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7/27/2019 World Education Summit 2013 Event Report
http://slidepdf.com/reader/full/world-education-summit-2013-event-report 1/3047digitalLEARNING / June 2013
Carrying forward the grandsuccess of its earlier edi-
tions, the 3rd annual edition
of World Education Sum-
mit was held on April 23-24, 2013,
in New Delhi. World Education Sum-
mit 2013 was jointly organised by the
AICTE, and Elets Technomedia Pvt Ltd;
and was co-organised by the UNESCO,
NCERT, and National Institute of Open
Schooling (NIOS).
Presented by digitalLEARNING, the
Summit has grown into a premier plat-
form on education thought leadership,
enabling one of the largest gatherings of
education leaders since its inception in
2011. Based on the theme of “Strength-
ening Equity, Inclusion and Quality”,
this year’s edition was graced by the
presence of Kapil Sibal, Minister of Com-
munications & Information Technology,
Government of India, as Chief Guest
and Shahid Ali Khan, Minister, Minority
Welfare and IT, Government of Bihar;Mantriprasad Naithani, Minister, Agri-
culture Marketing, School Education,
Adult Education, Sanskrit Education
and Drinking Water, Government of Ut-
tarakhand; and Naseem Akhtar Insaaf,
State Education Minister, Government
of Rajasthan, as Guests of Honour.
Prof (Dr) S S Mantha, Chairman,
All India Council for Technical Educa-
tion, participated as the Programme
Chair. The two-day Summit turned out
into a platform for knowledge exchange
among different stakeholders of the edu-
cation sector including academicians;
Strengthening Equity,
Inclusion and Quality
WorldEducationSummit 2013
15 sessions with more
than 100 speakers; 37
Sponsors and Exhibitors;
130 Schools; 140 HigherEducation Institutes; 195
participants from the Cor-
porate Sector; 60 partici-
pants from the Government
Sector; More than 300
delegates; 172 Award
Nominations, More than
82,489 online votes; 48
Award Winners
WORLD EDUCATION
SUMMIT 2013
HIGHLIGHTS
EVENT REPORT education.eletsonline.com
policy makers; leaders; educationists;
ambassadors from different countries;
representatives from the Ministry of Hu-
man Resource Development, Govern-
ment of India; directors of IIMs, IITs and
NITs; vice chancellors of various private
and government universities; foundersand directors of school chains across
the country and abroad; representatives
from governing bodies; service providers;
entrepreneurs and representatives from
the corporate sector active in bringing
innovations in the education sector.
The two-day Summit was also
marked by World Education Expo –
which offered a platform to education
stakeholders to showcase their unique
products and work – and World Educa-
tion Awards – which were given to vari-
ous stakeholders in recognition of bring-
ing in innovation in the education sector.
Chief Guest Kapil Sibal inaugurating World
Education Summit 2013 by lighting the lamp
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WES 2013 REPORT INAUGURAL SESSION
Digital and Collaborative Learning
is the Future in Education
India needs to think in terms of what
the world will be 10 years from now,
and then decide what our educa-tional programmes must of fer, what
teaching methodologies should be.
We require a change in mindset
in education. For instance, in school
education, the old definition of literacy
still continues, and we still have a
textbook system of teaching and we
follow an examination system. We
have the older methodologies where
the teacher stands in front of the class
and teaches. But learning is a far more
collaborative process than ever before,
thanks to technology and the future lies
in digital literacy.
Affordable technology We have to make sure that 10 years
from now, all kids will have tablets. The
government has to ensure that a digital
highway is created, and the last mile
connectivity is achieved. We are trying
to connect 1,50,000 Gram Panchayats
with fibre optics. We aim to connect2,50,000 villages by 2014.
We also require access devices
that are accessible and affordable like
‘Akash’, and for that we need to build
manufacturing capacities at home. The
next question is what kind of content
will flow on the information highway?
Institutes like AICTE and IGNOU are
already working on it. Courses and
content will be provided by private en-
trepreneurs to school kids anywhere in
the world for a price. If there is more
competition then there will be lower
price of the content. We will also have
to move into the university system. Thisis not going to work in the future.
Collaboration and R&DIf you look at history, the western coun-
tries have developed because of technol-
ogy. There is a need for an increased col-
laboration between all the stakeholders.
The industry transforms ideas into goods
and services, so it must be directly linked
to academic institutions. Also, the indus-
try as well as the government will take
up R & D, and we must collaborate with
each other because without collabora-
tion there will not be solutions.
Kapil Sibal
Union Minister ofCommunications & IT,
Government of India
We cannot look at the future through the eyes of past, not even through the eyes of present,
but we have to look at the future by having a dream of what the future will be, and those who
realise that dream will be the winners
to regulate the content and that’s achallenging task.
Choices galoreThe future lies in collaborative learning
where a teacher must understand indi-
vidual inclination and genius of each
child because each child might want to
learn different things.This choice must
also be reflected in higher education.
Now, if you have the present univer-
sity system where you have academic
councils and other councils controlling
the university system, there is no choice
available. There are only three streams
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Education Must Encompass
Moral Values and IT
In this year’s budget, there will be no
exaggeration if I say that this time
there was a huge amount allocated
for educational development in Ra-
jasthan. There are various schemes, such
as giving scooters to students of Other
Backward Castes (OBC) as reward for those
getting more than 55 percent marks ortaking admission in college. Government is
also giving laptops to girls belonging to mi-
nority communities who are scoring good
marks in schools and are opting for higher
studies. Children, especially girls, who
earlier used to walk kilometers to reach
schools, are now being given bicycles for
easy conveyance to schools. This boosts
the moral of children to get education.
Government has opened thousands of
new primary schools, and thousands of
primary schools have graduated to second-
ary schools. Educational developments are
on going from the past many years.
Government is putting so much of
efforts because we want to create aware-
ness about education in every sector of
the society. Our aim is to educate every
single person in every village of Rajast-
han. In urban areas education is still at
par, but rural areas need real attention.
We are targeting to control the drop-
out rates in schools. We are runningbridge courses to associate them to
schools. Government will give laptops
to the top 10 meritorious students of
Xth and XIIth boards. Government is also
distributing special learning laptops to
the VIIIth class students. This is a huge
investment, but government wants
competitiveness among students and we
want to connect our education system
with information technology.
Indira Priyadarshani Puruskar,
Gargi Puruskar, free K-12 education for
girls are some phenomenal initiatives
taken by the government.
Importance of girleducationThe Government has provided a lot for
education. Now it is our responsibility to
take it to the common man. Our govern-
ment is determined to educate each and
every female in the state. That is why we
are highly focused towards girls’ educa-tion. When a girl gets educated, she edu-
cates two families - one is the family she
is born in, and the other is the family she
gets married in. She inculcates morals
and ethics in the family. The first teacherof any human being is his/her mother.
We need to add morals and traditions
values to our education system. We will
be able to build a constructive and cul-
tural society only when we tech morals
in our education system.
Various malpractices happening in so-
ciety like female foetus killing, and rapes
can be curbed up to greater extent if we
educate a child systematically since he is
in his mother’s lap and then in primary
education. We should inculcate values in
our child so that in future he becomes a
man with a healthy mentality.
