM-K currently offers the following executive education programmes: Two Year Executive Post Graduate Programme (EPGP) - accredited

by AMBA, Executive Education Programme in General Management, Finance (EEPF), Strategic Management (EEPSM), Marketing (EEPM), Operations Management (EEPOM), Information Technology Management (EEPITM) and Human Resource Management (EEPHR).

Faculty Development Programme (FDP) on the other hand aims to strengthen the faculty members of various business schools across the country.

After acknowledging its efforts, All India Council for Technical Education has recognised IIM-K as a Quality Improvement Centre.

‘Our task is to create

competence

and compassion’ Prof Debashis Chatterjee, the director of IIM-K, is a world renowned management guru. In an exclusive interview with Education Insider, he shares his views on various topics ranging from management education in the country to the investment opportunities of the state What’s your vision on management education?

My vision on management education specifically includes society and environment. I believe education is incomplete unless it draws the best of the potential out of an individual. To create value is the responsibility of the business institutions. Business can’t survive only on profit basis. We need to create genuine value for money. Tomorrow’s business will be certified by the community and not by the Wall Street or other institutes or industries. You can’t engage in any business without the right support from the community. So my vision to look at management education largely as a wholesome education experience where you create value for money and value for many other things like environment etc.

For that you need to have two things -- competence

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and compassion. And it’s our job to create these qualities.

What’s your take on Emerging Kerala global meet?

I think it’s a welcome thing. A lot of people come together like investors, politicians, NGOs, and comprehensive activities take place. It’s sort of a think tank where ideas get discussed. Of course, the investments should certainly enrich and respect the value of the people here. It can provide employment, which is one of the greatest challenges in our country. Emerging Kerala Global Meet should galvanize, should excite the young people to look at this place to invest their talent rather than going out. I hope it’s a call back to the young Keralities to come back to the state and excel.

EDUCATION INSIDER I October 2012

Recently, Union Minister Jairam Ramesh said that IIMs today lack world class faculty but have world class students. How do you respond to this?

I think it is just a politician’s reaction. It need not be taken seriously. It must be taken only in the sense of a politician. He himself is a product of IIT. Now when we use the word ‘world class’, you can’t think of world class unless you benchmark our mission in the world space. You can’t say that IIMs and IITs are not world class because we have been fully operating in India as the government mandated institutions. The truth is that we have not yet been tested at a global level. It’s too early

his own experience.

Tell us about the student exchange programmes and faculty exchange programmes at IIM-K and how is it different from other management institutes?

Firstly, we have been able to achieve a healthy growth in this regard. Presently, we have student exchange programmes with about 35 partner institutions across the world. As of now, 45 students are pursuing their studies in various reputed universities of Europe, North America and Australia. It helps students to understand and experience different cultures. It also helps students in attaining global literacy. They are able to see

to make a judgement like this. Suppose you play Santhosh Trophy football for 50 years, all of a sudden you can’t play the World Cup. We were not allowed to play the World Cup and now that we are given an opportunity to play World Cup that is going global. We are among the best of the world and there is no doubt about that. But the fact is that we were not benchmarked. We are mandated to provide good managers to India whereas IIT is to provide good engineers to India and not to compete with the situations of America. If they want us to do that we can do that if they provide us a platform. May be the minister is speaking from

multiple cultures and decide which culture they like most. It also makes them feel proud about our own culture. So I think it’s a very healthy way to promote cultural literacy, global literacy apart from managerial abilities in multiple geographies of the world. We also have faculty exchange programmes, where our faculty members travel to other nations and faculties from other part of the world visit our institution.

While the entire world looks upon the West for emulating their success, you have been asking your students to look East, especially at the

EDUCATION INSIDER I October 2012

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CAMPUS FOCUS IIM-Kozhikode

Chinese model. What prompted you to do so?

China is a nation close to us, our neighbours.

It is a cultured nation. As one of the world’s best economies, it has immense possibilities. We need to tap those opportunities. Both nations have got a natural kind of orientation in informality, networking and culture. So we are culturally more harmonious to China than to the nations of the West. India’s growth story started only when we learned the potential of China. It was only then we realised our own potential. So, fundamentally China has become the trigger for India’s growth.

I think it makes us to do business with China and open up new conversations.

What are the important initiatives for research at IIM-K? Research is something very important. We have an international journal called ‘Review of Society and Management’ published by Sage Publications. We believe that knowledge creation is the primary value of the institution. We are focused on research that will help public systems and also the corporate. We also undertake research for the government and for various ministries and industries.

Could you please tell about the consultancy projects undertaken by IIM-K? We have quite a few projects. We have been undertaking many consultancy projects in various sectors including education, environment and the media.

How does IIM-K promote self entrepreneurship?

We promote students to engage in self entrepreneurship. In fact you must have noted that already two students from here have opened Book

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Café in the IIM-K campus itself. We want them to connect to the outside entrepreneurs. IIM-K would promote them to go outside in order to gain further experiences. Right now, the number of students who have taken up entrepreneurship is not very high. However, there is a trend now to take entrepreneurship and it is very healthy.

Many find it secure to be in a job rather than providing jobs through self entrepreneurship.

How do you look upon this?

The first impulse of the middle class India concerns security. There is no doubt that we have a very talented youth. Finding a job and making their position secure becomes their top priority in such a context. But I think this ‘secure place’ is the most insecure place as it destroys his/her potential to take risks. If you want to be safe you must take some risks and get used to it. Suppose your body have allergy then you have to expose your body to multiple regions. Then only will your body would grow immunity towards it. In life, some risks have to be taken. Entrepreneurship is like that. In some ventures, they may fail. But each time you learn and it is a great experience.

If you want to win a war, first learn to lose a battle. This has been your motivational mantra?

How relevant is this in the real world?

In the real world, people’s vision has narrowed down into little battles. If I am applying for a job in the IT sector along with my friends and if I didn’t get selected, there is nothing to get disappointed.

The job market is not limited to that job alone. I can give you the example of NR Narayana Murthy, the founder of Infosys. Though he got admission at one of the IITs, his father couldn’t pay the fees and he had to go to Regional Engineering EDUCATION INSIDER I October 2012

College. While pursuing his studies at the Regional Engineering College, he was coaching students to go to the IITs. Although he lost IIT, every IIT today wants him on their board. Some battles have to be deliberately lost because they are psychological battles. Your mind becomes tough even when you fight harder and lose. Hardships and failures are important in life. Each time people assess life with successes. Sometimes you may bounce back. Blow of a hammer may break a glass and the same blow shapes an arrow. It is you who decide in which way you want to receive the blow-like glass or like arrow. You can fail but can’t be a failure.

Business management institutions are mushrooming in India. What’s your take on this?

You know there are shops out there and there are promises. Education is not all about opening a shop and getting a job. It is also about building of capabilities. It is not like opening a shop and buying a degree. You also need to develop competence, which is very important. You have to discriminate schools which build your capabilities and that should be the reason for which you must go to schools.

want to acknowledge it, we want to celebrate it and we are proud of it.

Tell us about the local community based programmes undertaken by IIM-K to ensure inclusive growth trajectory.

We have incubated an organization called Centre for Education, Research and Social Transformation. What we do typically is empower underprivileged students belonging to Scheduled Castes and Scheduled Tribes. We make them capable of skills to competent and face the world.

We incubated this organisation and passed it to government of Kerala. Each year, around 3,000 books are distributed to local colleges. We are starting a skills development programme at zero cost with sponsorship from private parties. We are also introducing four gold medals for the nation’s best teachers. We believe education is our responsibility to deliver social transformation.

What about opening a shop at Kochi?

Well, a large number of entrepreneurial activities are going on in Kochi. Moreover, the IT professionals there also want to upgrade their managerial capabilities. Hence Kochi needs an institution of our caliber.

You have a contrasting view about what IIM Ahmedabad carries out?

Yes I have a contrasting view because we are unique. I can’t have someone else’s views. My views are based on my own convictions. So I am not worried what others think about it.

What are your efforts to put IIM-K different from other IIMs? We don’t have to put ourselves different.

When you are born to your parents seeing your brothers and sisters you won’t say that I want to be different. You are different from the birth itself.

You have to be yourself. We are a school based in Kerala. We have to be sensitive. I am unique by virtue of landscape and mindscape. We don’t want to be different because we are different and we

How do you rate Kerala?

Kerala is an extraordinary place. I wish I could find two Singapores inside it. But we have not utilised its true potential. It is a state with a potential for perpetual loss. The state could have predated its current accomplishments in the IT sector by at least 15 years. People here are very gentle. We Keralites and Bengalis have a special attachment to our cultures, football etc. People here love me. I write a column in a local newspaper and I get response from every nook and corner of the state. Bengal is my Janmabhoomi but Kerala is my Karmabhoomi. This is the first IIM I have been made in-charge of and I consider myself privileged.

This has been my fourth year at IIM-K and it has been a very enriching experience so far.

EDUCATION INSIDER I October 2012

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SPECIAL STORY Rathika Ramasamy

Zooming in on

phy is not Wildlife photogra One has on. an easy professi rough y th to take a journe ngles ju of s the dark side e music of th accompanied by of climatic les nature and hurd u really want conditions. If yo d of wildlife to enter the fiel u will be photography, yo sound and escorted by the tures and fury of wild crea iles on your meandering rept beautiful way to click the But don’t give wildlife images. to become up your ambition rapher due a wildlife photog ities. “Wildlife to these advers really a photography is arding and challenging, rew if you are satisfactory job ssionate to creative and pa says Rathika the profession,” t female firs Ramasamy, the pher in ra og ot wildlife ph ’s one of India, and world ildlife rw the most popula photographers

By Lakshmi Narayanan

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EDUCATION INSIDER I October 2012

C

an you give up your rewarding job to fulfill your passion? Can you think of discarding your engineering degree for your obsession?

Can you even think of throwing away the appointment letter from an international IT firm for your hobby?

Most of you will have a rethink about it. But Rathika Ramasamy doesn’t. Before 15 years, soon after her graduation in Bachelor of Engineering in IT and MBA, she gave up all these before the ardor to wildlife photography. She got no support from her friends and family circles for such a makeover from an engineer to a photographer. But she stood firm with her decision and that courageous nature has helped her to bring out a world renowned wildlife photographer out of her.

Being a resident of Theni, a beautiful place in Tamil Nadu, surrounded by the scenic beauty of jungles, it was not difficult for her to attach with the beauty of wildlife. When she was in 10th Standard, her uncle gifted her Minolta XGI SLR camera, with which she learned the basics of photography by capturing the splendor of nature. As she had begun photography as a hobby, it was very difficult for her to meet the expenses for film roles and printing. Pocket money was the only financial source before her to achieve her dream.

After graduation, she got married and settled in Delhi where she availed an opportunity to study more on professional wildlife photography. Spending more time on that and by analyzing the photographs of Arthur Morris, a world famous bird photographer, she came to know that wildlife photography is not merely capturing photographs of wild animals.

“When I reached Delhi, I got a chance to visit Bharatpur bird sanctuary for the first time; I wanted to capture the birds so that I could enjoy watching them later. New Delhi is surrounded by many bird sanctuaries and national parks. This made it possible to explore wildlife photography. Thus in the year 2003, with the love for nature, wildlife and photography, I took this profession”, says Rathika Ramasamy to Education Insider.

When she started wildlife photography, it was in a nascent stage in India. It has grown with a few photographers taking it up along with other genres of photography. Unlike other professions, it has taken some years for her to get established with wildlife photography.

“It is not easy to take up a field that is very different from one’s education, but I wanted to pursue what I was passionate about. The digital age made it easy to develop this as a profession. My graduation in IT helped me a lot to make a good command over it”, adds Rathika.

Making a serious approach towards wildlife

EDUCATION INSIDER I October 2012

photography in 2003, Rathika had purchased a digital DLSR NikonD70 + Sigma 170-500mm lens, which turned her life completely to that of a professional wildlife photographer. For the last five years, she has been working as a fulltime photographer. She is also a founder member of Photography Arts Association of India, popularly known as PAAI, a web-based forum of photographers.

So far, Rathika Ramasamy has visited most of the national parks in the world including Ngorongoro Conservation Area and Lake Manyara National Park in Tanzania, Lake Manyara, a shallow freshwater body, hosts more than 300 migratory birds and animals.

Memorable incidents

F

ocusing on wildlife by spending hours in jungles is indeed a very dangerous ordeal. But in deep obsession to wildlife photography, Rathika had turned all such hurdles into new venues of success.

Some of those situations provide her with most beautiful photographs. “Keolodeo National Park in Bharatpur is one of my favourite places to shoot birds, and I captured many interesting images of several species of birds. One memorable photograph is of a pair of Sarus Cranes dancing. I could not forget the shooting of a pair of Spotted Owlets (Athene Brama) at Sultanpur National Park in Haryana in 2008. Spotted Owlets are nocturnal birds like Owls, but smaller in size. I had never seen them preening and snuggling. It was my first experience and was very special to watch them and photograph their interactions. I have gone to Serengeti National Park in Tanzania, the world’s largest wildlife reserve and a UNESCO World Heritage Site”, describes Rathika about her memorable experiences with wildlife photography.

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SPECIAL STORY Rathika Ramasamy Rathika Ramasamy’s Wildlife Photography

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In these places, animals and birds pause before her focus as models. In the northern part of India, she is a frequent visitor of Ranthambhore National Park, Kanha National Park, Sultanpur National Park, and Bharatpur Bird Sanctuary. In South India, she has visited the Periyar Wildlife Sanctuary and the Vedanthangal Bird Sanctuary, the Salim Ali Bird Sanctuary, Thattakad, Kerala, the Eravikulam National Park, Rajamalay, Kerala, the Nalabana Bird Sanctuary, Mangaljodi, the Chilka Lake in Orissa and so on.

“It had been a wonderful journey so far with the capturing of wildlife. I have photographed and spent some wonderful moments in the wild. There are still many places I want to visit and take photographs. The favourite part of my job is waiting in the field, excitedly anticipating the action to happen, and capturing the moments. Clicking birds’ movements are more difficult than animals’ movements. But I love it and that’s why now I am concentrating more on bird photography”, says Rathika.

Making the right click in wildlife

p h oto grap h y

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D

o you think wildlife photography can consider as a passionate profession for aspirants?

Yes, wildlife photography is the most rewarding and challenging genres of photography. If you have love for wildlife, you will then find the work more enjoyable and beneficial.

What makes wildlife photography different from other professional jobs?

It is about photographing wild animals and birds in their natural habitat. It is not like a conventional office job. You have a chance to explore and enjoy the nature in its best form. At times, you may have to spend days in the wild, without any communication with the outside world.

According to you, what are the qualities of a perfect wildlife photographer? How challenging is the job?

First of all, a perfect wildlife photographer should have respect and understanding for wildlife and should strictly adhere to Ethics of Wildlife Photography.

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Passion, patience, and perseverance towards one’s work are the other qualities that make a wildlife photographer perfect.

With wildlife photography, we don’t have any control on the subjects we shoot. We have to wait for the mood, the activity and the right moment. Birds are very small and very active -- spotting them and photographing their behaviour in their natural setting is definitely a challenging task. Capturing

animals like tigers or elephants and their behaviour from a good distance without disturbing is quite challenging.

Your advice to young aspirants of wildlife photography?

My advice is that take up wildlife photography only if you really love it. Wildlife photography is not about learning technical aspects. You have to spend a lot of time in the field, and you have to have in-depth knowledge of the animals and birds.

EDUCATION INSIDER I October 2012

Dr B M Hegde WORDS OF WISDOM

‘Make education a purposeful

ethical activity’ Dr B M Hegde is an Indian medical scientist, educationist and author. He is a former ViceChancellor of the Manipal University and the head of the Mangalore Chapter of Bharatiya Vidya Bhavan. He has authored several books on medical practice and ethics. He is also the Editor-in-Chief of the medical journal, Journal of the Science of Healing Outcomes.

A recipient of Padma Bhushan, he was also honoured with several accolades including the prestigious Dr B C Roy Award. In an interview with Education Insider, he shares his genuine views on education. Excerpts:

By T N Shaji What is your concept on education?

We are still the slaves of western thoughts and morals. What we did was we blindly accepted the western thoughts both in education and science. Then we got into the mess of western education which is not ethical in nature. There are five levels of education — disciplined education, synthesized education, creative education, respectful education and ethical education. The last one is the most important. So we must concentrate more on ethical education which is not allowed to trade education for commercial gains.

India had a great tradition in education. What is India’s position now, particularly, in the primary education sector?

It is the lowest now and the highest at one time.

Today we are producing only robots and not human beings. They don’t have the thinking capacity. The system is creating many so called experts who are good for nothing.

Do you feel there is a creative vacuum in the society?

Of course yes. Look at the last sixty years in history. We had not been able to produce a single Nobel laureate from India in any field. This is for the simple reason that nobody thinks. We don’t think at all. I don’t believe Nobel Prize is a big yardstick to measure one’s intelligence but at least in the present time we are not EDUCATION INSIDER I October 2012

doing anything seriously. We have so many scientists and experts in various fields. Science is not for repeating things. Unfortunately, we have become repeaters of science. “Knowledge advances not by repeating known facts but by refuting false dogmas”. This was written

by Sir Karl Raimund Popper, a great thinker. How many people are now able to correct the false notions in science?

Do you think education is accessible to all irrespective of economic standards in India?

Certainly not. Even literacy is not available. Primary education is government’s responsibility whereas higher education is the recipients’ responsibility. If one has money, he can go to any part of the world and afford higher education. The important point is that primary education should be carried out in mother tongue.

Science now shows creative thinking can only come from the mother tongue. You can’t impose English education for all. English can be one of the mandatory subjects to be taught in schools. It is good as a window to the outside world.

There are many new generation courses which are confusing students and they fail to identify their own talents and choose to go with the flow. What is your take on this?

I think it is a pathetic situation. The career

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WORDS OF WISDOM Dr BM Hegde

opportunities are not limited to Medicine, Engineering etc. There are many other streams that one can excel in their career. If you want to be an artist, be a creative artist.

You can also be a good lawyer or any other professional.

Creative thinking and innovative ideas must be your success mantras. Whatever you do, do it in a perfect way. The sad thing is that our society has no dignity for labour, especially physical labour. This attitude has to be changed. In western countries, people are not revered by their profession but by their character and behavior.

Here, we have dignity only for money. Supposing I am a doctor, who earns not much, society wouldn’t respect me. Another person is a plumber who earns more than me would get more respect. When money gets too much respect, society will remain corrupted.

What are the positive aspects of Indian education system?

In olden days, Indian education system was in tandem with the real principles of education. That is justice, skill and like that. But today’s education has only skill.

That skill would fail at the right time when you really need it. Skill changes every day and knowledge changes so fast. What you know true today would be proved wrong tomorrow. So, skill alone won’t do. Students must be taught innovative methodologies to survive in a changing environment. Education doesn’t end with school or college; it is a continuous process throughout life. Education starts with a degree, which is a licence for education. You can learn even a second before your death.

A lot of debate is going on the existential crisis of humanities subjects. What is your observation on this issue?

The new trend in western countries is that medical students are picked form humanities stream. They are more imaginative and could become better human beings.

Humanities subjects should be made an inevitable part of education. University could stand for universality and not to become subject-wise special learning centres. The idea to establish specialized universities are ridiculous. It is the idea of politicians for making money. How can you have medicine without mathematics? The fundamental base of every science is mathematics. So universities must give opportunities for students to study any subject of their choice.