Government’s initiativesIt is the 21st century, and it is an advanced
era of information technology. We need
an education system of global level. In-
dian students are very much popular
all around the world in terms of quality
education. Even the US President, Barack
Obama, watches out for Indian talent.The central government has helped
us in providing broadband services at
all the levels. Now Rajiv Gandhi Bharat
Nirman Seva Kendra is also connected
through IT. These initiatives eased thelife of rural population in Rajasthan as
they are now able to do most of their
work like bill payment and getting
many other documents from village it-
self through IT.
Rajasthan has set such a model in
terms of IT advancement that when the
US President, Barack Obama came to In-
dia he spoke to the people of Kanpura - a
small panchayat of Ajmer, direct from
New Delhi through video conferencing.
Numbers of schools have got computer
labs, and even many classrooms are
connected with IT.
Smt Naseem Akhtar Insaaf,
Minister of State for Education, Government of Rajasthan
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WES 2013 REPORT INAUGURAL SESSION
Education in Bihar
Focussing on Employabilityand Affordability
Ibelieve technology is going to lead
the way in education and India is
going to be a global technology
hub. Today, Bihar is at the same
level as the rest of India as far as IT and
education sectors are concerned. We re-
ally need to put emphasis on primary
education because it is the first step for
any child. Yes, there is a dearth of qual-
ity faculty in the state, but we have to
manage within our means. I believe ed-
ucation has to be connected to employ-
ability and affordability yet high-quality
education is the order of the day.
to 20,225 and day-by-day an environ-
ment for education has been built. Wehave taken steps to extended technol-
ogy education in Madarsas. We also
formed the Bihar Knowledge Society
through which we impart computer
training in all districts across Bihar.
It is not only open to students, but for
teachers and general public as well.
Educating the girl childWe have started scholarship schemes
for meritorious girl students. This has
increased the rate of education among
girls. Other states have now started
distributing bicycles to girls, which we
have already done in the past. We have
been the front runners in promoting
education among girls through various
incentives.
Towards a bright futureIf today a person becomes a teacher af-
ter completing matriculation, then we
think that his son will be at least a lec-turer. However, any sort of change does
not come instantly; it can only be seen
in the next generation.
We did not have private university
in the state. Now we have passed a bill
through the cabinet to have a private
University in Bihar. We started IIT as
we had only two engineering colleges.
Earlier we had only 13 polytechnic in-
stitutes and now we are starting one
polytechnic institute in every district.
So we are continuously doing this work,
and as I said the next generation of Bi-
har will reap benefit out of this.
Shri Shahid Ali Khan,
Minister, Minority Welfareand IT, Government ofBihar
We did not have a private university in the state, but now we have passed a bill through the
cabinet to have a private university in Bihar
Tech education forminoritiesThe Sachar Committee report re-
vealed that minority communities in
Bihar fared even below the Schedule
Caste group in terms of education.
So our government initiated several
schemes to promote education among
the minorities. For the first time we
announced to give financial aid for
10,000 matriculation students. At
that time only 2,627 students in the
entire state were first year qualified.
Over the years that tally has gone up
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Quality Education through
Motivating Teachers andStudents
Our Government has built a
complete computer-aided set-up in almost every educational
institute. We also have a proj-
ect to improve the basic infrastructure.
This project is associated with the Sarva
Siksha Abhiyaan wherein children from
class I to VIII are provided free of cost
education, books, uniforms and also one
time meal. Recently the government of
Uttarakhand realised that the percentage
of educated girls was sharply going down
in the state, as they were facing problems
in going to schools. Therefore, to boost
girls’ education in our state, we have de-
cided to provide bicycles to them, in the
non-hilly areas. For the girls living on the
hilly areas, we have planned to open bank
accounts and transfer a sum of `3,000,
which can be utilised by them to cover the
expenses incurred during travel to school.
The amount will be transferred to their ac-
count on a regular basis.
Maintaining qualityTo motivate teachers, we have conferred
23 government school teachers with
the Shailesh Matiyani State Teachers’
award for extraordinary work. We are
also mindful about other facilities for
our teachers such as maternity leave.
For students, the top ten rankers of Ut-
tarakhand Class X and Class XII board
examination in 2012 were awarded
with the Pt Deendayal Upadhayay Edu-
cational Meritorious Scholarships. We
also encourage and fund children at the
state level under the leadership of the
Chief Minister Vijay Bahugna Joshi. Our
pointment of new teachers, professors,
lecturers and even basic tutors.
Accessiblility matters
Higher education is not limited to anyparticular state. In Uttrakhand, cit-
ies like Dehradun and Nainital are the
hubs of international level education
institutes. Moreover, we also have sev-
eral kinds of universities like Himgiri
Nabh Vishwavidyalaya (University in
the Sky), Uttarakhand Technical Uni-
versity, etc and we are proud of the
fact that overseas students are coming
to study in these universities. Now the
main focus of the state government is to
provide education to the most interior
parts of the state by bringing the best
institutes’ branches to those places.
Shri Mantriprasad Naithani Minister, Agriculture Marketing,School Education, AdultEducation, Sanskrit Educationand Drinking Water, Governmentof Uttarakhand
To promote education among the girls, we have decided to provide bicycles to them in the
non-hilly areas of Uttarakhand
state government is focusing hard to im-
prove the quality of education through
motivated teachers so that a child’s IQ
gets increased.
Even for the minorities, the stategovernment has plans to provide qual-
ity education in Madarsas from basic
schooling to higher education. Earlier,
the government was not able to attract
youngsters but now we have laid these
plans considering the new technology,
new curriculum from SCERT books, etc.
Moreover, the landscape of Uttara-
khand is totally different. Here we have
three kinds of areas like the high alti-
tude, middle altitude and the ground
level. Therefore, we have the acute
shortage of teachers and to address the
same our government has started ap-
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WES 2013 REPORT INAUGURAL SESSION
Higher Education will Shape
Life, Economy and theSociety
As opposed to the past, we
need to take a hard look at
the proposition of making
education available to ev-
eryone who needs it — a truly inclusive
system that is in everyone’s interest. Itshould teach us humility, benevolence,
and clarity of mind and purpose.
Private, public and governmental
partnerships have been on the rise in
the education sector. Forecast suggests
if the current pattern of participation
continues, more than 30 percent of to-
day’s school drop outs will experience
higher education 10 years from now.
I wish we reach GER (Gross Enrolment
Ratio) of 50 percent in probably the next
20 years.
However, statistics show that over
50 percent of the youth fail between
Xth- XIIth grades, and are out of educa-
tion scene forever. An out of the box ap-
proach and possible best practices could
allow them to pass the grade with mini-
mal intervention. Apart from the col-
lateral advantage of a higher GER and
overall growth in economics brought
about by an exalted youth.
Prof (Dr) S S Mantha,Chairman, All India Council for
Technical Education
“Setting up community colleges either new
or in the existing polytechnics needs to be
pushed aggressively, so that competency
based skills along with basic life skillsis imparted to enhance the employment
potential of our youth
Higher education will shape an indi-
vidual’s life and the economy and society.