What are the suggestions you put forward to make Indian higher education more creative and effective?

We must revamp the whole system. The higher

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education must be even for improving the aptitudes. It must enrich students in every aspect and make them fit for facing any crisis in life. Instead of passing on information, students must be taught new methodologies. The current examination system must be changed.

Despite vast opportunities, students seem to be reluctant to take up arts and humanities subjects for higher studies. What could be the reasons?

There are three reasons, the first one is economy.

Second is parents’ obsession that children must become doctors or engineers. They are eyeing social status by making their children such professionals. The third is very important one that there are no good teachers who attract students. The teacher must be able to inspire students. A college should have writers and a teacher must be a creative individual. If you are a hollow person on creativity, students can see through you.

Please share your opinion on inviting foreign universities to India.

Foreign universities have their own vested interest in coming to India. In fact they are not getting enough students there. As commercial establishments, obviously they would tap other opportunities around the globe. In the next 50 years, 70 per cent of the population in Europe will be above 70. In France, there is a negative birth rate, whereas in India in the next 50 years, the population of 70 per cent would be youngsters. So you have a market of 800 million students who seek higher education in India. Foreign universities are like sharks that look into this huge market to make profit. They know that we are still the slaves of the western thoughts. They are dangling with Oxford and Harvard degrees, and every parent is running after them. These institutions had been degraded by quality, because they don’t teach at all. Once up on a time they had fared well, but presently they have become substandard institutions. But they still want to cash in on their old reputation. In fact their entry in India would have a negative impact on education.

Do you think India is on a mission to become global educational destination?

Once it was like that. In ancient days, we had outstanding universities like Nalanda, Thakshasila etc.

People from all over the world used to visit our country for seeking wisdom. I hope India would regain that lost glory in the immediate future. The big hurdle in our country is that, there are many so called experts who continuously mess up the education system.

EDUCATION INSIDER I October 2012

Sandeep Maheshwari SPECIAL STORY

The college dropout who made it

Education plays a pivotal role in shaping an entrepreneur. But it doesn’t mean that all successful entrepreneurs have PhDs or engineering degrees from elite universities. Bill Gates, co-founder of Microsoft was a dropout of the much coveted Harvard University. Apple’s co-founder Steve Jobs was a Reed College dropout. Mark Zuckerberg, founder of Facebook is also a dropout of Harvard…the list goes on. Sandeep Maheshwari, founder of Images Bazaar, world’s largest Indian image bank, is also a dropout who tells an inspiring story of an entrepreneurship saga

Sandeep Maheshwari

By Lakshmi Narayanan

I

“

am a college dropout from a middle class background and I am a success.

No matter whether you are a student, businessman, housewife or an employee, you can also make success just like me,” Sandeep Maheshwari tells Education Insider.

Sandeep Maheshwari is also a renowned motivational speaker, author, world record holder, and recipient of numerous awards and honours in his field. His life, a journey from ‘Zero’ to ‘Hero’, is a best study material for the

EDUCATION INSIDER I October 2012

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SPECIAL STORY Sandeep Maheshwari

budding entrepreneurs.

Sandeep was a photographer at the beginning of his career. He wanted to become a globally renowned entrepreneur who runs a business with values. Coming from a family with no business background, Sandeep has succeeded in creating a globally accepted business, which could not only satisfy his creative skills in photography but also provide job opportunities to the needy people.

“Money doesn’t prompt me to start a business of my own. Being a dropout, I was working as a freelance photographer at the beginning of my career, where I made money by doing portfolio shoots of aspiring models. They were talented, but 90% of them not getting any assignments, I felt really bad. I desperately wanted to find out a way to change it for better and do something for them. As soon as this idea of stock photography came to my mind, when one of the advertisement agencies who used to hire models from us was in a rush to release an advertisement and said that they wanted to use the portfolio picture of a model for their campaign rather than going for an assignment shoot. I decided to shut down my portfolio business the very next day. Steve Jobs was my inspiration in every step of my entrepreneurship ladder,” says Sandeep Maheshwari.

Challenges Sandeep established his firm as a bootstrap business without having funding from any external sources. So the entire credit goes to this man for being the CEO of 100% debt free business. But the first two years of Images Bazaar were difficult for Sandeep in terms of funding, where he adopted the theory of Steve Jobs, “Living with less, but only with the best”. Thus he kept his focus on keeping the costs at bare minimum to sustain the business. He initialised multi-tasking in order to save money and played various roles such as that of a photographer, creative researcher, concept visualiser, art director, customer support executive, marketing head, key wording professional, database designer, and website designer etc. He had worked

16-18 hours in a day during those years. But all those hardships helped him getting first-hand experience about every small to big elements of his business.

Members of his family, friends, and well-wishers were against his entrepreneurship career as portfolio making was the only source of income for his family.

Taking on the challenges, confident Sandeep went ahead with his project as he was sure that he could succeed. Today thousands of models who got their portfolios done by him had got their first break through Images Bazaar. It was in 2006 that Sandeep Maheshwari established Images Bazaar based in New Delhi, with nearly 8000 photographs taken by 25 photographers from his friends circle. It was only just a beginning. Now, Images Bazaar has turned out to be the world’s largest Indian image bank with more than 10 lakh photographs, videos and illustrations, and 3D shots. Images Bazaar, which employs 10,400 photographers across the world, is the favourite e-shopping centre for advertising agencies and publishing media. Images Bazaar has been growing at a rate of 4000 per cent over the last four years. The firm has around 7000 clients in more than 45 countries across the globe. Images Bazaar has been riding the boom in Indian visuals with the company’s business volume set to hit Rs 25 crores this fiscal as against just over Rs 45 lakhs four years ago.

The journey so far For Sandeep Maheshwari, the journey so far has been very exciting and full of new challenges every day. “It’s very easy to say that we have created lakhs of images in the last few years but just imagine the kind of work that involved in creating every single shot that’s there on our site. So, being with creative mind in CEO’s seat, it gives lots of pleasure and satisfaction”, says Sandeep.

An online image bank with just seven years of experience, Images Bazaar is performing much more than that of its existence. It presents a highly professional team of photographers, models, makeup artists, stylists, art directors, creative researchers, production managers, assistants, spot boys, location co-ordinator, shoot co-ordinator, model co-ordinator,

images

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EDUCATION INSIDER I October 2012

The man who made wonders with a camera

T

he professional life of Sandeep Maheshwari had set off in the year 2000 with a camera click. He debuted as a freelance photographer for a daily wage of Rs 500 for portfolios. In 2001, he sold his camera and joined Japan Life, a multi level marketing company. By 2002, he thought of starting a business of his own and started a company in partnership with three more people but the company closed within six months. That was the first setback he had faced in his professional career. Entered in to the world of letters, in 2003, he wrote a book on marketing and started a consultancy firm, but failed again and got back to photography that he was really passionate about. But his book on fashion photography had drawn global attention and got into the Limca Book of World Records. In the same year, he formed a small EDUCATION INSIDER I October 2012

studio set-up at home and started expanding the portfolio making business by hiring a few assistant photographers. In 2005, he got the idea of starting an image bank and began the work on it. He initiated his dream project Images Bazaar in 2006 with 8000 images. In 2007, business started picking up after the launch of a completely new version of Images Bazaar website. Then in the following year, he ramped up his image production capacities and achieved the 500,000 images mark.

In 2009, he launched ShotIndia. com, which works on a UGC (User Generated Content) model. It means that anybody, whether a professional or amateur person with a digital camera can go on this site and upload pictures, if something gets sold, they get 50% out of it. In 2010, Images Bazaar rated as the world’s largest Indian image bank.

graphic designers, and key wording team etc. By putting all these contents in the appropriate ratio, Sandeep’s Images Bazaar has won a unique place in the corporate world, where its images and videos use for products as well as corporate branding. In 2010, Images Bazaar became the first stock photography entity to get the credit rating agency ICRA’s high category ‘SE 2A’ rating for its strong performance capability and financial strength. In the same year, Sandeep awarded the ‘Star Youth Achiever Award’ instituted by the Global Youth Marketing Forum, ‘Young Creative Entrepreneur’ Award by the British Council, a division of the British High Commission and the ‘Pioneer of Tomorrow’ Award by the ET Now television channel. In 2011, Images Bazaar became the first stock photography company in the world to launch 3D stock images.

Aiming high Our vision and mission statement is, “we are proud to generate an image of India like never before. Within the next few years, we will be behind every kind of visual communication about India anywhere on this planet, through our images, videos, animations, illustrations and 3D imagery. In other words, the world will see India through our eyes. We will focus more on adding Indian photographs,”

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EXPERT INTERVIEW Achal Paul

Tremendous job prospects in PR industry Achal Paul is the founder and Director of Delhi-based BUZZ Communications. He is a highlyacclaimed and seasoned Public Relations (PR) professional with advertising and events background. He has over 25 years of experience in developing winning communication strategies for both national and international brands. In an interview with Education Insider, Achal Paul shares his views on education and the job prospects in public relations industry. Excerpts:

By T N Shaji What is your opinion on the quality of our new generation graduates?

In every field of endeavours, there are equals but very few to opt for special area of their choice.

First of all, the new graduates are fundamentally not clear as to which stream of communication they want to pursue like Advertising, Public Relations or Event Management. After helping them in defining the distinct difference in these three communication verticals, we give them one to three months to find their bearing in the corporate world. Then depending on the performance, sincerity and urge to learn, an opportunity is given.

However, those few who are clear right from the day one are the go getters of the lot! They have a very clear objective in their mind and are career-oriented.

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Do you think our graduates are able to meet the demands of the growing market?

Yes! As mentioned above, the few who are serious about their future are the ones who can meet the industry expectations. However, like any fresher entering the corporate world, they would need able guidance from the professional who could be a true mentor.

What are your suggestions to improve the standards of higher education?

I am neither an educationist nor an authority on this. However, as per my professional experience, the best way to improve the standards of higher education is to ensure maximum interface with the corporate professionals, by way of inviting them as visiting EDUCATION INSIDER I October 2012

faculty, or making students visit various organisations and plants where they could spend quality time and submit a report on their learnings post visit. Such initiatives go a long way in giving the desired exposure to the students, increasing their soft skills and above all, helping them to gain confidence and enhance knowledge.

What are the specific requirements the PR industry expecting from graduates?

PR industry expects fresh graduates to have some basic knowledge on various subjects viz:• Awareness about latest happenings in various industries • Presence of wide variety of media – Print, Electronic and Online • Should be an avid reader on various subjects and have excellent communication skills, both written and spoken to name a few How much will be your industry’s staff requirements in the coming years?

The PR industry is on a growth path and need for fresh blood is bound to be there. Though the number can’t be given, in PR industry, the demand is a continuous process.

Could you please describe BUZZ vision on employee satisfaction?

At BUZZ, employee satisfaction is of utmost importance as we believe that client satisfaction can be achieved or enhanced only if employee satisfaction is there. To this effect, various tools are deployed for the development and growth of the employee. Personal attention is also given on soft skills and personality development.

What is your HR vision? Do you have any special Achal Paul is a highly-acclaimed and seasoned Public Relations (PR) professional with advertising and events background. He has over 25 years of experience in developing winning communication strategies for both national and international brands.

He graduated from Delhi University with Diploma in Business Management and started his career in Advertising with Bates India, before moving on to Public Relations in a big way.

He started his own endeavour – BUZZ Communications Pvt Ltd in February 2007, to offer Integrated Communication Solutions with specialisation in PR. BUZZ is headquartered in New Delhi and has offices in Mumbai and Bengaluru with associate offices spread across India in over 50 cities.

Achal also has a flair for organising events and

EDUCATION INSIDER I October 2012

training to the new comers?

Our vision is nothing but peoples’ benefit and wellbeing. We believe in giving our employees the best so that they turn into an asset rather than a liability.

Yes! At BUZZ, we have a 3-month training capsule for interns comprising 10 Commandments of PR. Once these are achieved to the management’s satisfaction, then the next step is taken to absorb the star intern in the organisation.

How much thrust you are giving to talent hunt personally?

Well, this is an ongoing process. At BUZZ, our endeavour is to get the best talent in the industry to be able to serve our clients professionally and continue to grow.

Do you know the secrets to turning a crisis into a positive PR campaign for your clients?

Crisis Communication is the fundamental requirement of every PR professional. Over the years, we at BUZZ have encountered various crisis situations, which by deploying distinct PR techniques were converted into a positive PR Campaign for our clients. We must develop abilities to turn crisis into positive development of the organisation. fashion shows. He has organised mega-events and handled PR activities for Toyota, JCB, Lufthansa, Etihad Airways, KLM, Air Canada, Hewlett-Packard, Domino’s Pizza, Siemens Telecom, Mary Kay, Oriflame, Avon, TIMEX Watches, IX Asian Games, La Trobe University …to name a few. Achal has also been associated with some very high profile events involving the visits of global leaders like the former US President Bill Clinton, Crown Prince Fredrick of Denmark, and Senator Larry Pressler.

He is a trustee of India Vision Foundation.

Achal has been associated with this body as a Communication expert. Kiran Bedi, India’s first woman Police Officer, a Magsaysay laureate and Noble Peace Prize nominee is the founder Chairperson of the foundation.

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CAREERS & COURSES IIHT, Kannur

e r u t u f r u o y e v a

y a w r e t t e b in a

We

Indian Institute of Handloom Technology (IIHT), Kannur is acting as a nodal agency for conveying the upgradation of science and technology to traditional handloom and textile sector in Kerala. Within a short span of time, it has proved its commitment to serve the textile, garment and fashion business industry by need-based skill upgradation at various levels. Spread in 4.13 acres of land at Thottada, Kannur, the institute is the perfect choice for study and career advancement

By Tony william Could you please tell us about the setting up of a model integrated handloom village at Chendamangalam?

We are the implementing agency of the model integrated handloom village at Chendamangalam. We have already made a proposal to the government. It is like a tourist village in which tourists or foreigners could get all information about handlooms, a museum

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which would describe in detail of the process involved in handloom production and an open air theatre which all aims in the upgradation of weavers in that area. The project has not yet been finalized.

How does IIHT, Kannur prompt our traditional handloom sector?

By bringing modernisation and innovative products in this field, IIHT, Kannur is supporting handloom EDUCATION INSIDER I October 2012

sector in a big way. We also bring technological upgradations in this field. Traditional loom needs much human effort. We have introduced ‘power loom’ which reduces weavers’ efforts. Kerala government’s Rs 1 crore project, ‘Development of regional brands in handloom sector’, aims to prompt regionally famous products of respective regions. For the effective implementation of this project, we divided Kerala into six regions-Balaramapuram, Chendamangalam, Kannur, Kasargod, Koothambilly and Palakkad. These six regions are places where weavers concentrate and noted for their product uniqueness. Balaramapuram is famous for sarees whereas Kannur is famous for home furnishing items and shirtings. Kasargod sarees and PalakkadChenthamangalam shirtings and dhotis are also very popular. We understood that there is an absence of new designs which remained as a hurdle for the acceptance of handloom products. To overcome this, we created new designs inspired from temples and mosques and regional architectural monuments. From paper designs, they were transferred into products. We made more than 1000 products of this sort. Products inspired from Palakkad Tippu Sultan’s Fort, Thiruvanathapuram Sree Padmanabha Swami Temple art forms, Chenthamangalam Muzaris Project, Kannur scenic locations, Kasargod Yakshaghanam etc got wide acceptance. We also plan to make them available under the brand ‘Kerala handlooms’.

What are the industries related programmes conducted at IIHT, Kannur?

We have various such programmes in accordance with market survey. We conducted a recycling programme a few years back. In handloom outlets and Hantex showrooms, many unsold products are dumped away.

Such products would have costly items such as jelly on saree. We recycled it into new products which got good response. A well known fashion designer from Australia, Sara Thorn, conducted a three-day workshop for the students. Along with that, a survey was conducted and we effectively transformed this dumped products into new products. A fashion show was also conducted to boost the sale of these products.

Do you have any difficulty in getting yarns, dyes and dyestuffs?

Yarn is supplied by National Handloom Development Corporation (NHDC). Dyes too are available in the market. We introduced around 40 different natural dyes. Balaramapuram Handloom Development Society at Thiruvanathapuram developed ‘ayur dresses’ made completely out of these natural dyes. We are the implementing agency in this process. It has also got good market in exports. In Thiruvanathapuram Ayurveda Medical College, an entire ward was designed for Rheumatism patients.

What are the challenges faced by handloom sector?

The major challenge is the failure to attract youngsters into the handloom textiles sector. It is mainly because of low wages and lack of innovative EDUCATION INSIDER I October 2012

We have various such programmes in accordance with market survey. We conducted a recycling programme a few years back. In handloom outlets and Hantex showrooms, many unsold products are dumped away Abdul Kareem Cheleri, Executive Director, IIHT

Innovative Designs

Floor mat

Shirting

Kuthampully saree

School bags

Shirting

Towel Chirakkal

www.loomsandhomeskerala.com designs. We can tackle this problem to a certain extend by bringing modern technology in this sector.

To that process, we can provide any kind of technological assistance along with various testing facilities.

What are the job prospects of the students graduating from IIHT? There are tremendous job opportunities for our outgoing students. Major exporters from Tiruppur, Kannur etc offer them handsome careers. We also conduct campus placements to ensure our students’ employment.

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FOCUS Noorul Islam Centre for Higher Education

Nurturing word-class quality in education The Noorul Islam University, besides achieving new benchmarks in education, is striving to realise its avowed ambition of reaching greater heights and putting higher and technical education on the right path

CHAIRMAN SPEAKS

E

ducation is not merely for getting a degree. It is also for acquiring practical knowledge. I believe that education must contribute to the society and growth of the country.

One can’t be evaluated in terms of success he achieves in examinations.

Students need to pursue their studies in subjects which they are genuinely interested. They must not succumb to

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By Tony william

N

oorul Islam College of Engineering (NICE) is a humble institution which began with two under graduate engineering courses and 80 students in the year 1989. Rechristened as Noorul Islam Centre for Higher Education (NICHE), it has spread its branches with 15 UG courses and 15 PG courses and PhD programmes in all the disciplines with 305 teaching staff members, 425 non-teaching staff and 3800 students. In 2008, the institute was upgraded into the status of a deemed university. Situated in the serene and picturesque slope of the Veli Hills, just 1.5 km interior from the Kumaracoil junction on the Kanyakumari- Thiruvananthapuram (NH-47), the university is now being run by the Noorul Islam Centre for Higher Education (NICHE).

Today, NICHE has courses in BE Electrical and Electronics Engineering (EEE), Mechanical Engineering, Electronics and Instrumentation Engineering (EIE), Information Technology, Aeronautical Engineering (AE), Civil Engineering, Marine Engineering, Automobile Engineering, Biomedical Engineering, ME in Applied Electronics and ME in Control and Instrumentation Engineering (C&I). NICHE has already introduced several programmes in emerging areas like ME in Nuclear Engineering and MPhil courses in Physics, Chemistry, Computer Science, Management, Mathematics and English.

It has also been accredited by ISO 9001: 2008 certification by the Ministry of Information and Technology, Government of

parental pressures or other factors.