Also, a scheme for vocational education
where a student can learn competency
based skills along with general education
at various certificate levels initiated earlyin the school going up to the diploma or a
graduate level is probably the way to go.
With the bachelors in vocational educa-
tion now duly constituted, it is expected
to play as catalyst to an otherwise satu-
rated system. The most important feature
of the framework created by AICTE is that
a student could also avail of multi-point
entry and exit between formal and voca-
tional education and the job markets.
Setting up community colleges ei-
ther new or in the existing polytech-
nics needs to be pushed aggressively,
so that competency based skills along
with basic life skills are imparted to
enhance the employment potential
of our youth. We also need to realise
that our youth coming from the lim-
ited financial means would need to be
sustained on some minimal financial
incentive to pursue skills for employ-
ment. Hence we also need credible fi-
nancial models to sustain education
for youth.
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Inclusion with quality is what we all look for. Inclusion means reaching the last child. I
doubt if only technology is the answer to that. First of all, is it available to everybody?
We can reach that point slowly, but that does not mean we should not use all modes.
We talk about values in our curriculum, but for that we all have to share thosevalue systems. It doesn’t come by telling, it comes by imbibing. You have to decide
whether technology can impart values, you have to decide that.
Of course we need technology for certain things like teacher training. Also open
learning, in my view, is the answer to many issues. Technology can help us develop
multi-language usage that can help teachers in making learning easier. Even holistic
learning that you need to do for a vocation is important, but it should not be limited
to a par ticular skill-set.
Prof Parvin Sinclair, Director, National Council for Education Research and
Training (NCERT)
At UNESCO we are looking at two issues of what do we think, and what we
are doing to assist countries to achieve EFA goals by the year 2015. We are
asking our partners to look at the issue of schooling, not only in terms of
access, but also to get the completion rate high.
For instance, in India we have more than 90 percent access to the primary
school, but the completion rate is below 70 percent, and it is going down
drastically in secondary education and upper secondary education. Many of them are related to the gender exclusion, disability exclusion, etc. Post 2015
we are putting new focus, not saying education for all, but we are saying
learning for all.
Alisher Umarov, Chief of Education and Programme Specialist, UNESCO
Education should focus less on examination system and more on learning.
The examination system and rote learning from the text book is not what we
need. The examination system is only a tool to select. Is there anything in theexamination system that selects in terms of values like honesty, and are we
getting proper people at proper posts, in any profession?
So the rst thing is that the focus should be learning instead of teaching.
Focus should be on education instead of examination. Yes, we do need to
select, but we can look at a more holistic way of assessment, where we
look at the development of skill. We have to look at the development of
understanding, but even the role of the teacher is very important that helps in
value system and skill development.
Dr Pascal Chazot, Elected Member of Parliament in France for the French
Overseas; Founder and Head of School, Mahatma Gandhi InternationalSchool (MGIS), Ahmedabad
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WES 2013 REPORT PLENARY SESSION 1 & 2
Education is a great enabler as well as leveller. We have
worked with former President APJ Abdul Kalam’s Pan-Afri-
can e-Network project. It is one of the most successful proj-
ects where 10,000 students from 48 countries across Africa
are enrolled in live, face-to-face classroom sessions. As we
have seen from Pan-African model, there is a lot of poten-
tial for cooperation at the global level in terms of sharing of
knowledge, content development, increasing accessibility,
and improvisation of technology for e-networks.
Vimal Wakhlu, Chairman & Managing Director,
Telecommunications Consultants India Limited
Strategies for Steering the
Education SectorThe wealth of nations is judged by the intellectual property they have and not by their physical
or mineral wealth. There is a need for integration of societies and countries. We may have
manufacturing in one place, the user maybe at another place, and the workforce maybe
coming from a separate country. This means, whatever education and skill development
we wish to have must be of comparable standards and be such that it can be trans-located
from one region to another.
Amit Khare, Joint Secretary, Ministry of Human Resource Development,
Government of India
Digital literacy is very important
in today’s world. Also, mobile
penetration is growing. So, we
have to plan for e-content for the
mobiles because that’s the best
component through which wecan reach the last miles. With
increased internet connectivity, I
also believe that we have to go
for a virtual classroom system,
as we have shortage of quality
teachers. Lastly, to enhance em-
ployability we have to focus on
skill development.
Dr Ashwini Kumar
Sharma, Managing Director,
National
Institute of
Electronics
and
Information
Technology
(NIELIT)
The Government of India’s investment in research is roughly 0.95
percent of the GDP, and it aims to increase this to two percent by
the end of this plan period. We are working on the Singh-Obama
Knowledge Initiative, and working for collaborations betweenforeign and Indian universities for the purpose of research and
innovation.
Dr Akhilesh Gupta, Secretary, University Grants Commission
Globally, the open learning education resources have gained a great
momentum and we must pace ourselves with this particular ap-
proach for improving quality in education. We have to create a safety
net for the disadvantaged groups or school dropouts so that they
complete their education up to secondary level. We should collabo-
rate and develop good quality resources that will be available at a
particular platform.
Dr S S Jena, Chairman, National Institute of Open Schooling
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Opportunities of Overseas
Collaboration for Indian Institutions
We are grateful to India for leading the international education aid programmes in our
country. Nearly 7,000 Afghan students are studying at universities and technical schools
across India. We look forward to increased collaboration between India and Afghanistan
through faculty and student exchange programmes. Educational co-operation through
sustainable mechanisms will go a long way in enabling an economically and socially
integrated region.
HE Shaida Mohammad Abdali, Ambassador of the Islamic Republic of
Afghanistan to India
I see enormous opportunities, benets, and synergies from international collaboration in the eld
of education. The inspiration for me is in seeing a future that is increasingly reective of people who
see themselves rst as the citizens of the world, and later as citizens of nations. We are striving
towards a world where international collaboration brings with it international understanding, which
in turn, brings opportunities for world harmony.
Mark Parkinson, Executive Director, Head of School, Kunskapsskolan Eduventures, Gurgoan
There are many avenues of collaboration
between India and the Philippines including theeducation sector. We welcome Indian investment
in education in the Philippines. There is already
an increased people-to-people contact between
the two nations. Implementing less restrictive
visa policies is a building block that can go a long
way in boosting ties in the eld of education. I
also believe organisations like ASEAN and SAARC should look into co-operation in
education with India.
Robert O Ferrer, First Secretary, Embassy of the Philippines
Our gross enrolment ratio (GER) in highereducation is 28 percent and our gov-
ernment is setting up a new target of 30
percent, for 2014. Thus, there is a need
for more higher education institutions in
Indonsesia, and we look forward to more
collaboration with friendly countries like
India. Also, India has now become an at-
tractive education destination for students
from overseas students. We are already
working closely in several areas like organ-ising training and exchange programmes
and joint-research programmes.
HE Rizali Wilmar
Indrakesuma,
Ambassador of
Indonesia
to India
Under the ‘Erasmus Mundus’ programme we are
collaborating with more and more international
students, especially in the short -term programmes
of six months or nine months. Slovenia and India
have been the main supporters of the International
Centre for Promotion of Enterprises (ICPE) for
the last two decades and we have had a lots of
students from India. The programme will begin
from this year in October and we expect that atleast 25 or more students will enrol.
Lt Boris Jelovšek, Minister Plenipotentiary, Republic of Slovenia
WES 2013 REPORT SPECIAL SESSION
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WES 2013 REPORT SCHOOL EDUCATION
Our project e-Pronounce is an ongoing research project. It
aims at learning correct pronounciation using phonetic sym-
bols. We wanted to have something to bridge the language
divide for people in the non-native English environment. The
objective is pedagogy rst and technology second.
Prof (Dr) Fong Soon Fook, Professor, School of
Educational Studies, Universiti Sains Malaysia
Blended Learning, MultimediaContent and Supportive Teaching
Tools to Promote Student EngagementIn teaching through technology, we have to stop
looking at engagement through content. Context is
more important than content. We conducted an ex-
periment, where we converted a sixth-grade science
textbook into a comic. Students read through their
entire science textbooks in exactly two days. So by
changing context you can get students’ interest.
Kunal Sharma, Founder & Director,
Mexus Education
Education should not be limited to read-
ing or writing, it must be understood,
applied and reasoned. Also, with digital
learning and internet, a lot of resources
are available for the students. We are in-
troducing the tablet PCs with pre-loaded
content to reduce paperwork.Prabhakar Rao Polasani,
Chairman, Rao’s Group of
Educational Institutions, Hyderabad
There is only one percent penetration of interactive
displays in India, while other countries like Moscow,
Russia, and China have far greater adoption. So as a
technology provider, we are working with our ecosystem
to ensure that some of these problems are captured in our
future products. Also, the future lies in 3-D stereoscopic,
which is more engaging for students.Ganesh S, Business Development Manager, DLP
Products, Texas Instruments (India) Ltd
I believe it’s not just about hardware and software. It is
not even about how we apply technology. It’s about com-
pletely re-thinking the way we personalise learning spac-
es and learning experiences. It means we place the stu-
dents at the core, and let them set their goals. Instead of
teachers, we should have coaches. This personal coach-
ing leads to personal accountability for the students. Even
the assessments have to be on the basis of knowledge
instead of running after grades or marks.Mark Parkinson, Executive Director, Head of School, Kunskapsskolan
Eduventures, Gurgaon
Our core function is to digitise data that
is written by hand to business process-
able data. We designed a digital pen
with the prime purpose of not wast-
ing human time for completely non-productive things. I believe any new
technology faces problems of adapta-
tion and adaptability. No technology
is bad. It only fails when it is wrongly
implemented.
Sundaram Ramaswamy,
Chief Executive Ofcer,
Xcallibre Digital Pen
Solutions Pvt Ltd
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Early Childhood Education
Emotional stability is important, as a child needs to be
understood and heard. There shouldn’t be any rank-
ing, neither in academics nor in sports. Our effort is
to de-digitise, as too early stimulation will affect in the
long run. Thus, computers should be limited as an aid.
Treating parents as partners is extremely important.Also, teachers need to feel valued.
Shilpa Solanki, Founder Principal, The Orchid
School, Pune
The role of
educators is to
keep the cu-
riosity alive in
the children todevelop them
fully. The key
imperatives of
early childhood
educators to
help children
reach their
goals are: Care, Curriculum, Curiosity, Condence
and Creativity. The art of asking questions rather
than knowing the right answers is a major aspect ofa child’s development.
Pooja Goyal, Director, Intellitots, Guargoan
I believe no matter howsoever marvellous the
school curriculum is, the problem lies in its imple-
mentation. I have been involved in setting up early
learning centres with the Shri Ram Group. We be-
lieve in not only imparting skills but an attitude. We
work in a children-centric curriculum. We look into
different aspects like emotional security, experien-
tial learning to encourage inquiry among students,
and differentiating between a slow and a fast learner. We also hold workshops
for parents to bridge any sort of disconnect.Kaadambari Muttoo, Director Academics, Schools Division, Shri Ram New
Horizons, New Delhi
We have realised that we cannot live
in that idealist framework where you
teach a moral science chapter on
don’t lie and the kid goes back home
and observes his/her parents lying.
So we believe that parents should go
many steps beyond PTMs, and not
only in pre-primary classes but be-
yond that as well.
Amol Arora, Vice Chairman & MD,Shemrock & Shemford Group of
Schools, New Delhi
The issue here is not only about early childhood education (ECE). It is
about early childhood care where emotional needs should be met. A
school is a child’s rst point of separation from his/her family. I think
there is a lot of homework that needs to be done by most schools in that
regard. ECE also needs to have
measurable outcomes in terms of
the ambience and the pedagogy.
Dr Jitendra Nagpal
Program Director “Expressions
India” The National Life Skills
Education & School Wellness
Program; Sr Consultant
Psychiatrist & Incharge,
Institute of Child Development
& Adolescent Health,Moolchand Medicity,
New Delhi
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WES 2013 REPORT SCHOOL EDUCATION
Teacher training is about getting complete mastery of ICT
as pedagogical tools. Focus should be on ICTs in schools
to transform teaching and learning. Implementation is an
issue, professional development has happened haphazardly.
It should be a continuous process. If teachers are not trained,
then hardware and software are of no use.
Dr Termit Kaur Ranjit Singh, Senior Lecturer, School of
Educational Studies, Universiti Sains Malaysia
Capacity Building of Educators
Teachers, Training, Technology
You have to inspire children and create in them a
desire to learn, not just rote learn. They should be
able to discuss and have belief in values and should
have condence in themselves. We should give them
a stable tomorrow with informed decisions. But are
we training our teachers to do that? There are large
percentage of teachers who are unaware of what they
need to do for a better future of young children. It is teacher training component that
is going to make a critical difference. Teachers today have to act as facilitators and
turn into mentor. For achieving that teachers should become a life-long learners.
Gowri Ishwaran, CEO, The Global Education & Leadership Foundation
One of the most important thing that I tried to identify is
availability of teachers. Across India there is a dearth of
teachers and according to reports we require 1.2 million
teachers. The main reason for this, as per reports, is that
teaching is the least preferred career choice. Another
reason is the insufcient teacher training institutions and
lack of qualied teacher educators.
Dr Dinesh Kumar, Additional Commissioner (Academics),
Kendriya Vidyalaya Sangathan, New Delhi
Today our system demands so much
from us. We have to add so much,
like cognitive element, social element,
and psychological elements, intel-
ligent quotient, new curriculum along
with new acts like RTE, etc. Therefore,
capacity building of teachers has be-
come a full-time demand for school
systems. Schools may have dramaticinfrastructure and you may get good
admissions, but you will not sustain
those children in your campus unless
you do something extraordinary.
Lakshmi Kumar, Director, Pradnya
Niketan Education Society &
Coordinator, Sweden-India Project
Inter-Cultural Training Specialist
ICT can make a mark in education and
various teaching challenges can be
addressed by using ICT in classroom.
So we have to change according to the
digital world.
Monika Mehan, Principal, DAV Public
School, Khera Khurd, New Delhi
The passion for teaching is lacking in the country.