NICHE has also been actively in part of socially relevant extension programmes like Seaweed Cultivation Programme in which coastal women were given training in cultivation of Kappaphycus with the help of authorities concerned, adoption of tribal children, adoption of primary and middle schools and young student scientist adoption which intends to nurture young talents in science and technology.

Dr A P Majeed Khan, President, NICHE

EDUCATION INSIDER I October 2012

Dr S Sivasubramanian, Vice-Chancellor, NICHE

What are the unique achievements of NICHE? From the academic year 2004 to 2008, before becoming a university in 2008, the institute bagged 34 ranks. It is not a simple achievement as it is on the composite of the whole Anna University which has around 400 colleges. Our institute has been approved as a Scientific and Industrial Research Organisation (SIRO) by the Ministry of Science and Technology, Government of India. All eligible courses have been accredited by the National Board of Accreditation, and the All India Council of Technical Education. It was awarded popularisation of science award from the Government of Tamil Nadu in 2002. A patent has been granted to this institution for the new invention on ‘AVID’ for 20 years in addition to another two patents on Solar Sun Tracker Device.

What is the main difference you notice in the transformation of this institute from a college to a deemed university?

In a college, it is for teaching and learning. If they do research, it is a welcome feature. But in the university, it’s all about research and innovation.

Added to that, the university has provisions to frame the curriculum. So we must think of an industrial related curriculum so as to get the maximum benefits in employment opportunities. In the universities, we don’t want to be exam-centric but we want it to be ‘student-centric’. We ask our faculty to provide the fundamentals in which the student community can build up their future.

What is the importance given to research in NICHE? Research is very important in any university.

Our research is on the basis of three parameters -- ‘publication,’ ‘funds it attracts’ and ‘creative collaboration. Unless we make something creative, qualitative and unique, foreign universities won’t collaborate with us. We have established collaborations with seven foreign universities and that too some of the top most universities around the world. Two journals ‘NICE JET’ and ‘NISMA’ are published quarterly with International Standard Serial Number (ISSN) recognition from this institution.

The university has admitted 288 research scholars in which 33 full-time scholars, 83 internal faculties and the rest external in different disciplines.

During the year 2012, that is from January 1 to August 31 alone 60 research publications have been listed in the SCOPUS data base. This year itself 13

EDUCATION INSIDER I October 2012

‘Our courses are student-centric’ individual projects worth Rs 4.63 crores are under operation by various faculty members in emerging areas. Projects worth over Rs 5.12 crores have been submitted to different funding agencies including ISRO, the Department of Atomic Energy and the Ministry of Environment and Forest by several faculty members of various disciplines.

What are the efforts put forward by NICHE to ensure students remain competent?

We believe that the technology must be used effectively for the benefit of the community.

‘Reaching the student’ is more important than teaching the student. So we have a totally different outlook. Students must be allowed to learn by themselves. Research means extra work, extra money and extra time. The benefit of a researcher turned faculty is that he/ she would become more enthusiastic in understanding a subject deeply. That sense of creativity would indeed turn the classroom a centre for creativity. We have also introduced Finishing School Concepts with emphasis on learning two foreign languages.

What are the relevant projects introduced by NICHE for the welfare of local community here?

For academic purposes a satelite will be launched soon. It would also help the study of how rubber plantations and coconut plantations have been affected by pests. Besides, it is also part of many socially relevant extension programmes covering Kanyakumari district of Tamil Nadu.

Could you please describe various collaborations of the university?

The university has entered into MoUs with the UK’s Liverpool John Moores University (LJMU), University of Medicine and Dentistry of New Jersey, Providence University of USA, University of Technology, MARA, Malaysia, Centre for Computational Material Science of Institute for Materials Research, Tohuku University, Doctor’s Academy, UK and Indo European Centre, Vistula University, Poland for academic and research collaborations.

The institute has collaborations with IBM, Infosys, Tata Consultancy Service (TCS), Information Communication Technology Academy of Tamil Nadu, Yokogawa India Ltd, AISER Workforce Development Company and for training and placement, it has tie-up with Innovation and Entrepreneurship Development Centre, Technopark, Thiruvananthapuram, TECHLAB and Oracle.

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INSIDER VIEW Guest Column Dr B Ashok, IAS

Choice, luck and sweat factors CSE is like an Olympic Marathon. Amongst the competitors who qualify in the qualifying rounds (prelims), only the best are allowed to line up for the various phases up to the interviews

A

ccording to Napolean Bonaparte luck favours the stronger forces than the illprepared. As many successful candidates argue, one short-answer going wrong or the “wrong interview board” can end you in Indian Postal Service while what you always wanted was the Foreign Service. Many a time, members of services argue that there should not be a ‘grading’ in between the services since the difference between successful candidates joining different services is of a “few marks only”.

This argument is fallacious. CSE is like an Olympic Marathon. Amongst the competitors who qualify in the qualifying rounds (prelims), only the best are allowed to line up for the various phases up to the interviews. The candidate has not less than 10 separate papers to test him or herself with the competition. On an average, successful candidates take 2.6 attempts to qualify which means that the repeat candidates have an

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advantage over the first timer. Since a candidate has 4 attempts, a candidate who ends with rank 200 cannot compare himself with a candidate who has, say rank 20 in similar number of attempts.

The distinction is the end product of more than a chance event, since it offers many redundancies to improve the rank position.

Further, if luck has indeed acted against a candidate in a particular attempt and the candidate has not chosen to improve it using a subsequent attempt, it marks the lower determination and absence of the ‘sweat’ factor in his psyche.

Somebody who has expressed satisfaction with accepting a second or third choice in the national exam must not compare endlessly with a candidate who has persevered to go further on to his first choice.

When various services clamour for parity with IAS and IFS, the luck factor is a highly exaggerated argument. Presently, a candidate can improve to IAS or IFS even if selected for any other services. Many candidates from IPS and other Central Services do avail leave from joining for training and re-attempt. IFS officers and IAS officers need to resign from their service to attempt for the other service. This has also very rarely happened, some with success and others in failure.

Failure would mean that the candidate gets nothing.

Just imagine the risk the candidate is taking.

My advice on this is to have EDUCATION INSIDER I October 2012

complete clarity while assembling the choice of various services in the panel of choices for mains. If you are not prepared mentally for a uniformed service like Police, please do not rank it 2 or 3 since ‘every one’ is doing so.

Being a misfit in a uniformed job can be very stressful. If you do not see yourself packing off to a new destination every three years and do not enjoy long separation from family etc., please do not fill-up IFS as a choice. You may as well land there, leaving resignation as the only choice to re-attempt the exam.

Unless you could be happy in IFS, it is safe to omit it in the first attempt completely. If Police and Foreign Services are not of choice, they are better not stated at all. After IAS, you could place domestic services like, IRS, ICCES, IAAS, Indian Postal Service, Railways etc. Remember, these services also offer you periodic postings abroad if you are interested and competent.

On the contrary, if you are the uniform seeking aspirant, please rank Police Services including IRPS, CBI etc. high. Once you rank IPS first, there is no point ranking IRS, IAS and IFS, since you are unlikely to get these in any case.

Ideally, a few top services and some less demanding ones can be assembled as a safety device. You are not allotted get a service not opted for. Once, you get a service of your higher preference, lower preferred Services are ruled out completely. You cannot “step down the ladder”.

Similarly, if you are determined to become a globe trotting diplomat, there is no point lining up too many services.

Suggesting IAS as second choice is unnecessary, since you will get IFS in any case since average rank required for IFS is much lower now. Add Railway’s or Revenue Services after IFS as a safety option.

The attraction the IAS holds for aspirants is the immediate responsibility it gives. In the districts numbering 611 now, the IAS officers at sub-divisional, development and district level (Addl.

Collectors and Collectors/ DMs) have huge developmental and regulatory roles running into hundreds of crores of rupees and managing thousands of personnel. Despite a huge hierarchy of Civil Servants in India, the DM/ Collector remains the most visible face of consolidated administration. It is a 300 year old office in India and one of EDUCATION INSIDER I October 2012

the most solid stabilizing features in Indian administration. No other level is as efficient or delivery oriented as the district.

Beyond being a key development and regulatory functionary one can easily say that the DM is the most empowered official in India. Though working under State Government, he / she is the internal ambassador of Delhi in a district. Central Government and States attach a lot of importance to a report emanating from a district collector. It is taken to be factual unless proved otherwise even by the Supreme Court. He administers the Criminal Justice system of the district with support from the Police. He is the custodian of public land and is empowered to takeover private land for public purpose following by a procedure.

Any high official or Parliamentarians visiting a district would want to call on him or see him first. If a Collector cannot do some thing in a district it usually means no other official can.

DMs or Collectors are appointed

by State Governments usually from seniority levels of 4-15 years in the IAS. By 15 years IAS officers graduate to be Secretaries in State Governments, and they may not be suitable any more in districts, since they may now report to their juniors. States follow different norms in posting district officers. UP, Bihar, Orissa etc. appoint them quite early while Kerala, Bengal, Andhra Pradesh etc. appoint junior officers only after 7-10 years of development experience. This is also since UP, Bihar districts are more numerous and thinly populated while in Andhra or Kerala the Collectors hold larger tracts and larger number of population, meaning managing more complicated development issues.

Over the years the DM’s office has undergone a transition from being a non-playing captain of the district team to be the main architect of a number of flagship development programmes.

With NREGA and NRHM, the role of the district development machinery has grown manifold. With RTI, the Citizens are more empowered and demand results and information much faster. Gone are the days when the DMs were Minimonarchs. With the lapse of the feudal style in government– citizen relations, DMs and other district functionaries have become extremely sensitive posts.

Over burdened by an impossible workload, many officers now avoid district postings beyond say 4-5 years.

It is nevertheless a hallmarking post were recognition and condemnation are both instant. State governments come down too tough on the collectors and SPs when something goes wrong.

Transferring them or suspending them has become accepted practice to silence the media critics when things go wrong.