There is a huge gap beetween how the classes are
held in India and abroad. The problem is either we
have 18 th century classrooms or we have 22nd century
classrooms in most of the international schools, and
we have 20 th century teachers and 21st century
students. To solve the problem we need to focus on
quality teachers. The whole concept of education is a waste if teachers, the most
important factor for student development, are not paid attention to.
Shalini Nambiar, Director, Excelsior American School, Gurgaon
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International Schools in India
Challenges and Opportunities
Everything has changed – the role of
the teachers as facilitators, advance-
ments in IT, etc. Still there are chal-
lenges like dearth of quality teachers
and resources. International collabo-
ration is a fantastic opportunity and
we need to harness it. Updating tech-
nology is important, but let us not
forget which technology is relevant
to our community. Ryan Pinto, CEO, Ryan
Group of Schools, Mumbai
All our schools can
become international
schools, no matter
whichever board af-
liation, through the
universal best prac-
tices like good stu-
dent-teacher ratios,
assessment for depth
and application of learning, and being accountable
to parents by demonstrating real performances of
understanding by their kids. It is a package of Intel-
ligence Quotient (IQ), Passion Quotient (PQ), Spiritual
Quotient (SQ) and Emotional Quotient (EQ).
Lina Ashar, Founder, Kangaroo Kids Education Ltd,
Mumbai
In this age of ‘ice-cream dilemma’ of careers, as
an international educationist, I wanted to guide
children to be able to pick the right kind of careers
for themselves, based on their natures. Interna-
tional education is about having choices, and also
the need to get the RPRP approach i.e. right people
at the right place/profession.
Steven Rudolph, Director, Jiva Education
Why do we live with the excuse that
international education is limited to the
rich? The theory of connectivism is
the way forward, especially for learn-
ing in the digital age. Every teacher has
to be a part of international teaching-
learning platforms because we do not
live in India, we live in a global world
and compete at an international level.
We need to improve at the level of mu-
nicipal schools.
Manjula Pooja Shroff, CEO,
Calorx, Mumbai
Globalisation has led to the de-
mand for international schools
in metros and even in tier-I cit-
ies. International exchange pro-
grammes, international teachingpractices where learning is not by
rote, and the use of technology
all form part of an international
school. Challenges range from
quality infrastructure, catering
to a growing but niche segment,
teacher availability, etc.
Rajeev Katyal, Country
Director (India), Global Indian
International School, New Delhi
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WES 2013 REPORT SCHOOL EDUCATION
International afliation, resources, teacher and
training costs lead to an expensive fee structure.
So the cost factor itself is a big challenge, and it isnot meant for all. Prices may only come down if we
have many international schools. Another challenge
is there are not as many international universities in
India for a child to be able to pursue international
certication.
Dr Vandana Lulla, Directorh & Principal, Podar International School
(IB & CIE), Mumbai
International education breaks down the barriers
of race and culture. Such schools are expected to
double in next ve to seven years. But there are
challenges like the mentality that it’s a ticket fora child’s study abroad, so sometimes the vision
behind the programme is lost. Also, acceptance of
international education is a problem with the higher
education universities in India.
Priyamvada Taneja, Development Manager, India, International
Baccalaureate Organization, Haryana
The model of education that we have
is from the days of industrialisation
were, schools are still organised on
factory lines; there is compartmen-
talised subject delivery; and there is
no intermingling. We have to start
thinking differently about education,
and we have to realise what our hu-
man capacity is.
Rita Wilson, Former Chief
Executive and Secretary, Council
for the Indian School Certicate
Examination; and Academic Lead,
Develop Schools
digitalLEARNING Upcoming Ranking Issues
For Participation in University & B School Ranking contact: [email protected]
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Ranking Top Private Universities in India in July 2013
Ranking Top Government Universities in India in August 2013Ranking Top Pre-schools in India in November 2013
Ranking Top Schools in India in December 2013
Ranking Top B-Schools in India in January 2014
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Creating Excellence
in School Education
“E
xcellence in education
has become a buzzword
today, and is very often
used in clichéd terms.
But I think excellence is an overall pack-
age of character building with focus
on values, and the final summit is that
of creating a good human being,” said
Gowri Ishwaran, CEO, The Global
Education & Leadership Foundation,
during a roundtable discussion at the
third edition of World Education Sum-
mit 2013.
Speaking about current schooling
systems, Col V K Gaur, Advisor, ManavRachna Educational Institutions said,
“Nowadays, schools have become facto-
ries that are more concerned about how
many of their students have been selected
for the IITs or IIMs. Excellence for them
only means what converts into money.
This is the state of affairs at the highest
level in the country. Sadly, India only has
two percent of skilled workforce.”
“Excellence will be there if we focus
on Adhyayan (study), Adhyaapan (teach-
ing), Abhayaas (practice), and Vyavahaar
(behaviour),” Col Gaur added.
Elaborating upon the distinctive ap-
proach towards educating young minds,
Steven Rudolph, Director, Jiva Educa-
tion said, “Every morning in our school
we give 15 minutes to what we call SOE-
Self Others Environment, and we do
swadhyaya (self-study). Every student
talks to the other student about what
good deeds he has done, and what prob-
lems he is facing.”
Pointing towards the need for in-
creased partnership between educators
and parents to promote excellence in
schools Rudolph added, “My belief on
how we get excellence is through find-
ing out what is the nature of the child,analysing it over the years, making him
reflect with his parents, and setting him
on the right path.”
Kavita Das, Principal, St John’s High
School, Chandigarh, spoke about the im-
portance of bridging the rich-poor divide
in education, “We should not forget that
there are millions out there who are very
poor and who need to be educated. We
have to start bringing them in our schools,
and start integrating them rather than
treating them as separate members of the
society. The schools need to start widening
their perspectives and not only cater to the
haves of the society, but should also start
looking at the have-nots.”
Muhammad Husain Zulqarnain
from The Knowledge Bridges Interna-
tional Schools, Riyadh, Saudi Arabia
added, “Einstein once said that it is not
intellect but character that makes great
scientists. If you are not imbibing charac-
ter among students in schools, they will
not get to learn it elsewhere.”
Discussion also highlighted the need
of having gurus. “Are we having teach-
ers or gurus, because there is a differ-
ence between the two. If we have good
gurus then we are actually going to dogood to the society. Nowadays, moral
values have gone down, and schools
need to include moral lessons and per-
sonality development classes. It is not
only about teaching,” said one of the
participants.
Summing up the session, Anirudh
Gupta, CEO, DCM Group of Schools said,
“Generally K-12 is referred to as 15 years
of school education. If we substract what-
ever syllabi or curriculum taught in all
those 15 years from the child’s personal-
ity, then whatever is left with the child is
what the holistic education means.”