How far this knee jerk reaction benefits the interest of impartial administration remains to be seen.

What I tried to summarize here is the need to focus on the ‘sweat factor’ and make intelligent choices for preparing for this exam. The reality is, your career is a sum total of your choices over a long period than instant success or defeat in an exam. Your service tag becomes irrelevant after say 10 years and your competence is valued much more. In Public Sector Company postings and constitutional postings all services get a fair representation including the Armed Forces. These include many postings abroad as well. So working on what your luck has delivered is also very crucial than letting it be.

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STUDY DESTINATION JAPAN

A safe haven for

education, employment Japan, the land of the rising sun, is one of the biggest economies after the US and China. The world’s second largest manufacturer of automobiles and known widely for its technological powers, Japan also offers infinite opportunities in the fields of higher education. Being an industry-oriented country, there is tremendous scope for research and development

J

By Tony William

apan has more than 1200 universities including 965 private universities and more than 130 national universities. The number of international students as of May 1, 2011 was 138,075.

The largest number of students were from the Peoples Republic of China (87,533), followed

by Korea (17,640) and Taiwan (4,571). Guided by strong and stable policies, the Ministry of Education, Japan lures international students. The nation holds the view that international students exchange programmes are not only help maintain and improve the international competitiveness but also can intensify mutual understanding and friendships with other countries. It would definitely lead to global stability and peace. Considering this, the Japanese Government has launched the “skilled migration approach,” which promotes the employment of international students in Japan after their studies.

In July, 2008, in order to make Japan more open-minded to maintain and develop the society, the Ministry of Education, Culture,

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Sports, Science and Technology and other government agencies concerned, had settled upon the Framework of the “300,000 International Students Plan”, which set the long-term goal of accepting 300,000 international students by 2020. This plan includes making efforts in systematically implementing measures to help students secure jobs after graduation.

Japanese higher education system is characterized by a large private sector and a huge participation rate, where expansion has been achieved through diversification of institutional missions. From governance perspective, Japanese higher education system has been described as a hybrid system, characterised by policy borrowing/ learning from the US and Germany.

The various reforms that have taken place in Japan can be characterised both by New Public Management (NPM) and post-NPM trends. The salient features of these trends are efficiency, effectiveness, institutional leadership, competition, and management.

EDUCATION INSIDER I October 2012

The aging population of Japan has generated new challenges for the educational institutions and it could be assumed that the already competitive environment is even further complicated by the decreasing student population. In the usual elite-mass-universal division, Japan reached universal access relatively early. In order to supplement the declining student numbers nationally, new measures were initiated to attract more international students. Japan is still reeling from the impacts of the 2011 Tsunami and earthquake. Besides, a swiftly aging and shrinking population has become a serious concern to the country. A strong currency (yen) and the lack of proper policy framework to allow the entry of foreign students also pose hindrance to the education sector. According to education experts, a congenial environment would attract more students from other countries.

Features of Japanese universities

Japanese Universities differ from other foreign universities in entrance examination. Even a saying “Yontou-goraku (four-pass, five-fail)” warning that anyone getting more than five hours of sleep a night will fail the university entrance examinations were popular depicting the hardness of the university entrance examination. Today, the entrance exam process for the national universities has two parts: a standard exam given by the National Centre for University Entrance examinations, which everyone takes on the same day, and the university-specific exam administered by each school. The competition to get into the elite universities is very hard and admission to medical school is especially prized.

In spite of the infamous juken jigoku (examination hell), most Japanese universities are said to be hard to enter, but quite easy to graduate from. Of course, there are many Japanese universities where the students are required to study hard before they can be granted a diploma, but a great number of university students seem to be laid-back. In contrast to high international regard for Japanese elementary and secondary education, Japanese university education has not obtained high marks.

Living in Japan

Staying in the capital city would be expensive as Tokyo is one of the most expensive cities to live in. But other locations like Nagoya, Tohoku, Kyoto, Osaka etc. could be affordable.

To enter Japan, you must first obtain a visa stamp from the Embassy or Consulate-General of Japan in your country that indicates the purpose and length of your stay in Japan on your passport. Please keep in mind that it may take from two to three months (or even longer) to process your visa application after you apply for your visa at the Embassy of Japan or EDUCATION INSIDER I October 2012

Top universities in Japan The University of Tokyo Kyoto University Osaka University Tokyo Institute of Technology Nagoya University Tohoku University

Keio University Waseda University Kyushu University Hokkaido University University of Tsukuba, Nagoya University Sophia University Meiji University Doshisha University Ritsumeikan University

Consulate-General of Japan. You should therefore check with them about the application procedure well in advance of your intended departure.

In addition, you may be required to obtain a Certificate of Eligibility issued by the Ministry of Justice, Immigration Bureau of Japan. This certificate is issued when an application is made on your behalf by your host university in Japan. You should therefore consult with your Admissions Office regarding this matter. As part of the application process, the Admissions Office is required to issue documents such as a “Letter of Guarantee”.International students need to get permission to do part time jobs. But they are limited to 28 hours of part-time job per week and 8 hours a day during summer or winter breaks. Part-time job is not permitted during leave or absence from the university.

Major courses

The major study programmes include Master in Business Administration (MBA), International Relations, International Development, Economics, Public Management, Peace Studies etc. Tokyo Institute of Technology is famous for science and engineering courses.

Job opportunities after graduation

According to the Japanese Immigration Bureau, 8,905 people changed their status of residence from College Student to one for the purpose of employment in 2009 alone. There is also an increase in the number of foreign students who participate in internship programmes at Japanese firms while they enrolled in a Japanese educational institute.

In spite of the adversities, the wind is blowing for Japan now. The fine characteristics of the people who act responsibly, high determination, high literacy rate, high life expectancy, very hardworking and considerate of other people’s feelings, Japan conveys the message to the outside world—come over to us to learn beyond study and work.

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GREENER PASTURES GUEST COLUMN Dr T P Sethumadhavan

Proficiency tests witness exciting changes The recent decision taken by Educational Testing Service (ETS) to accept Graduate Record Examination (GRE) scores for admission to Business Schools will be beneficial to Indian students who opt for Management programme abroad Graduate Record Examination (GRE)

Graduate Record Examination (GRE), which is mandatory for getting admission to graduate programmes in the United States, the UK and Canada, witnessed exciting changes. GRE are of two types-Generalised and Specialised tests. Generalised GRE was revised from August 2011. Specialised GRE is otherwise called Subject GRE which is required for certain specific subjects like Biochemistry, Cell and molecular Biology, Biology, Chemistry, Computer Science, English Literature, Mathematics, Physics and Psychology. Generalised GRE comprises of three tests like Analytical Writing that measures critical thinking and analytical writing skills, specifically the test taker’s ability to articulate complex ideas clearly and effectively. Verbal reasoning measures reading comprehension skills, verbal and analogical reasoning skills, focusing on the test taker’s ability to analyse and evaluate written material.

Quantitative reasoning measures problem solving ability, focusing on basic concepts of arithmetic, algebra, geometry and data analysis. Revised test is student-friendly design for the computer-based GRE test that helps to edit or change answers, skip questions and more, all within a section giving freedom to use more of students own test-taking strategies. An on screen calculator is one of the new features. New types of questions in the Verbal Reasoning and Quantitative Reasoning sections, many featuring real-life scenarios that reflect

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EDUCATION INSIDER I October 2012

Proficiency tests

the kind of thinking required for graduate and business school programmes. GRE revised General Test features a new score scale that can make it easier for schools to compare scores with that of other candidates. The new GRE format will make the test more relevant.

Reasoning questions will feature real life scenarios where aspirants work at graduate and business schools.

More emphasis will be placed on comprehending vocabulary as opposed to memorizing it. Candidates can edit their answers, use calculators, etc.

Recent decision taken by Educational Testing Service (ETS) to accept GRE scores for admission to Business Schools will be beneficial to Indian students who opt for Management programme abroad.

Previously, if a student intends to do post graduation in their respective field say MS programme, he has to complete GRE with better scores. If he is interested to join for MBA programme abroad, he has to complete GMAT (Graduate Management Aptitude Test).

Recently, ETS has developed a comparative tool, which can predict GMAT scores from GRE general test scores.

The recent decision is really a boon for Asian students who are more interested to pursue MBA from abroad. Moreover, they can save money by skipping GMAT. This would enable students to apply for both MS and MBA programmes. More than 150 business schools in the US, the UK and Canada are ready to accept GRE scores for the admission process.

It is mandatory for the student to complete English proficiency examinations like IELTS/TOEFL for study abroad programme.

Fee for GRE generalised test will be $190. For rescheduling and changing the test centre, another $50 would be required.

GRE Exam Registration procedures

1. ETS (Educational Testing Service) conducts GRE Exam 2. Use ETS GRE website as main source of information 3. Get complete understanding of what is required to register for the GRE Test 4. Make sure you have all the required documents even before registering the GRE Exam 5. While booking, make sure you give the name as given in your passport 6. Don’t register for GRE if you don’t have surname (or last name) in the passport 7. Add last name in your passport, then register for GRE Exam 8. Find out payment options available and use the option (Credit/Debit Cards, Check, Money Order, Western Union,) that is convenient to you 9. Plan well in advance, so you don’t make mistakes 10. You can talk to Regional Registration Centre in your country for additional information on GRE Exam process

EDUCATION INSIDER I October 2012

English Proficiency Tests TOEFL (Test of English as a Foreign Language) International applicants whose native language is not English are required to demonstrate their reading, writing and understanding of English language by taking the TOEFL before they are considered for admission in most of the universities/institutes worldwide. The test uses a multiple choice format to measure one’s ability to understand English. It consists of the following four sections: Listening - In this section, the examinee listens, using headphones, to the conversations and talks with images of the speakers on the computer screen. After the listening task, he has to answer approximately 30-50 questions, based on the just concluded conversation.