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WES 2013 AWARDS
12
3
4
5
6
7
8
1- LtoR: Lt Boris Jolevsek,
Minister Plenipotentiary,
Republic of Slovenia;
Shahid Ali Khan, Minister,
Minority Welfare and
Information Technology,
Government of Bihar;
Mantriprasad Naithani,
Minister, School Education,
Adult Education, Sanskrit
Education, Government
of Uttarakhand; Ryan
Pinto, CEO, Ryan Group
of Schools; Dr Ravi Gupta,
CEO, Elets Technomedia
Pvt Ltd
2- LtoR: Asim Chauhan,
Chancellor, Amity
172 Award Nominations, More than 82,489
online votes, 48 Award Winners
University; Lt Boris
Jolevsek; Shahid Ali Khan
3- Release of CYBERFORT
Technologies
4- Entrepreneurship inSchool Education (Special
Mention): Dr Amrit Lal
Ishrat Memorial Sunbeam
Group of Schools Varanasi,
Uttar Pradesh
5- Vocational Education &
Training Initiative (Special
Mention): AISECT – Bhopal,
Madhya Pradesh
6- Government Sector
Initiative in Education (Jury
Choice): Computer Aided
Learning in Primary Schools
of Gujarat
7- Government Sector
Initiative in Education
(Public Choice): My
School e-School – District
Panchayat Kutch, Gujarat
8- Start-up Initiative
(Special Mention): Touch-
on-Cloud – Harness
Handitouch Pvt Ltd
9- Innovation By
Engineering Institute (Public
Choice): SAL Institute of
Technology & Engineering
Research, Ahmedabad,
Gujarat
June 2013 / digitalLEARNING
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education.eletsonline.com9 10
11
12
13 14
15
16
17
10- Global Collaborative
Learning Initiative (Jury
Choice): Who We Are &
Where Are We Going – Bal
Bharati Public School, Delhi
11- Innovation By
Engineering Institute
(Jury Choice): Foundation
Programme – Indian
Institute of Technology
Gandhinagar, Gujarat
12- Government Sector
Initiative in Education
(Special Mention):
eScholarship Management
System – Directorate of
Information Technology,
Government of Maharashtra
13- Innovation in Teaching
Pedagogy (Public Choice):
Seamless Learning – Dr K
N Modi University, Newai,Rajasthan
14- Innovation in Teaching
Pedagogy (Jury Choice):
Customizable Business
Simulation Software – Amity
University, Gurgaon, Haryana
15- Global Collaborative
Learning Initiative (Public
Choice): Exploring the World
– Ryan International School,
Greater Noida,
16- Innovation in
Language(s) Education
(Jury Choice): ePronounce –
School of Educational Studies,
Universiti Sains Malaysia
17- Innovation in Language(s)
Education (Public Choice):
Innovations in Hindi
Curriculum – The Cathedral
and John Connon School,
Mumbai
They Also Won
Innovation in Teaching
Pedagogy (Jury Choice):
Ask Your Kids – Oakridge
International School,
Visakhapatnam, Andhra
Pradesh
Innovation By Management
Institute (Public Choice):
MIT School of Management,
Pune, Maharashtra
Use of Assistive Technologies
In Education (Public Choice):
ICR @ Home – NIIT Ltd
Government Sector Initiative
in Education (Special
Mention): Vignana Yathre
– Department of State
Education Research and
Training, Government of
Karnataka
63digitalLEARNING / June 2012
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WES 2013 AWARDS
18 1920
21
22 23 24
25
26
27
28
29
30
18- Innovation in Science
Education (Public Choice):
Kaleidoscope – Sir
Padampat Singhania
Education Centre, Kanpur,
Uttar Pradesh
19- e-School Initiative
(Public Choice): Online
Interactive Virtual School
Portal – Dr Kedar Nath Modi
Foundation, New Delhi
20- Green Campus
Initiative (Public Choice):
RMK Engineering College,
Chennai, Tamil Nadu
21- Multimedia Content
For K-12 Education (Public
Choice): DigitALly – Pearson
Education Services Pvt Ltd
22- Green School Initiative
(Public Choice): Save Earth,
Save Mankind – Gyan Ganga
International School, Jabalpur,
Madhya Pradesh
23- Global Collaborative
Learning Initiative (Public
Choice): International
Exposure Programme – Dewan
V S Group of Insti tutions,
Meerut, Uttar Pradesh
24- Green Campus Initiative
(Jury Choice): University of
Petroleum & Energy Studies,
Dehradun, Uttrakhand
25- Vocational Education
& Training Initiative (Public
Choice): Apprenticeship
Programme – Volkswagen
India Pvt Ltd
26- eCampus Initiative
(Jury Choice): Campus
Initiative University – Jayoti
Vidyapeeth Women’s
University, Jaipur, Rajasthan
27- Non-Government Sector
Initiative in Education (Public
Choice): Empowering Deaf
Kids through Donated Mobile
Phones – Sounds of Silence,
Mumbai, Maharashtra
28- Start-up Initiative (Jury
Choice): Synergize – Esquvi
Technologies Pvt Ltd
29- Innovation in Math
Education (Public Choice):
Math Fair Application of
Math in Life – The Orchid
School, Pune, Maharashtra
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31
32
33
34
35
36
37
38
39
40
42
43 44
30- Multimedia Content
For K-12 Education
(Jury Choice): Raptivity
– Harbinger Knowledge
Products
31- Non-Government Sector
Initiative in Education (Jury
Choice): Legacy of Creating
Educational Institutions
of Excellence – Shri Ram
Education Trust, New Delhi
32- Innovation in Teaching
Pedagogy (Public Choice):
MathsLab – Next EducationIndia Pvt Ltd
33- e-School Initiative
(Jury Choice): e-School
Programme – Doon Public
School, New Delhi
34- Use of Technology
For Engineering Institutes
(Jury Choice): Virtual 3-D
Simulations A Sustainable
Approach – JaipurEngineering College and
Research Centre, Jaipur,
Rajasthan
35- Innovation in Pre-School
(Public Choice): Multiple
Intelligence Learning
Strategies – Delhi Public
School, Bopal, Gujarat
36- Interface between
Academia-Industry (Public
Choice): Shadow Engineering
– VNR Vignana Jyothi
Institute of Engineering &
Technology, Hyderabad,
Andhra Pradesh
37- eCampus Initiative (Public
Choice): Activ(e)-Learning
– Gujarat Technological
University, Ahmedabad,
Gujarat
38- Innovation in Teaching
Pedagogy (Public Choice):
Making No Bones about
It – Mahatma Gandhi
International School,
Ahmedabad, Gujarat
39- Innovation in Open
and Distance Learning
(Jury Choice): Virtual Labs
Universalizing Education
NMEICT Project – Amrita
Vishwa Vidyapeetham,
Kollam, Kerela
40- Use of Technology For
Engineering Institutes (Public
Choice): Microsoft India
Student AppFest – Microsoft
Corporation (India) Pvt Ltd
41- Start-up Initiative
(Public Choice): Recruitment
Assisstance – Substance
41
45
42- Innovation By
Management Institute
(Jury Choice): Abhyudaya
– S P Jain Institute
of Management and
Research, Mumbai,
Maharashtra
43- Global Collaborative
Learning Initiative (JuryChoice): Competence
Development in Product
Lifecycle Management –
JSS Academy of Technical
Education, Noida, Uttar
Pradesh
44- Innovation in Teaching
Pedagogy (Jury Choice):
iKen Design & Technology
Lab Hands-on-Learning –
Mexus Education Pvt Ltd
45- Innovation in Pre-
School (Jury Choice):
Towards Making of Holistic
Global Citizens – Kangaroo
Kids Education Ltd
65digitalLEARNING / June 2012
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WES 2013 REPORT HIGHER EDUCATION
Fostering Excellence
Transformative Practices towardsEnsuring Quality
To bring about excel-
lence, commercialisa-
tion of education needs
to be stopped rst. Edu-
cationists and education
aid providers need to
work together on areas
of improvement through
deliberations and in-novations. Enrolments
need to be increased,
while dropout rates
have to be minimised.
Language barriers play
a vital role too.
Dr G James Pitchai,
Vice Chancellor,
Bhararhiar University,
Coimbatore
The biggest factor that correlates good qualit education is a good qualit teacher. How do we improve
the qualit of teachers is a major concern. Secondl, we need to understand wh our institutions don’t
gure in global rankings, as much as we are proud of them and have invested billions of dollars into
them. If we are to become a knowledge econom, we need the insight and experience to take the Indian
higher education to a completel different level.
Dr Amir Ullah Khan, Deput Director, Bill & Melinda Gates Foundation, India
A lot of transformational practices can come into examinations that will im-
prove the overall qualit of the education sstem. Mabe ve ears down
the line, we shall be talking more about the best practices in computer-
based mode of examination, instead of just talking about switching over
to online sstem. Crucial aspects such as qualit guidance, candidate
convenience, and multiple service providers shall have to be considered.
Nagendran S, Executive Vice President, MeritTrac Services Pvt Ltd
The issue of ensuring quality in education is inherently tied to the scalabil-it and accessibilit of education. We need larger number of classrooms,
books, stud materials, labs, equipments, and good teachers, etc. However,
human resources cannot be guaranteed to scale, and that’s where blended
learning can help through models such as ipped classrooms and distance
education. It enables students to get a mix of face-to-face tpe interaction
with teachers and computer-mediated learning technologies, hence offering
them best of both the worlds.
Jaya Jha, Head, Product & Marketing, Aurus Network
We need to create a framework where a student’s self-
learning process gets much better. Technolog is not
about taking the teacher out of the system, but enabling
the teacher. We need to change the mindset and see
technolog as an enabler. For an transformation to
happen, we need corporates to provide us technology
that would take us to the next level,
academicians for bringing in re-
search and innovation, and parents
to keep faith in us.Ullas Sathyanarayana, Co-Founder
& Director, Cogknit Semantics Pvt Ltd
The classroom
should focus on
how we can learn
together. This is the
age of diminishing IP.
The idea of patents is
going to be over, because everything is
going to be open. We are talking about
ethical hacking. We reall need to open
up.Supreet Kaur, Head, Marketing and
Alliances, Harness Handitouch
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education.eletsonline.com
Over the years, foreign presence
may increase in the management
institutes and programme offer-
ings will be changed. Less than
two years or executive MBA pro-
grammes will gain popularit.
Prof P Rameshan, Director,
Indian Institute of Management
Rohtak, Harana
Management Education
The Current Scenario and theWay Forward
Onl three percent of India’s total R&D is conducted b
educational institutions, and we have not done well in ap-
plied research in engineering and management as well. So,
that is a matter of concern. Also, teaching is usuall done
through the case study method that focuses on companies
who have performed in terms of prot and strateg. But
this method has become obsolete abroad, as it talks about
past practices. But toda, the future lies in building sociall
responsible companies and inno-
vative practices.
Dr M P Jaiswal, Chairman,
Centre for Smart Innovation
& Governance; Chairman,Process Rennovation
Projects, MDI, Gurgaon
There was a time when MBA provoked a lot of craze among people. However, over the last few
ears, not onl in India but even in the US, placements have been ver bad in MBA institutes.
The cost of tuition has risen manifold. The two-ear MBA has lost its relevance, and it should
be converted into a combined four-ear programme. In fact, specialisation programmes of 14-
18 months on business analtics, nancial engineering, multimedia, e-commerce, and digital
marketing will do well in future.
M J Xavier, Director, Indian Institute of Management Ranchi, Jharkhand
There has been a dearth of serious
people in education. I feel the facult
and students are the heart of any in-
stitute. We should invest in delivering
quality knowledge and more value
for all stakeholders. For instance, we
have a structured mentorship pro-
gramme for students at our institute,
where faculty and industry leaders
come together to guide our students. We also have academ qualit
assurance system, and academic audit at both internal and external
level.
Prof Pankaj Gupta, Director General, Jaipuria Institutes of
Management
There is a common concern among universi-
ties of management education world-over on
how to build socially sensitive business lead-
ers for tomorrow. Our institute undertakes
man pedagogic innovations in this regard.
For example, the programme called ‘Abyu-
daa’, where our students mentor underprivi-
leged students from neighbouring slums.Rukaiya Joshi, Professor, S P Jain Institute of Management &
Research, Mumbai
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WES 2013 REPORT HIGHER EDUCATION
Private Universities in India
Innovation in Education
Innovative curriculum, including contemporar
subjects, is going to be the most important thing in
the coming ears. Experiential learning is also ver
important and students need to take up projects
with the industr. Technolog transfer and collabo-
rations between government, research institutions,
and industr are going to pla a pivotal role.
Padmakali Banerjee, Pro Vice Chancellor, Amit
University, Gurgaon
Qualit is the hallmark of education. It can be attained b aligning global partnerships
to national interest, along with institutional autonomy, balanced with accountability to
prevent misuse of freedom. The private institutions should come up with innovations to
include a global perspective in a more global-oriented curriculum. The students should
be given challenging assignments and be evaluated on an innovative grading sstem.
Dr Francis C Peter, Vice Chancellor & President, Dr K N Modi Universit, Rajasthan
For education we need only one thing, which
is a great mind and enabling environment.
We know that India has great minds, but
where is the enabling environment? There
is a lack of freedom for private institutions.
The hope is that they can differentiate them-
selves by focusing on students, who should
be treated as the centre of all the activities.
Another hope is in engaging the industry, as
employability of students depends on the in-
dustr. But it has to be two-sided interaction
wherein teachers and students also contrib-
ute to the industr. Also, private universities
should have other models of revenue gen-
eration apart from
students’ fees,
to remain
s u s t a i n -able in the
long-run.
Dr Anup
K Singh,
Director
General &
Chairman,
Nirma Universit,
Gujarat
We believe in innovations through entrepreneurship
whether it is technology or management or business
schools. The motive should now be to produce
employers rather than employees, because an employer
can feed and assist four other people. We encourage
our students to take up entrepreneurial projects.
Prof Satish C Sharma, CMD & Professor in
Management, Maharaja Group of Colleges
Though the private sector has contributed a lot towards the success of technical
education, priorit structures have to be maintained across institutions. The most
important thing on the list is the qualit of the facult that ou acquire. It has to be
followed by teaching-learning processes, quality of academic leadership, quality
of admission, alumni relations, sports and cultural activities.
But most of these segments have been misplaced in the
priorit list. It is time to stop distinguishing between public
and private colleges, rather making both of them deliverable.Prof Prem Vrat, Vice Chancellor, ITM Universit,
Gurgaon
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India has become one of the major hubs for knowledge outsourcing and skill
development. The qualit of skill enhancement programmes, their variet and
deliver has become major advantage for the world. It is onl in India that ou
can nd skill development enhancement solution for an need.