Total time allotted to complete the entire section is 4560 minutes while to answer the questions; a candidate is given 15-25 minutes.

Structure - The candidate’s proficiency to recognise the language that is appropriate for standard written English is put to test. A total of 20-25 questions are asked in this section.

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Reading - You have to undergo a test on the reading part to demonstrate your ability to understand non- technical reading matter. Usually, short passages almost similar in topic are given for reading purposes.

The total number of questions in this section is 45-55.

Writing - Writing section judges your ability to write in English as you are made to write an assigned essay which would require generation of ideas with arguments supporting your stand. A period of 30 minutes is allotted for the purpose.

Detailed information can be accessed at http:// www.ets.org Moreover, TOEFL measures ability to use and understand the English Language as it is read, written, heard and spoken in the university classroom.Scores will be posted online within two weeks after the test date. Scores will be mailed to the universities or institutions you selected.

ETS offers several test preparation resources to help students. They include the best selling Test prep book, official guide to TOEFL test and TOEFL Practice Online. www.toeflgoanywhere.org

Pearson Test of English Academic

Pearson Test of English Academic (PET Academic) is a computer-based test that delivers

real life measures of test takers language abilities.

It provides an accurate and authentic measure of language ability of non-native English speakers who want to study in an institution where English is the language of instruction. Test takers can schedule a test on a day and a centre convenient to them. PTE Academic is currently recognised by 1500 educational programmes worldwide and is preferred test of the Graduate Management Admissions Council (GMAC).

For more details, visit www.pearsonpte.com/testme

TWE (Test of Written English)

The TWE is given with the TOEFL on certain dates only. The purpose of this half-an-hour essay test is to demonstrate one’s ability to write and express one’s English i.e. ability to generate and organise ideas, to support those ideas with examples or evidence and to compose in standard written English in response to an assigned topic. If an institution or university wants an international student to take the TWE, it has to be taken with the TOEFL. One cannot register to take the TWE separately. It is not added to the TOEFL score.

TSE (Test of Spoken English)

The Test of Spoken English is conducted to gauge the ability of the non-native speakers of English to communicate orally in English. The test is required mainly at graduate level, especially for applicants seeking financial aid. It requires examinees to answer orally a variety of questions presented in printed and recorded form. Your spoken answers are recorded on tape. This test judges how effectively you can communicate in English. TSE is conducted 12 times a year throughout the world.

TSE-A is for applicants applying for teaching and research assistantship who have been asked to take the TSE test by admissions office or department of any US universities/institutions. TSE-P is for individuals such as those who are taking the TSE test to obtain certification in a professional or occupational field.

Website: www.toefl.org

IELTS

IELTS, the International English Language Testing System, is designed to assess the language ability of candidates who need to study or work where English is the language of communication.

IELTS is jointly managed by University of Cambridge ESOL Examinations (Cambridge ESOL), British Council and IDP: IELTS Australia. IELTS conforms to the highest international standards of language assessment. It covers four language skills ­listening, reading, writing and speaking. Universities and employers in many countries including Australia, Canada, New Zealand, the UK and the US recognise IELTS. Professional bodies, immigration authorities and other government agencies also recognise IELTS and it is not recommended for candidates under the age of 16.

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EDUCATION INSIDER I October 2012

Sunny Varkey SPECIAL REPORT

Sunny Varkey revives

Indian hopes With the recent purchase of Bharti Group’s Centum Learning, noted philanthropist, educator and entrepreneur Sunny Varkey, with his globally renowned education group GEMS Education, is all set to mark his strong foothold in the Indian education sector

By Dipin Damodharan

training business, GEMS Education has a lot of expectations following the deal with Centum Learning.

Varkey’s journey

S

Sunny Varkey

unny Varkey, famous NRI businessman and noted edupreneur is all set to take off in India. Varkey, the Founder and Chairman of Dubai-based Global Education Management Systems, popularly known as GEMS Education, has recently purchased Bharti Group’s Centum Learning, an institution provides end-to-end training programmes and skill development solutions aimed at productivity improvement for businesses on one hand, and employability enhancement for youth on the other. Centum has presence in more than 21 countries across Asia, Africa and Europe.

The $1 billion (Rs 5,500 crore) worth GEMS Education, which runs 65 schools across the world, hasn’t made their mark in India’s education sector so far. With this purchase, GEMS prepares to enter the highly competitive market of corporate training business. Last year, Varkey had bought the controlling stakes of Everonn, one of the leading educational companies in India, which is listed in both the NSE and BSE. As there is vast scope ahead for corporate EDUCATION INSIDER I October 2012

During the 1980s, Varkey started his entrepreneurial journey in the education sector when there were only a few schools in Dubai’s education sector. Tapping the potentials, Varkey has succeeded in delivering a viable educational system under a single umbrella comprising different syllabuses thai include Indian, the US and the British. Even world leaders like Bill Clinton and Tony Blair have associated with Varkey for several not-for-profit projects.

With more than 100,000 students from over 100 countries, now GEMS Education is the largest private school operator in the world for students from kindergarten to grade 12. The group is split into four entities, GEMS UK, GEMS Americas, GEMS PREACH, and GEMS MENASA. Considering his initiatives in the education sector, the head of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has named Sunny Varkey as a Goodwill Ambassador for Education Partnerships.

GEMS has plans in the pipeline to manage over 100 schools in India within the next five years.

With more than 100,000 students from over 100 countries, now GEMS Education is the largest private school operator in the world for students from kindergarten to grade 12

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BRAINWAVE K G Suresh

‘Journalists must be trendsetters’ K G Suresh is a New Delhi-based senior journalist, columnist, television talk show host, political commentator, media consultant, academic, and media activist. Currently, he is the Editor-in-Chief of www. gfchindia.com, a web portal that carries news and views on civilisational conflicts and harmony

T

he existing education system is imbalanced and lopsided. In fact, it would not be an exaggeration to call it even divisionary as it creates a Bharat for the poor and an India for the rich. Instead of being a character building system producing intelligent minds and responsible citizens, the present model is driven by profit making motive, deprived of value system and divorced from the actual objective of education enrichment and enlightenment. The system is churning out two classes of citizens–one to govern and another to serve, not much different from the colonial model.

Mediocrity has become the norm in academics and research is mere lip service. Teaching shops have sprung up all over and in the absence of efficient monitoring and regulation by state institutions, government educational system has become corrupt and the private system unscrupulous.

On media education

Except for a handful of institutions, teaching shops are churning out journalism graduates and diploma holders in lakhs across the country. They have all been nurtured on a staple diet of theories which have nothing to do with the reality. Most of these institutions suffer from poor infrastructure and bank on mediocre faculties, who have had little exposure to the functioning of the media. In the absence of pre-screening of aspirants, students with little commitment to the lofty ideals of the profession are entering in a big way. With career and money as their main objectives, these youngsters in the absence of value education and understanding of journalistic ethics, fall prey to unethical practices.

Future of print media

With the rising popularity of television and new media, it is advisable for print media to move beyond routine reporting and start focusing on the news behind the news, analysis, investigative reports, human interest stories, debates and discussions.

Values and ethics in journalism

Instances such as paid news have made a huge dent on the credibility of the media. With contract system coming in a big way, journalist also does not enjoy the level of freedom that he used to enjoy.

Editorial independence has been compromised with the vested interests of the management and the media has become another commodity.

A lot of unscrupulous elements have also made their foray into media. They include politicians with black money, property dealers who have no commitment whatsoever to the profession.

Role of journalists

Journalists have played a crucial role in nation building in the past. However, with increased focus on Target Rating Points (TRPs) and circulation figures, they have become obsessed with trivialities.

Sensationalism has become the norm and substance has been replaced by rhetoric.

In a developing country like India, it is important that journalists not only mould public opinion in favour of pro-poor, pro-farmer and pro-labour policies but also serve as catalysts for change. Journalists should have to become leaders, trendsetters and pioneers.

As told to Neethu Mohan

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EDUCATION INSIDER I October 2012

MAKE YOUR CHOICE What is aquaculture?

It is the natural way of farming aquatic organisms including fish, shellfish, and plants. It cultivates both marine and freshwater species ranging from land-based to openocean production. Farming of marine organisms in natural habitat is also known as Mariculture.

How to join?

Bachelors and masters degrees are available in aquaculture. Plus two qualification with science as the main stream is the eligibility for having bachelor’s degree in aquaculture.

For masters, bachelor degrees in aquaculture are preferable.

Cultivate your dreams with aquaculture

Subjects to study?

• •

Marine products have become a vital part of diet world over.

Thus the production of high quality aquatic foodstuffs is on high demand. There lies the opportunity in aquaculture, the What is archeology?

Archeology is the study about human activities and surroundings in the past. It includes the study about ancient culture, civilization, artifacts, architecture, biofacts and cultural landscapes (the archaeological record).

Archeological studies help us to navigate our ancient culture before the world.

Role of an archeologist

The main responsibility of an archaeologist involves a scientific and inter-disciplinary approach to the study of past societies and culture through knowledge of languages like Urdu, Sanskrit, and Persian, and familiarity with subjects like anthropology, geography, and geology. The study involves unveiling the past and preserving it in the form of historical monuments.

Job prospects

Archaeology provides the talented students best career options with EDUCATION INSIDER I October 2012

• • • •

Aquaculture engineering Fish breeding and hatchery management Fisheries resource management Aquatic environment Harvest and post harvest technology Fish micro-biology

Job prospects

As the need for high quality food

products are on high demand, the requirement for aquaculture experts are also on the rise. Different jobs like relationship manager-- retail agriculture, hatchery scientist, fish health laboratory technician, feed technician, fish health inspector etc are available.

Pay scale

Talented graduates in this field can expect a pay scale of Rs 25,000 per month at the beginning of their career.

Where to study in India?

• • • •

National Research Centre for Cold water Fisheries, Bhimtal Cochin University of Science and Technology Mangalore University, University campus National Institute of Oceanography, Dona Paula, Goa

Study abroad • • • •

University of St Andrews, Scotland, UK University of Alabama, USA University of Arizona USA University of Indiana, USA

numerous choices. A satisfactory career in museums, archives, universities and various research institutes are available for them.

They will also have a chance to unearth India’s glorious past.

Besides, opportunities are available for the post of archaeologists in the Archaeological Survey of India.

How to join?

Like other degree courses, aspirants can join for archeological courses after completing their plus two, preferably in science or humanities.

For pursuing masters in archeology needs bachelors in it.

Where to study in India?

• • •

Institute of Archaeology, Delhi Maharaja Sayajirao Gaekwad University, Baroda Tamil University, Thanjavur

Study abroad • • •

University College of London (UCL), Cardiff School of History and Archaeology (UK) Bournemouth University (UK),

Learn about past, earn for future Learning about the ancient things can make you an expert in that particular field. It also can benefit you economically

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Snehaj Srinivas EX QUIZ ME

1. Identify the prominent movement in India and Central Asia from the following list. a) Sufism, b) Pardhi, c) Chishti 2. In one of the earliest cases of copyright infringement involving a film adaptation, Florence Stoker, successfully sued the German producer of the macabre film Nosferatu (1922), a classic of German expressionism. Of which film was Nosferatu a copy of?

3. X was originated as controls for aircraft ailerons and elevators, and is first known to have been used as such on Louis Bleriot’s Bleriot VIII aircraft of 1908, in combination with a foot-operated device. What is X? 4. Curtana: Edward the Confessor, Crocea Mors: Julius Caesar, Philippan: Mark Antony,______: King Arthur?

5. When she won the Kendra Sahitya Akademi award in 1956, she became the first woman to win it. Identify this eminent writer who authored Pinjar, Receipt Ticket, Kagaz ke Phool etc.

6. The First Indian film which was selected as the opening film in the prestigious Locarno film festival was the story of an unforgettable freedom fighter. Identify the movie.

7. During the election for the post of the future Prime Minister of India held by the Congress party, ______ had the second highest number of votes after Sardar Patel. However, on Gandhi’s insistence, both Patel and ______ backed out to allow Jawaharlal Nehru to become the first Prime Minister of India. Fill up.

8. The cooking method of X originated in Iran (Persia) and it was brought to India by Iranian travelers and merchants. The name is derived from the Persian word for ‘fried’ or ‘roasted’. Identify X.

Answers

Questions

1) Sufism, 2) Dracula, 3) Joy stick , 4) Excalibur, 5) Amrita Pritam , 6) Mangal Pandey – The Rising , 7) JB Kripalani, , 8) Biriyani

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

Win exciting prizes

Mail your answers at

educationinsideronline @gmail.com 1. Identify this famous Padmashree Award recipient?

2. Was in news when she requested a probe on her husband’s death. Who is she?

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

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3. What was his major invention?

Winner of last quiz Arun K C EDUCATION INSIDER I October 2012

NOBLE MISSION SAEP

Creating a sustainable future The South African Education and Environment Project (SAEP) is a non-profit organisation based in Cape Town, South Africa. They run academic, enrichment and personal development programmes for children, youth and education providers in Cape Town’s severely under-resourced black townships. With a noble mission to educate, inspire and empower disadvantaged youth, SAEP is continuing its successful journey

By Shalet James

B

ased in Cape Town, South Africa, South African Education and Environment Project (SAEP) originally focused on environmental education and awareness for high school learners, and launched its first after-school enrichment programmes in Philippi Township in 1998. Over time, in response to beneficiary requests and community needs, its focus has evolved to promote academic and personal development more broadly at all levels of educational development.

Expanding horizons, building confidence, empowering and inspiring the communities, SAEP’s vision is to educate and inspire every child in South Africa and to make them realise and achieve great things in life.

With seven programmes -- Early Childhood Development Programme, Hope Scholars Programme, ADT Teach Programme, Environmental Education Programme, Arts Outreach Programme Bridging Year Programme and Tertiary Support Programme -- SAEP helps over 2400 children, youth and education providers.

With two sister non-profit organisations, SAEP consists of SAEP (SA) and SAEP-USA. SAEP (SA) works with children and young adults in the black town-

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ships of Cape Town, South Africa and empowers young people who are neglected by South Africa’s education system. Their successful 15-year programme has helped many of these children get a good start educationally and then hone their skills so that they can gain entrance to advanced educational programmes after high school, including the University of Cape Town. SAEP (USA) is not involved in the management of SAEP (SA) but maintains a continuing flow of information between the two organisations so that the South African organisation’s needs are known and likewise donations can be channeled appropriately.

“Through the Centre, we aim to document and share these lessons with the broader education community.

The services SAEP provide are urgently needed across the country, and what we have learned can help other people and organisations who are working to improve education in their communities”, said Anna Teske, Head, SAEP Fundraising and Media.

SAEP plans to develop a manual in English and isiXhosa that will guide other struggling educare centres.

Through the processes of registering for government

EDUCATION INSIDER I October 2012

funding, accessing resources, and setting up community forums where educare principals can support and learn from one another, SAEP’s mission is to empower young people who are neglected by South Africa’s education system and to uplift their communities through tutoring, enrichment and support by giving impoverished learners the tools to reach their potential.

SAEP provides services that are urgently needed across South Africa. The majority of SAEP’s work takes place in the severely under-resourced community of Philippi. While the end of apartheid removed most of the legal barriers to personal development and opportunity, people in Philippi and the surrounding townships still struggle to access quality educational opportunities and meaningful employment. More than half of working-age people are unemployed, and many households rely on small government grants as their only source of income.

The majority of Philippi’s residents live in informal wood and iron structures without electricity or drinking water. The community struggles with HIV/AIDS, tuberculosis, crime, teenage pregnancy, abuse and domestic violence.

The lessons learned in more than a decade of serving the Philippi community can help other people and organisations who are working to improve education – in their communities and on a national scale.

To share its acquired knowledge, SAEP established the Centre for Innovative Education and Community Service to move beyond pure service delivery to embrace research, development and knowledge sharing.

Through the Centre, it conducts research, monitors EDUCATION INSIDER I October 2012

and evaluates its work, incubates new programmes, develops educational resources, promotes community service, and collaborates with likeminded organisations for social change. Many efficient persons are behind the success of this organisation. Chairperson of SAEP is Helena Duk and Vice-Chairperson is Khanyo Seyisi.

“The Bridging Year programme of SAEP has had a noticeable impact on my life and even that of my family. When I came into the programme, I had not qualified to study at a higher learning institution and would not have had the money to register even if I had qualified. The Bridging Year programme helped me to improve my marks, but more than that it assisted in instilling a sense of worth and confidence in me,” says Zimkhitha, a native of Cape Town.

She grew up in Nyanga Township and accepted into SAEP’s Bridging Year programme in 2005 and then took on the role of SAEP’s Bridging Year Programme Coordinator.

Since the project’s launch, SAEP has partnered with 17 educare centres and improved the lives of over 2500 children. Currently, SAEP works with 9 centres, directly reaching 9 principals, 48 teachers and 808 children, most of them are girls. The project has rebuilt six brand-new educare centres since its launch, helped six centres launch Grade R programmes, and provides over 250,000 nutritious meals each year. Guided by the belief that all children deserve an opportunity to reach their potential, SAEP is ensuring quality education to the millions in South Africa and assuring that the future of the people are safe in their hands.

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MOTIVATION PURSUIT OF PASSION

Discovering

hidden talents

By Neethu Mohan

“Education is the most powerful weapon, which you can use to change the world”

- Nelson Mandela

T

he word ‘Education’ denotes not only the acquiring of knowledge, but also the overall development of an individual.

Disseminating the attained knowledge among public, inspiring and encouraging people and making them realise their true potential is not an easy task. Meet Rashid Gazali, a PhD scholar at Bharatiar University, and a proficient in this area.

Rashid, an expert in managing human resources is the Executive Director of Sign Human Resource Development and Research Centre (an initiative of socially committed and young team of professionals). A rank holder from Calicut University in History, he could have bagged a white collar job as any other student of his age. But he decided to take a road less-travelled after attending a youth coordinating camp, which inspired him to work on improving the life of others. He was only 19, when he decided to start an organisation called Sign in 2008. Two years later, the organisation was upgraded as a training centre. As of now, this organisation is in the forefront of providing quality human development training catering to the needs of different segments of society.

“Sign has attained a glorious track record of training more than 11,000 people from four countries. This includes people from all walks of life, majority from India and the Middle East,” says Rashid.

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He has trained people on varied aspects including personal effectiveness, character building, inter-personal relationship, leadership skills, innovations, memory management and studying habits, personal traits, self-esteem, salesmanship and business skills, managerial skills, parenting and child psychology, public speaking and presentation skills, special training for trainers and teachers, change motivation, and spiritual quotient.

And why the name ‘Sign’? “Sign is the short word of Signature. It’s unique. Every individual has his/her own identity in this world, some are not aware of that fact and this organisation helps an individual to explore oneself and to leave a signature of identity of his/her,” explains Rashid.

Sign has several success stories to boast about. Shameer, a graduate from Wayanad was once an introvert who had great difficulties in handling inter-personal communications. After successfully undergoing the training programme, he could discover his hidden potentials and could work out his abilities. Presently, he is employed as a principal with Crescent Public School, which has about 1,000 students.

Rashid has represented India in International Youth Summit 2011, organised by United Nations in Malaysia and was the State representative for the first Indian Parliament for Student Council Leaders held in Pune in 2010.

EDUCATION INSIDER I October 2012