One of the most sought after course is the algorithm training
programme. Another emerging area of skill development is that
of cber securit, given the rising cber criminal activities.
Amit Kumar, Managing Director, Dr A Kumar Institute of
Education; President, CyBERFORT Technologies
Vocational Training
Enhancing Employability Skills
In India onl 10 percent of fresh grad-
uates are employable, as the majority
lacks industr specic skills. We need
to emphasise on vocational training
for target groups like school drop-
outs, women and socially backward
groups of our societ. Also, we have
to do away with the stigma attached
with vocational education to attract the
best talent.
Dr U C Pandey, Regional Director,
IGNOU Regional Centre
Our education system is more
theoretical leaning on getting
good grades, but we do not
create professionals. We have
to build linkages between all
sections of education to enableskill development along with
knowledge generation.
Dr Aarti Srivastava, Associate
Professor, National Universit
of Educational Planning and
AdministrationWe have been working for the last 27
years in the unorganised sector in the
backward districts of the countr. We
provide short-term and entry-levelcourses in regional languages. Our focus
is on providing skills development in
areas that are relevant to that particular
region, like data entry
operators, bank
kiosk operators,
hardware-repair, and
maintenance of mobile,
etc.
Abhishek Pandit, Director, Business
Services, AISECT
Recently, the Government of Andhra
Pradesh started Rajiv yuva Kiranalu
scheme. It aims to build job specic
skills among the unemployed, and
place them in appropriate private job
sectors like construction. However,
it is essential to make people aware
about the different vocational skills
and their learning centres.
Prof B Venkat Rathnam, Vice
Chancellor, Kakatia Universit
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The sectoral approach is that we need to scale quality ca-
pacity among the faculty, infrastructure, students, and the
ecosstem, at large. Emploabilit at the entr-level, and
research and development at the higher level, both are re-
quired. While the industr has gone on its own journe, we
have not made our efforts to bridge the misconception of
suppl and demand requirement. So the suppl side has ac-
tually perceived
the industry re-
quirement and
moved on its
own journe.
Dr Sandhya
Chintala,
Executive
Director, Sector
Skills Council,
NASSCOM
Industry-Academia Bridge
Channelising CollaborativeModels
The government is not solel responsible for doing everthing.
There are many examples across the world where education,
health, transport and many important sectors are into private
domains. It is good to involve private sector, both at the school
level and higher education level in education, as it increases the
competitiveness. When we sa that education is the backbone,
it is about inculcating democratic and secular values among the
citizens.
Capt H A Arfi, IAS, (Retd) Director
AICC & AIESR, Amit Universit,
Noida
Graduates now require skills like critical thinking, communication,
collaboration and creativity that are documented in the approach
paper of the plan document in the 12th Plan. Special emphasis on
verbal communication skills, especiall English, will help in bringingemploabilit. We need an interactive and collective arrangement
between academic institutions and the business cooperation, for the
achievement of certain mutuall inclusive goals and objectives. There is
a growing need of industry in making new recruits productive with right
skill and knowledge, and thereb reducing the cost.
Shakila Shamsu, Ofcer on Special Dut, Department of Higher
Education, Ministr of Human Resource Development, Government of
India
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Industr and academia are not working together.
We are facing this issue that after four ears
of engineering, the companies come to us
and say that their mindset is different, and
the want something else from the students.
We made industr-specic learning as a part
of our curriculum. There are some industr
relevant curriculums, which we have designed
in consultation with major companies.
Dr Madhu Chitkara, Vice Chancellor,
Chitkara University
We have kept the concept of corporate
mentor at our institute, whereby we as-
sign 15 students to a corporate and the
mentors groom students. The take all the
responsibility, starting from the academ-
ics to placements and teach business
etiquette to students. We are also provid-
ing vocational courses to our students
as corporates need students with basic
knowledge of a particular industr. Wemust emphasise on practical knowledge
and then the theor.
Prof (Dr) Sandip P Solanki,
Director, MBA Dept, M H Gardi
School of Management, Gardi
Vidyapith, Rajkot
Gujarat Knowledge Societ (GKS) is a revolutionar
measure of the Gujarat Government, undertaken in
2008, to bridge the gap between the industr and
academia. GKS believes in empowering the outh. We
incorporate training centres with the help of various
industries, where quality education is imparted to the
candidates. GKS has alread registered with some of
the nest public and private institutions in the countr
like NIIT, HCL, etc. The students get great emploment
opportunities along with enhancement of the skills and
knowledge.
Ritesh Maheta, Accounts Ofcer, Gujrat
Knowledge Societ
During the second year of MBA
course, we talk to the industry
people, and they give curriculum
to us, which has to be added to the
sllabus. Retail giant, Shoppers
Stop, approached us and said
that the need 900 emploees
ever ear. Attrition rate is high,
but we have to give extensive
training to graduates for one
ear to make them emploable.
They suggested us to give six-
month training in the last year of
graduation for students who want
to join the retail industr.
Dr Deepak Shah, Secretar,
Kamala Education Societ (KES)
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New Financing and BusinessModels in Education
India’s private education market is estimated to reach USD 103 billion from USD 71 bil-
lion currently. New models of PPP in the skill development sector are assisting the vo-
cational education sector. We see expansion in education with participation of private
and foreign players. For that, the sector should be turned into for prot. Government
can allow long-term lease on land and infrastructure. It may cap protability, but allow
a rate of return to the investor.
Melwin Braggs, Business Lead, Develop Schools
Most of the companies think
that investment happens
on top line. The new set of
investment that is happening
in the country, which is
particularly in education is
happening on PACT (Prot
After Tax). Even if you have
`1 pact there are investorswho are ready to give you
20 times of that. But if you have a top line of 50 crores and you
are not protable means the execution is a big problem inside the
company and we as Indians are far better in giving ideas, chalking
out strategies, but lack in the execution side. If you are running a
company, or a business and, if you have `1 of prot, it is more
valuable than `100 of top line.
Naveen Jha, CEO, Deshpande Foundation;
and Managing Trustee, Deshpande Education Trust;
President-TiE-Hubli
There are lots of challenges in nding investors in educa-
tion. In India, education is considered as a non-prot making
sector. For prot entities like partners rm, cooperatives, pri-
vate limited companies, investments is not a challenge. But
with education, which is formed under entities like societ-
ies, trusts and Section
25 companies, nding
investor is a real chal-lenge. Investor or VC
funds cannot invest
in trust or society
because they cannot
reap benets out of
them.
Seema Jhingan,
Partner, LexCounsel
Law Ofces, NewDelhi
I think private players like us are looking to invest in innovations so that we can play a meaningful
role in the education sector. For instance, we support an organisation called ‘Agastya’ that designs
low-cost science equipment. So there is a huge opportunity lying in the philanthropy and innovation
format that can be used to supplement the education system. Various sectors require very specic
skills. I think India’s demographic dividend has to be converted into human capital else it will
become a liability.Ujjawal Singh, Partner, Indus Balaji
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